exam 2 psych Flashcards
(314 cards)
Define ICD (intellectual cgnitive disability) aka mental retardation
Epidemiology and statistics
- •“A reduced level of intellectual functioning resulting in diminished ability to adapt to the daily demands of the normal social environment”
- •Global ability, not specific impairments, should be the basis of the diagnosis
- •1-2% of the population
- •1.5 - 2x more common in males
- •Majority classified as mild
- •Mild Intellectual Disability is more common in lower socioeconomic strata, but more severe ID is more evenly distributed among social classes
- •Large majority of individuals live outside of state run institutions. Most live in small group home/supervised living or with family
- •While life expectancy remains lower than the general population, more individuals with intellectual disability are living into old age
Diagnostic criteria of ICD (intellectual cognitice disability)
- •Subnormal intellectual functioning
- different IQ scores
- •Adaptive deficits; Failure to develop age-appropriate skills in important areas of functioning
- •Communication
- •Self-care
- •Social and interpersonal skills
- •Health
- •Work
- •Safety
- •Onset during the developmental period
- •During the developmental period, meaning before age 18
- •In practice, onset assumed much earlier
- •Later onset would be classified as a dementia
Define
- •Defined as IQ score more than two standard deviations below the mean (below 70)
- •Corresponds to below the 2nd percentile
- •IQ scores from 70-79 are categorized as borderline
Subnormal Intellect
IQ scores categories (9)
- •120 and up-Superior
- •110-120-High Average
- •90-109-Average
- •80-89-Low Average
- •70-79-Borderline
- •50/55-70-Mild Intellectual Disability
- •35/40-50/55-Moderate Intellectual Disability
- •20/25-35/40-Severe Intellectual Disability
- •Less than 20/25-Profound Intellectual Disability
General points of ICD
- •Intellectual Disability is a syndrome, not a disease - Final common outcome for many conditions
- •Effects are a function of the timing and duration of insult and extent of CNS exposure
- •More severe cases are more likely to involve an identifiable cause.
- •Cases without an identifiable cause are more likely to be mild
Identify 3 genetic disorders (prenatal) that can cause ICD
- •Downs syndrome
- •Trisomy 21
- •Prader-Willi syndrome
- •Fragile X
Identify genetic condition that cause ICD
- •Variety of physical stigmata
- •1/700 births
- •Moderate or severe retardation typical
- •Many do not live past 40
- •Often placid and adaptive in childhood
- •Neural plaques and neurofibrillary tangles
Down Syndrome (trisomy 21)
Identify genetic conditon that cause ICD
- •Small deletion on chromosome 15
- •Less than 1/10,000
- •Compulsive eating behavior, obesity
- •Hypogonadism, small stature, small hands and feet
- •Children often oppositional-defiant
Prader-Willi
Genetic condition that cause ICD
- •1/1000 males, 1/2000 females
- •Females often less impaired
- •Degree of Intellectual Disability can be mild to severe
- •High rates of ADHD, autism
- •Rapid perseverative speech
- •Most common inherited form of Intellectual Disability, 2nd most common genetic form after Down syndrome
Fragile X
Describe PKU
- •“paradigmatic inborn error of metabolism”
- •Inability to convert phenylalanine to paratyrosine because of absence or inactivity of phenylalanine hydroxylase
- •Disability tends to be severe
- •Diet control improves behavior and developmental progress- can be normal IQ
Prenatal causes of ICD
Perinatal causes of ICD
Postnatal causes
Prenatal causes
Maternal infections (TORCH)
- •Rubella
- •HIV
- •Cytomegalovirus
- •Toxoplasmosis
- •Herpes Symplex
- •Syphilis
•Toxins/Teratogens
- •Maternal substance abuse
- •Alcohol
•Cerebral anoxia
Perinatal causes
- •Infection
- •Meningitis
- •Encephalitis
- •Trauma
- •Cerebral hypoxia
Postnatal causes
- •Infections
- •Meningitis
- •Encephalitis
- •Toxins
- •Lead poisoning
what is the most common preventice cause of fetal alcohol syndrome
In utero alcohol exposure
Differentiate mild vs moderate vs severe/profound intellectual disability
Mild intellectual disability
- •IQ score 55-69, about 85% of cases
- •May be able to hold a job, learn to read and write, complete high school in special education classes
- •May function independently but need assistance and guidance when facing unusual social or economic stress
- •Language development slower than normal, but will be functional
- •Self-care skills also slower to develop
- •Disabilities evident in school, often when diagnosis is made
- •Learn basic skills at around 6th grade level
- •Disabilities may interfere with some social roles or activities (e.g., marriage)
Moderate Intellectual disability
- •IQ score 35-50
- •About 10% of cases
- •Can learn basic self-care, simple language, function with some independence in a supported and sheltered environment.
- •Slowly gain limited language use
- •Some impairment in self-care
- •May have capacities for simple work, basic school skills, and some social activity
- •Generally depend on and function best in structured and supervised setting
Severe/profound intellectual disability
- •IQ scores 20-35 (Severe) and below 20 (Profound) - Total about 5% of cases
- •Will usually require institutional care
- •Limited or no language
- •Motor impairments more clearly showing CNS damage/maldevelopment
- •Restricted mobility
- •Incontinence
- •Likely to have a clear biological cause
- •At the higher end, may benefit from habit training and contribute partially to personal maintenance, with supervision
Identify different intellectual disability based on age
***various pysch disorders
Mild: 50-55 to 70 (*85%) Age 9-12
Moderate: 35-40 to 50-55 Age 6-9
Severe: 20-25 to 35-40 Age 3-6
Profound: below 20-25 Age < 3
How old are their friends?
- •“Autistic” behaviors such as self-stimulation and self-injury are more common in moderate to severe
- •Difficulties with social skills, isolation, communication deficits, self esteem issues, and frustration are common sources of distress.
- Range of pysch disorders is extensive
- Incidence several times higher than in the general population
- Includes mood disorders, schizophrenia, conduct disorder, autism, and ADHD.
- Disruptive and conduct disorder behavior more common in mild MR
Various treatment principles of ICD
Various treatment options
Treatment principles
- •Normalization principle
- •Right to community living
- •Education and training for all children
- •Employment of adults in the community
- •Use of normal community services and facilities
- •Advocay and appropriate protection
Treatment
- •Careful individual assessment
- •Supportive and optimizing environment
- •Behavior therapy
- •Medications used to treat the symptoms not the ICD itself; depression, behavior dyscontrol, psychosis, and other comorbid pathology
Identify condition
•Early thinking about cause blamed cold or otherwise abnormal parents. Often classified before 1980 as a type of childhood schizophrenia - since recognized as distinct entity
***what 3 main xters used to diagnose
Autism Spectrum Disorder
Diagnostic criteria
-
•Impairment in reciprocal social interaction
- •Lack of social response
- •Lack of eye contact
- •Lack of interest in and response to affection
- •Lack of response to emotion in others; withdrawn and isolated
-
•Impairments in communication and imaginative activity; language abnormalities
- •Delayed development, sometimes mute
- •Some begin development and then there is an abrupt cessation around age 2
- •Stereotyped and repetitive expression
- •Abnormal inflections and intonations
- •Abnormal use of pronouns
- •Echolalia (repeated phrases)
-
•Markedly restricted range of activities and interests; get stuck on what you like - you obsessed about this particular thing
- •Anxiously obsessive insistence on sameness
- •Narrow range of spontaneous activities
- •Limited food tolerances
- •Preference for inanimate objects
- •Stereotyped and repetitive motor behavior
ASD - Autism spectrum disorder
- what sensory impairments
- Epidemiology
- Intellect
Sensory impairment
- •May show evidence of tactile defensiveness
- •“Super” hearing
Epidemiology
- •Estimates of incidence are in the range of 4.9-21 per 10,000, though range higher when less stringent criteria are used. Now see estimates as high as 1 in 86.
- •4:1 more common in males except Rett’s which is almost exclusively female
- •Diagnosed in 2-4% of the siblings of index patients, which is many times higher than the rate in the general population
Intellect
- •IQ scores above 70 are found in only about 30% of patients though new studies indicate this may be as high as 50%
- •About 30% have mild Intellectual Disabilities
- •About 40% have IQ scores below 50-55.
- •Visuospatial abilities and rote learning skills may be better maintained on IQ tests than are verbal, sequencing, and abstraction skills.
- •These children often exhibit high intertest scatter, meaning there is more variability in their scores than usual.
- •So called “splinter functions” and “savants”
Describe levels of ASD
•Level 1: Requiring Support
- •Noticeably awkward social overtures
- •May have difficulty with back and forth conversations
- •Difficulty switching between activities
- •Problems with organization
- •These individuals would have been diagnosed with Asperger’s in the past
•Level 2: Requiring Substantial Support
- •Marked problems with verbal and non-verbal communication
- •Very limited, narrow interests
- •Inflexibility in behavior
- •Distress when need to change focus or action
•Level 3: Requiring Very Substantial Support
- •Severe communication deficits
- •Minimal response to social overtures
- •Inflexibility of behaviors interfere significantly with all daily functions
- •These individuals would have been diagnosed with Autism in the past
ASD
- Diagnosis
- Course and Prognosis
•Now also can diagnose with or without:
- •Intellectual impairment
- •Language impairment
- •Can also code for known medical, genetic, environmental cause as well as association with another neurodevelopmental disorder
Course and Prognosis
- •The disorder is lifelong
- •Only 2-3% of patients make a fully normal adjustment (e.g., completing school, obtaining employment, living independently)
- •This is improving with greater understanding and more community supports
Identify disorder
- most always females, develop normally (first 5 months) then start to see deceleration of head growth between 5 and 48 months
Rett’s Disorder
- •Apparently normal development for the first 5 months of life
- •Deceleration of head growth between 5 and 48 months
- •Loss of social engagement early on
- •Severely impaired language
- •Severely impaired motor functioning
ASD
- Treatment goals
- Treatment coordination
Treatment goals
- •Advancement of normal development, particularly regarding cognition, language and socialization
- •Promotion of learning and problem solving
- •Reduction of behaviors that impede learning
- •Assistance to families
- •Treatment of comorbid psychiatric disorders
Treatment Coordination; works best with a multi-disciplinary team
- •Speech/Language Pathologist
- •Occupational Therapist
- •Behavioral Specialist/Psychologist
- •Primary Care Physician
- •Psychiatrist
- •School Personnel
- •Case Manager
- •Family
ADHD classification
- •Attention Deficit Hyperactivity Disorder
- •Predominantly hyperactive/impulsive presentation
- •Predominantly Inattentive presentation
- •Combined Presentation
- •Identify as Mild, Moderate, Severe
- •Most common referral issues along with disruptive behavior disorders
- •Problematic across multiple environments
- •Home
- •School
- •Academic progress
- •Peer relations
•Two broad categories of difficulty:
- •Difficulty maintaining and focusing attention
- •Hyperactivity and impulsivity
ADHD
- Incidence
- Causal influence
- Frontal involvement and behavioral features??
- diagnosed when?
Incidence
- •Reasonable estimate of incidence is 3-5% of school age children
- •Some have argued for estimates in the neighborhood of 10%.
- •3x more common in boys
- •Parents show increased incidence of ADHD, sociopathy, alcoholism, and learning disorders.
Causal influences
- •Causal influences of hypersensitivity to foods or food additives have not been confirmed.
- •Genetic findings suggestive of dopamine receptor pathology
- •Wide range of perinatal and prenatal conditions.
- •Decreased cerebral blood flow and metabolism in the frontal lobes
•Frontal involvement and behavioral features are consistent with neuropsychological findings of impairment in executive functions.
- •Reasoning
- •Planning
- •Organization
- •Impulse control
- Typically diagnosed in early school years , sometimes in preschool
- Becomes evident when formal learning situation requires increasing attention span and impulse control.
- May be evident earlier in organized situations where behavior can be compared with peers
Symptoms of Hyperactivity vs Impulsivity vs inattention
Symptoms of Hyperactivity
- •Fidgets with hands or feet or squirms in seat
- •Often leaves seat in school or other situations where remaining seated is expected
- •Often runs about or climbs excessively in situation in which it is inappropriate
- •Often has difficulty playing or engaging in leisure activities quietly
- •Is often “on the go” or acts as if “driven by a motor”
- •Often talks excessively
Symptoms of Impulsivity
- •Often blurts out answers before questions have been completed
- •Often has difficulty awaiting turn
- •Often interrupts or intrudes on others
Symptoms of Inattention
- •Often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities
- •Often has difficulty sustaining attention in tasks or play activities
- •Often does not seem to listen when spoken to directly
- •Often does not follow through on instructions and fails to finish school work, chores, or duties in the workplace
- •Often has difficulty organizing tasks and activities
- •Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort such as schoolwork or homework
- •Often loses things necessary for tasks or activities
- •Is often distracted by extraneous stimuli
- •Is often forgetful in daily activities