Chapter 9.

Question 1

Late childhood

Answer 1

6-11 years: Period between early childhood and early adolescence.

The healthiest years of the life span.

Slow, consistent growth is seen in middle and late childhood.

• Growth averages 2 to 3 inches per year.
• Weight gain averages 5 to 7 pounds per year.

Head circumference and waist
circumference decrease in relation to body height.

Bones continue to ossify (harden)

Girls in this age range are ahead of boys in their overall rate of growth.

Question 2

What does improvement of fine motor skills in middle and late childhood result from ?

Answer 2

Fine motor skills: Increased myelination of the central nervous system.

Motor skills: increased size and strength (e.g., at 11 years can throw ball 3 times farther than at 6 years).

Question 3

Changes in the brain in late childhood

Answer 3

Total brain volume stabilizes.

Significant changes in structures and regions occur, especially in the prefrontal cortex.

Cortical thickness increases.

Brain pathways and circuitry involving the prefrontal cortex, the highest level in the brain, continue to increase.

Question 4

Generally speaking, how healthy are Canadian children?

Answer 4

Most Canadian children are healthy.
* Middle and late childhood is a time of excellent health.
* Regular medical care remains beneficial.
* Immunization is still an important factor in health

Question 5

What are risk factors for obesity in middle childhood?

Answer 5

Risk factors for predicting excessive weight gain in childhood:

Overweight parent(s)

Large size for gestational age at birth

Early onset of being overweight (age 5 and under)

Obesity results from many factors:
* Genetic predisposition
* Epigenetic modifications set early in life
* Environment that promotes overeating and/or low activity level
* Lower socioeconomic status is higher risk
* Lower socioeconomic status may result in lower participation in organized sports.

Question 6

What are the benefits of physical exercise?

Answer 6

Canadian guidelines for positive health outcomes recommends:
* Physical activity: 60 minutes a day or more of moderate to vigorous intensity each day.
* Sedentary behaviour: no more than two hours per day of screen time or other passive non-school related activity).

A higher level of physical activity is linked to a lower level of metabolic disease risk, based on measures of cholesterol, waist circumference, and insulin levels.

Regular physical activity combined with a high level of calcium intake increases bone health.

Question 7

Body Mass Index (BMI)

Answer 7

Measures the proportion of body fat to lean body mass.

Question 8

How to get children to exercise more

Answer 8

Have children plan community and school activities.

Encourage families to focus more on physical activity.

Go for a walk or a bike ride together.

Physical activities in school- Gym class in school etc.

Question 9

Benefits of organized sports

Answer 9

There are physical, socioemotional, and cognitive benefits to participating in organized sports:

• Increases physical fitness
• Teaches cognitive and social skills

*Sport specialization - not necessary

*Coaches should be positive with realistic expectations

Question 10

What is the first and second leading cause of death in children ages 5-14 in Canada?

Answer 10

Unintentional injury-related deaths are the most common cause of death in Canadian children.

The injury-related mortality rate increases with age and is higher for males than for females.

More than half of the fatal injuries are due to motor vehicle crashes, with drowning being next most common.

Cancer is the second leading cause of death in children who are 5 to 14 years old.

The most common child cancer is leukemia.

Today, children with cancer are surviving longer because of advancements in cancer treatment.

Question 11

When are children at greatest risk of accidental injury - in the preschool or mid-late childhood years?

Answer 11

Middle years are a greater risk for injury.

They are more mobile and more independent.

The majority of nonfatal unintentional injuries are caused by falls

In Canada, people under the age of 20 accounted for 16 percent of all injury hospitalizations in 2001–2002

Question 12

What can caregivers/parents do to help children to stay safe?

Answer 12

Parents can help to keep their children safe from accidents by:

• being good role models
• insisting that their children use protective devices
• not overestimating their children’s skills.

In cars: Safety belt restraints and child booster seats are highly recommended.

Question 13

What are the features of Piaget’s concrete operational stage of cognitive development?

Answer 13

his involves mastering the use of logic in concrete ways. The word concrete refers to that which is tangible; that which can be seen, touched, or experienced directly.

Age 6: most children have some aspects of the concrete operational stage - they know that a lump of play doh has the same mass even if it’s appearance is changed.

Children are becoming less
egocentric; they begin to be able to understand others’ perspective(s).

In this stage children use schemes that enable them to think logically about objects and events in the real world.

Question 14

What is the difference between inductive and deductive reasoning?

Answer 14

Inductive logic: a type of reasoning in which general principles are inferred from specific experience.

EX: The 3 dogs in my neighborhood are friendly. - Dogs are friendly.

Deductive reasoning: Moves from generalities to specific conclusions.

– EX: All birds have feathers. A robin is a bird. A robin has feathers.

The difference is that in inductive logic the conclusion comes from experience and in deductive reasoning it comes from a logically drawn conclusion.

Question 15

Under what conditions can children in mid-ate childhood use deductive reasoning?

Answer 15

Children in the concrete operational stage can use deductive reasoning - but it is still not strong; so it is difficult for children.

They can generally only use deductive logic when the questions are fact based.

(Understands the gray elefant bot not the polka elephant)

Question 16

How do researchers and theorists working today view Piaget’s concrete operational stage?

Answer 16

Neo-Piagetians: developmentalists who argue Piaget was partially correct, but his theory needs considerable revision.

They elaborated on Piaget’s theory, increasing the emphasis on information processing, strategies, and precise cognitive steps.

Question 17

Concrete operations

Answer 17

Immensely powerful schemes that include the mental operations of:
– addition
– subtraction
– reversibility
– decentration

Question 18

Concrete Operational Stage-
Decentration

Answer 18

Thinking that takes multiple variables into account.

The ability to pay attention to multiple attributes of an object or situation rather than being locked into attending to only a single attribute.

(EX: hight, length and width)

Question 19

Concrete Operational Stage
- Seriation

Answer 19

The concrete operation the involves ordering stimuli along a quantitative dimension (for example, length).

Involves the ability to put things in order based on quantity or magnitude.

Question 20

Concrete Operational Stage - Reversibility

Answer 20

The understanding that both physical actions and mental operations can be reversed.

The fact that a process, an action or a disease can be changed so that something returns to its original state or situation.

(Understanding hierarchies depends on this)

Question 21

Concrete Operational Stage
- Transitivity

Answer 21

The ability to logically combine relations to understand certain
conclusions.

When a child is presented with the information “A” is greater than “B” and “B” is greater than “C”.

Question 22

Classification

Answer 22

This means children can classify objects into groups and subgroups. For example, they can group objects based on color, shape, or similarities.

EX: The child understands that someone can be a son, a father and a brother all at the same time.

An important component of concrete thought.

Question 23

Inductive logic - concrete operational stage

Answer 23

• Inductive logic: a type of reasoning in which general principles are inferred from specific experience.

EX: The 3 dogs in my neighborhood are friendly. - Dogs are friendly.

In the concrete operational stage children can use some forms of logic (but not others).

Increased skill in inductive logic allows the child to go from a specific experience to a general principle.

EX of inductive reasoning:

I see fireflies in my backyard every summer. - Hypothesis: This summer, I will probably see fireflies in my backyard.

Data: I tend to catch colds when people around me are sick.
Hypothesis: Colds are infectious.

Question 24

Deductive logic

Answer 24

Moves from generalities to specific conclusions.

– EX: All birds have feathers. A robin is a bird. A robin has feathers.

– EX: All mammals have kidneys.
Dolphins are mammals. Dolphins have kidneys.

Question 25

Siegler

Answer 25

Suggests there are no stages, only sequences. – Problem-solving rules emerge from experience and trial and error rather than being specifically linked to age.

Question 26

How do attention and memory develop during mid-late childhood?

Answer 26

During middle and late childhood, most children dramatically improve their ability to sustain and control attention. They pay more attention to task-relevant stimuli than to salient stimuli. Other changes in information processing involve memory, thinking, metacognition, and executive function.

Question 27

What is automaticity? Why is it important?

Answer 27

The ability to recall information from long-term memory without using short-term memory capacity. – Is achieved primarily through practice. Very important !! - It allows for more efficient processing.

Question 28

How does expertise shape information processing (memory, attention)?

Answer 28

Knowledge and expertise: Experts have acquired extensive knowledge about a particular content area. Older children usually have more expertise about a subject than younger children do. (EX 10 year old chess player). This can contribute to better memory for the subject. The more knowledge a person has about a topic, the more efficiently their information-processing system work will work, despite age. More information about something = enhanced longterm memory. (Advanced skill in one area does not improve general levels of memory or reasoning.)

Question 29

What is creativity?

Answer 29

Creative thinking is the ability to think in novel and unusual ways. Coming up with unique solutions to problems. Parts of creative thinking: Brainstorming Divergent thinking Convergent thinking Metacognition

Question 30

Working memory

Answer 30

A mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending language. Uses information from long-term memory in its work; and transmits information to long-term memory for longer storage.

Question 31

Processing efficiency

Answer 31

The ability to make efficient use of short-term memory capacity increases steadily with age.

Question 32

Long-term memory

Answer 32

A relatively permanent type of memory that holds huge amounts of information for a long period of time. Increases with age during middle and late childhood.

Question 33

Strategies

Answer 33

Deliberate mental activities that improve the processing of information. Improvements in memory reflect children’s increased knowledge and use of strategies.

Question 34

Elaboration

Answer 34

Engaging in more extensive processing of information. Finding shared meaning or a common referent for two or more things that need to be remembered. A learning strategy that supports students in making connections between new material and what they already know. Encourage them to engage in mental imagery. Motivate them to understand rather than memorize. Repeat with variation, and link early and often. Embed memory-relevant language.

Question 35

Mindfulness (critical thinking)

Answer 35

One important aspect of critical thinking is mindfulness: being alert, mentally present, and cognitively flexible. Mindfulness training has been found to improve children’s attention self- regulation. Critical thinking involves thinking reflectively and productively, and evaluating evidence.

Question 36

Brainstorming

Answer 36

A process in which individuals come up with creative ideas in a group and play off each other’s ideas.

Question 37

Divergent thinking

Answer 37

Produces many answers to the same question and is characteristic of creativity.

Question 38

Convergent thinking

Answer 38

Produces one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests.

Question 39

Metacognition

Answer 39

Is cognition about cognition, or knowing about knowing. Consists of several dimensions of executive function, such as planning and self-regulation. Helps people perform cognitive tasks more effectively. Metamemory is knowledge about memory.

Question 40

How do we define and measure intelligence?

Answer 40

Intelligence is the ability to solve problems and to adapt and learn from experiences. Interest in intelligence has often focused on individual differences and assessment.

Question 41

Is intelligence one general underlying ability, or are there multiple intelligences?

Answer 41

Robert Sternberg and Howard Gardner have proposed influential theories on multiple intelligence. Both approaches have broadened concepts of intelligence, teaching, and how children learn. Some feel multiple-intelligence theories have taken the concept of specific intelligences too far. - A research base has not yet emerged.

Question 42

What is IQ? Why were IQ tests created? What do IQ scores predict?

Answer 42

IQ is a total score derived from a set of standardised tests or subtests designed to assess human intelligence. IQ Test are designed to measure intellectual aptitude, or ability to learn in school. Kids who score higher on IQ tests will, on average, go on to do better in conventional measures of success in life: academic achievement, economic success, even greater health, and longevity. IQ-scores can help diagnose intellectual disabilities or measure someone's intellectual potential. How does one person's cognitive skills compare to someone elses?

Question 43

What are culture-fair tests?

Answer 43

Conceptions of intelligence vary from culture to culture. Culture-fair tests are intended to be free of cultural bias. They are difficult to create. The first type includes items familiar to children from all socioeconomic and ethnic backgrounds. The second type has no verbal questions. There are no culture-fair tests, only culture-reduced tests.

Question 44

Achievement test

Answer 44

A test designed to assess specific information learned in school. Measure of mastery or proficiency in reading, mathematics, writing, science, or some other subject.

Question 45

Assessment

Answer 45

Formal and informal methods of gathering information that can be used for programming to improve student learning (there are no grades or marks associated with assessment).

Question 46

Evaluation

Answer 46

The process of assigning a grade or mark to a student’s performance, representing the student’s highest, most consistent level of achievement over time.

Question 47

IQ test

Answer 47

Test designed to measure intellectual aptitude, or ability to learn in school. Originally, intelligence was defined as mental age divided by chronological age, times 100— hence the term intelligence quotient, or IQ.

Question 48

WAIS IQ test

Answer 48

The Wechsler includes 16 subscales. Similarities, compheriason and block design

Question 49

Stanford-Binet IQ test

Answer 49

Today, the Stanford-Binet tests obtain individual scores, and a composite score in 5 content areas: * Fluid reasoning. * Knowledge. * Quantitative reasoning. * Visual-spatial reasoning. * Working memory. Scores on the Stanford-Binet approximate a normal distribution.

Question 50

Flynn effect

Answer 50

The rise in average IQ scores that has occurred over the decades in many nations. Refers to a rapid increase in I Q scores worldwide, likely due to: – increasing levels of education, and – the explosion of information to which people are now exposed. We get smarter and smarter.

Question 51

Howard Gardner’s theory of multiple intelligences. (8st)

Answer 51

1. Linguistic: the ability to use language effectively. 2. Logical/mathematical: a facility with numbers and logical problem-solving. 3. Musical: the ability to appreciate and produce music. 4. Spatial: the ability to appreciate spatial relationships. 5. Bodily/kinesthetic: the ability to move in a coordinated way combined with a sense of one’s body in space. 6. Naturalist: the ability to make fine discriminations among flora and fauna of the natural world or patterns and designs of human artifacts. 7. Interpersonal: sensitivity to the behavior, moods, and needs of others. 8. Intrapersonal: the ability to understand oneself.

Question 52

Sternberg’s triarchic theory of intelligence

Answer 52

States intelligence comes in three forms: * Analytical intelligence: the ability to evaluate, compare, and contrast. * Creative intelligence: the ability to invent, originate, and imagine. * Practical intelligence: the ability to implement and put ideas into practice. Proposes 3 components of intelligence: 1. Contextual intelligence (Practical): has to do with knowing the right behavior for a specific situation. 2. Experiential (Creative) intelligence: involves learning to give specific responses without thinking about them. 3. Componential (Analytical) intelligence: a person’s ability to come up with effective strategies. Sternberg argues that IQ tests measure how familiar a child is with ‘school’ culture.

Question 53

Approach to Intelligence

Answer 53

Psychometric Intelligence: as a hierarchy of general and specific skills Gardner’s theory of multiple intelligences: Eight distinct intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. Sternberg’s triarchic theory of successful intelligence: Intelligence is defined by socio-cultural context, experience, and information- processing components.

Question 54

What are the extremes of intelligence?

Answer 54

The most distinctive feature of intellectual disability is inadequate intellectual functioning. Organic intellectual disability Cultural-familial intellectual disability Giftedness

Question 55

Can we change our intelligence across the lifespan? Or, is it relatively stable over time?

Answer 55

Tends to be stable. The majority of researchers believe that IQ remains stable with age but that the components of a person's intelligence change.

Question 56

What is emotional intelligence? Does emotional intelligence matter?

Answer 56

Children’s ability to exercise control over their emotions in early childhood is strongly related to measures of academic achievement in high school. 3 components: 1. Awareness of our own emotions 2. The ability to express our emotions appropriately. 3. The capacity to channel our emotions into the pursuit of worthwhile goals.

Question 57

Why is mindset important?

Answer 57

Carol Dweck points to the importance of children’s mindset—that is, the cognitive view that individuals develop for themselves. Fixed mindset: believe their qualities cannot change. Growth mindset: believe their qualities can change and improve through their own effort. (Note - we can have different mindsets in different domains, and mindset is best considered as a spectrum - most of us have both mindsets, but one can dominate.)

Question 58

Inadequate intellectual functioning

Answer 58

The most distinctive feature of intellectual disability is inadequate intellectual functioning. It is defined as a condition of limited mental ability in which the individual has a low I Q, difficulty adapting to everyday life, and first exhibits these characteristics by age 18.

Question 59

Organic intellectual disability

Answer 59

Caused by a genetic disorder or brain damage.

Question 60

Cultural-familial intellectual disability

Answer 60

There is no evidence of organic brain damage, but IQ is generally between 50 and 70.

Question 61

Giftedness

Answer 61

People who are gifted have above average intelligence (an IQ of 130 or higher) and/or superior talent for something. Giftedness is likely a product of both heredity and environment. Deliberate practice is an important characteristic of those who become expert in a particular domain. Winner describes three criteria for gifted children: – Precocity. – Marching to their own drummer-learning in a qualitatively different way and needing minimal help. – A passion to master.

Question 62

Daniel Goleman’s theory of emotional intelligence

Answer 62

3 components: 1. Awareness of our own emotions 2. The ability to express our emotions appropriately. 3. The capacity to channel our emotions into the pursuit of worthwhile goals.

Question 63

How does language develop during the mid to late childhood years?

Answer 63

Age 5-6: children master the basic grammar and pronunciation of their native language. Age 8-9: the child shifts to a new level of understanding of the structure of language, figuring out relationships between whole categories of words, such as between adjectives and adverbs or between adjectives and nouns. Children continue to add new vocabulary at the rate of 5,000 to 10,000 words per year.

Question 64

What can we do to promote literacy, including reading and writing, in mid-late childhood?

Answer 64

Literacy, the ability to read and write, is the focus of education in the 6- to 12-year-old period. Children need plenty of opportunities to practice translating written language into spoken words. Automaticity: identifying sound- symbol connections. Learning about meaningful word parts helps children to better understand what they read: * Comprehension strategies are needed. – Sound-symbol connection assists writing and spelling. – Grammar and writing techniques must be taught. Research suggests children can benefit from both approaches, but instruction in phonics should be emphasized. Poor readers may need specific help with sound- letter combinations (phonics) Early elementary school years are the best time to identify and help poor readers. Parents and teachers should encourage children’s early writing. Do not be overly concerned with letter formation or spelling. Give children many writing opportunities.

Question 65

What are the benefits of a bilingual education?

Answer 65

Bilingual education - an approach to second- language education in which children receive instruction in two different languages. Benefits of bilingual education: Children have difficulty learning subject when it is taught in a language they do not understand. When both languages are integrated in the classroom, children learn the second language more readily and participate more actively. Learning to read, write, and speak a second language: – Instils an appreciation for another culture. – Provides an alternative way to think about and value the world. – Encourages children to become more objective and open-minded. Teaching infants and young children two languages simultaneously has numerous benefits and few drawbacks. Some aspects of learning a second language also transfer to success in other areas.

Question 66

metalinguistic awareness

Answer 66

Knowledge about language. In middle and late childhood, changes occur in the way children’s mental vocabulary is organized. Categorizing becomes easier, and they make similar advances in grammar. These developments are accompanied by the development of metalinguistic awareness. During middle childhood, children learn to: – maintain the topic of conversation – create unambiguous sentences – speak politely or persuasively.

Question 67

Whole-language approach

Answer 67

Stresses that reading instruction should parallel children’s natural language learning. Beginning readers are taught whole words or sentences; and reading materials are whole and meaningful. T-A-B-L-E TABLE.

Question 68

Phonics approach

Answer 68

Reading instruction should teach the basic rules for translating written symbols into sounds. EE (bee) SH (shark)

Question 69

Alphabetic principle

Answer 69

The letters of the alphabet represent sounds of the language.

Question 70

What in inclusion?

Answer 70

Inclusion is an attitude and approach that embraces diversity and differences and promotes equal opportunities for all. Inclusion is not just about people with disabilities. When our communities include and embrace everyone, we are ALL better able to reach our full potential.

Question 71

What does it mean that BC has an inclusive mandate?

Question 72

What is dyslexia?

Answer 72

A severe impairment in the ability to read and spell. 5-20% of the population has a language-based learning disability. Dyslexia is the most common cause of reading, writing and spelling difficulties. Pretty much equally spread in the population and over the world. An unexpected difficulty in reading in an individual who has the intelligence to be a much better reader.

Question 73

Exceptional child in education

Answer 73

A child who has special learning needs; the term refers to students with disabilities as well as gifted students.

Question 74

Program accommodations

Answer 74

The adjustment of teaching methods in order to help the child who has special needs achieve the outcomes of the standard curriculum.

Question 75

Modified program

Answer 75

Changes in the curriculum so that the modified outcomes differ from those of the standard curriculum.

Question 76

Individual Education Plan (IEP)

Answer 76

A written document containing learning and behavioral objectives and evaluations for the exceptional student.

Question 77

Learning disability

Answer 77

A disorder in which a child has difficulty in attaining a specific academic skill, despite possessing average to above-average intelligence and is not primarily due to physical or sensory handicaps.

Question 78

Dysgraphia

Answer 78

A difficulty in handwriting.

Question 79

Dyscalculia

Answer 79

A developmental arithmetic disorder. (Difficulty with numbers)

Question 80

What are the categories of exceptionalities in Canadian schools?

Answer 80

1. Behvaior disorder (Conduct disorders, social maladjustment, ADHD, and emotional disorders) 2. Communication disorder (Language impairment, speech impairment, and learning disability) 3. Sensory imparament (Deafness and hearing impairment, blindness and low vision) 4. Intellectual differences (Giftedness, mild intellectual disability, and developmental disability) 5. Pervasive developmental disorder (Childhood psychosis, childhood schizophrenia, and infantile autism) 6. Physical disorder and impared health (Neurological defects, physical disability, and conditions that result from infection and disease) 7. Multiple (Multiple exceptionalities from any of the above categories)

Question 81

What are the main symptoms of ASD?

Answer 81

Autism spectrum disorder (ASD); includes mild, moderate, and severe categories. ASD includes many symptoms of varied severity: * Some children never speak, rarely smile, and often play for hours with one object. * Others are extremely talented in specialized areas (high functioning). * Social interaction is always impaired. Deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior. Deficits in cognitive processing of information. Identified five times more often in boys than girls.

Question 82

How is ASD treated?

Answer 82

The current consensus is that autism is a brain dysfunction involving abnormalities in brain structure and neurotransmitters. The children have deficits in cognitive processing but benefit from a well-structured classroom, individualized teaching, and small-group instruction. Many treatments; none completely successful ; Parents, medical professionals, and scientists disagree on treatment. Behavior modification techniques are sometimes effective.

Question 83

What is the neuro-diversity perspective?

Answer 83

Human brains make people diverse in abilities and needs.

Question 84

Emotional and behavioral disorders

Answer 84

Consist of serious, persistent problems that involve: Relationships, aggression, depression, and fears associated with personal or school matters. Inappropriate socioemotional characteristics. Boys are three times as likely as girls to have these disorders.

Question 85

Emotional & Behavioral Disorders General principles

Answer 85

Abnormality is normal. Disability changes year by year. Life may be better or worse in adulthood. Diagnosis and treatment reflect the social context.

Question 86

What are the core traits associated with ADHD?

Answer 86

Children must show one or more of the following core symptoms over a significant period of time (6 months): * inattention - such difficulty focusing on tasks that they get bored after a few minutes - or even seconds. * hyperactivity - such high levels of physical activity that they seem to constantly be in motion. * impulsivity - significant difficulty thinking before action.

Question 87

What causes ADHD?

Answer 87

ADHD is considered a neurodevelopment disorder – Root cause is unknown – Twin studies suggesting a genetic basis. – Structural abnormalities in the frontal cortex; Right hemisphere of brain may be different in those with ADHD. – ADHD children may require more sensory stimulation, which their extra movement supplies. – Unlikely to be caused by diet, environmental toxins or brain damage. Possible causes of A D H D: * Cigarette and alcohol exposure during prenatal development. * High maternal stress during prenatal development. * Low birth weight. Disorders that effect CNS functioning during the developmental period, and impact motor skills, cognition, communication and/or behavior. Each individual case of ADHD is likely related to a complex interaction of factors: – genetics – temperament – parenting styles – peer relations – the type and quality of school a child attends. – stressors in the child’s life such as poverty, family instability, and parental mental illness.

Question 88

How might ADHD impact everyday life?

Answer 88

Sleep disorders, found in those with ADHD, are also linked with several other disorders including anxiety and depression. Accident and injury- prone sleep problems family stress academic underachievement poor peer relationships Children diagnosed with A D H D have an increased risk for: * School dropout. * Disordered eating. * Adolescent parenthood. * Substance use problems. * Antisocial behavior. * Criminal activity. * Unemployment.

Question 89

Neurodevelopmental disorders

Answer 89

Disorders that effect CNS functioning during the developmental period, and impact motor skills, cognition, communication and/or behavior. * ADHD is one of the most common neurodevelopmental disorders -prevalence rates of 5-8% worldwide.

Question 90

Executive function tasks

Answer 90

Include tasks of working memory, effective organization & planning, and behavioral inhibition. MRI scans indicate brain differences, especially in areas of the prefrontal cortex that are responsible for executive function.

Question 91

What types of treatments are available to treat ADHD?

Answer 91

Treatments are designed to: Treat the core symptoms: Inattention, hyperactivity, and impulsivity Increase executive functioning: improved planning and organization. Address the behaviours and/or functional impairment, especially. Increased school success. Improved friendships. Treatments: -Psycostimilants -Behaviour Management Training

Question 92

Which of the available treatments are most effective?

Answer 92

Currently, evidence suggests that the most effective treatment plan for ADHD combines a medication, such as Ritalin, and Behaviour management training. Together, stimulant medications and behavioral therapies are more effective than either option alone. (MTA Cooperative Group, 2004) ADHD can improve with training – For example: social skills training + behavioral parent training has been shown to be effective. Mindfulness can be helpful.