Ch 8. Attention-deficit/hyperactivity disorder

Question 1

Amphetamines

Answer 1

A class of stimulant medications used to treat ADHD; increases the release of dopamine from presynaptic storage vesicles, resulting in more dopamine output to the synapse; Adderall and Dexedrine are examples

Question 2

Attention-deficit/hyperactivity disorder (ADHD)

Answer 2

A DSM-5-TR neurodevelopmental disorder characterized by significant inattention and/or hyperactivity–impulsivity that emerges prior to age 12 years, is present in two or more settings, and interferes with academic or social functioning

Question 3

ADHD, combined presentation

Answer 3

A presentation of ADHD characterized by significant inattentive and significant hyperactive–impulsive symptoms

Question 4

ADHD, predominantly hyperactive–impulsive presentation

Answer 4

A presentation of ADHD characterized by significant hyperactive–impulsive symptoms but subthreshold problems with inattention; usually seen in younger children with ADHD

Question 5

ADHD, predominantly inattentive presentation

Answer 5

A presentation of ADHD characterized by significant inattentive symptoms but subthreshold problems with hyperactivity–impulsivity; usually seen in older children and adolescents with ADHD

Question 6

Behavioral classroom management

Answer 6

An evidence-based treatment for ADHD in which teachers or educational specialists administer positive reinforcement to foster appropriate behavior at school; can be combined with peer interventions to improve social functioning

Question 7

Behavioral parent training

Answer 7

An evidence-based, behavioral treatment for ADHD in children; relies on altering the antecedents and consequences of children’s behavior to increase compliance and improve the quality of parent-child interactions

Question 8

Behavioral peer interventions

Answer 8

An evidenced-based treatment for ADHD in which peers systematically model, monitor, and reinforced adaptive behavior at school

Question 9

Behavioral inhibition

Answer 9

The ability to inhibit immediate responses, especially responses that provide immediate gratification

Question 10

Cognitive disengagement syndrome

Answer 10

A pattern of developmentally unexpected and persistent problems with cognition (e.g., daydreaming, mental confusion, social withdrawal) and movement (e.g., underactivity, sleepy appearance); formerly called “sluggish cognitive tempo”

Question 11

Continuous performance test (CPT)

Answer 11

A norm-referenced, computerized test of sustained attention and behavioral inhibition that is sometimes used to assess ADHD, although it may have limited validity for this purpose

Question 12

Creative problem-solving

Answer 12

The capacity to analyze, manipulate, and combine ideas or objects in a novel way; an executive function important to directing one’s own behavior in anticipation of long-term reinforcement

Question 13

Daily report card

Answer 13

A daily record of children’s appropriate behavior at school, which can be monitored and rewarded by parents at home

Question 14

Default mode network

Answer 14

A neural pathway implicated in ADHD; consists of the medial prefrontal, parietal, and temporal lobes; active during daydreaming and mind-wandering

Question 15

Delay aversion model

Answer 15

A neuropsychological model for ADHD in which the core symptoms are explained by children’s motivation to avoid or escape delays which they experience as unpleasant

Question 16

Differential Susceptibility to Media effects Model (DSMM)

Answer 16

A general model for the relationship between children’s digital media use and ADHD symptoms that posits a bi-directional association between these variables

Question 17

Diversion

Answer 17

The deliberate distribution of prescription medication for the misuse by others

Question 18

Dual pathway model (of ADHD)

Answer 18

A model that posits two neuropsychological pathways for ADHD: a top-down, cognitive model in which deficits in executive functioning lead to problems with attention and behavioral inhibition and a bottom-up, motivational model in which children’s attraction to rewards and intolerance for delays lead to impulsivity

Question 19

Executive dysfunction model (of ADHD)

Answer 19

A neuropsychological model that suggests that ADHD is caused by underlying deficits in behavioral inhibition which impair the development of executive functioning

Question 20

Four basic executive functions

Answer 20

In Barkley’s executive dysfunction model of ADHD: working memory, internalized speech, emotion regulation, and creative problem-solving

Question 21

Frontal–striatal neural circuit

Answer 21

A brain pathway associated with ADHD; consists of the striatum and right prefrontal cortex

Question 22

Internalized speech

Answer 22

According to Vygotsky, children’s tendency to mentally rehearse the voice of adults as they practice overt actions; an executive function important to regulating one’s own behavior

Question 23

Life course treatment model (of ADHD)

Answer 23

A model of ADHD that views it as a long-term condition that must be managed across development; the goal of treatment is to help people with ADHD develop academic, behavioral, and social-emotional competencies

Question 24

Mesolimbic neural circuit

Answer 24

A brain pathway associated with ADHD; consists of the (1) VTA and nucleus accumbens, (2) amygdala and hippocampus, and (3) prefrontal cortex

Question 25

Methylphenidates

Answer 25

A class of stimulant medications used to treat ADHD; slows the dopamine transporter system that removes dopamine from the cleft, allowing dopamine to remain in the cleft longer; Concerta and Ritalin are examples

Question 26

MOSAIC (Making Socially Accepting Inclusive Classrooms)

Answer 26

A brief classroom behavior management program designed to improve the social functioning of youths with ADHD

Question 27

Multimodal Treatment Study of Children with ADHD (MTA)

Answer 27

A large, randomized controlled study comparing the effects of medication and/or behavior therapy for children with ADHD

Question 28

Nonshared environmental factors

Answer 28

Environmental factors experienced by one child but not his or her siblings (e.g., problems during gestation, peer rejection in elementary school)

Question 29

Organizational skills training

Answer 29

An evidence-based intervention in which therapists, caregivers, and/or teachers systematically teach children how to organize, plan, prioritize, and complete daily tasks

Question 30

Parent consultation

Answer 30

Sometimes called parent training; involves helping caregivers learn more effective ways to manage children’s ADHD signs and symptoms

Question 31

Pomodoro technique

Answer 31

A technique to decrease procrastination in which the person uses a timer to schedule periods of work followed by a brief break

Question 32

Preschool ADHD Treatment Study (PATS)

Answer 32

A randomized controlled study showing that stimulant medication is efficacious in reducing ADHD symptoms in children age 3 to 5 years

Question 33

Psychostimulants

Answer 33

The most prescribed medications for ADHD; affect dopamine and norepinephrine; increase attention and behavioral inhibition

Question 34

Response cost

Answer 34

A form of negative punishment in which positive reinforcers (e.g., tokens, points, privileges) are taken away to reduce problem behaviors

Question 35

Right prefrontal cortex

Answer 35

An anterior brain region responsible for inhibition and impulse control (orbitofrontal region) and attention, organization, and planning (dorsolateral region)

Question 36

Sociometric ratings

Answer 36

A method used to assess peer status among school-age children; youths rate classmates with whom they would most and least like to play

Question 37

Striatum

Answer 37

Part of the basal ganglia; consists of the caudate, putamen, and globus pallidus; regulates behavior in response to feedback from the environment

Question 38

Summer Treatment Program (STP)

Answer 38

An evidence-based, psychosocial treatment for children with ADHD; consists of immediate, positive reinforcement for appropriate behavior in the classroom, during social skills activities, and while playing sports

Question 39

Time out (from positive reinforcement)

Answer 39

A form of negative punishment in which children are removed from positively reinforcing situations or stimuli for a short period of time to reduce problem behaviors