Exam 3 Flashcards
(28 cards)
ADHD DSM criteria
A. inattention and/or hyperactivity each with 6 or more symptoms persisting for 6 months inconsistent with developmental level and negatively impacting social and academic/occupational activities
B. symptoms present prior to age 12
C. symptoms are present in to or more settings
inattention
- can’t focus consistently (sustained attention)
-child could play video games for hours
difficult tasks increase problems - trouble managing simultaneous stimuli or switching from one task to another
hyperactivity and impulsivity
- problematic activity level may be a larger problem in the afternoon
- stop-signal tasks used to measure impulsivity
secondary features of ADHD
- motor skills (clumsiness)
- intelligence and academic achievement
- executive functions (difficulties with processes needed for goal-directed behavior, planning, organizing, and self-regulating)
- adaptive behavior deficits
- social behavior and relationships
- peer and teacher relationships
- health (accident risk)
- sleep
subtype of ADHD
- ADHD-I (inattentive) type may be missed
- sometimes characterized by “sluggish cognitive tempo”
- can be lethargic, prone to daydreams, confused, socially withdrawn
ADHD in infancy and preschool
- difficult temperament
- activity level
- less cooperative/manageable
- poor emotional regulation
ADHD in childhood
- most diagnosed in elementary school
- self-regulation and organization deficits
- peer rejection, poor academic achievement
- ODD, CD, internalizing symptoms
ADHD in adolescence and adulthood
- symptoms may diminish/change
- can have academic, social, CD, substance abuse, other problems
- longer term problems may be associated with co-occurring diagnoses
assessment of ADHD
- interview
- rating scales
- direct observations
- others (medical, intelligence, achievement)
DSM criteria of learning disabilities
A. difficulties learning and using academic skills with at least one symptom for 6 months despite interventions
B. affected academic skills are substantially below expected ranges for age and cause significant interference in academic or occupational performance, or with daily living
C. difficulties begin during school-age years
D. not better accounted for by intellectual disability
aphasia
loss of ability to understand or express speech
language impairment theories
- limited information-processing capacity
- deficits in auditory processing
- deficits in verbal short-term and working memory
reading pathways
- consistently poor reading
- fluctuating abilities
- late emerging
epidemiology of reading disorder
- more prevalent in boys
- tends to persist into adolescence and adulthood
- Matthew Effect: over time the gap between high performing readers and low performing readers widen because it only get harder and harder
- co-occurs with conduct disorder especially in boys
prevention of learning disabilities
- monitoring and early diagnosis
- response to intervention (RTI)
- tier 1: universal (school curriculum)
- tier 2: selected (those struggling are put in remedial classes)
- tier 3: intensive (students not responding to remedial classes would be given more intense intervention)
intervention for language disabilities
- it is easier to treat articulation and expressive difficulties
- behavioral methods (use of toys and pictures and imitation of trainer)
- psychoeducational approach
most effective approaches to learning disabilities
- task-analytic/direct instruction
- cognitive
- behavioral-cognitive
Individuals with Disabilities Education Act (IDEA)
- ensures free, appropriate public education
- ensures rights for students and parents
- assist stated and localities in providing services
- assess and ensures effectiveness of efforts
- under IDEA, child receives:
- individualized education plan (IEP)
- least restrictive environment
American Association on Intellectual and developmental Disabilities (AAIDD)
- IQ two standard deviations below the mean (70 or below)
- adaptive behavior deficits
- before age 18
- assessed by levels of needed supports
DSM criteria for intellectual disability
A. deficits in intellectual functions (reasoning, problem solving, planning, abstract thinking,judgement, academic learning, and learning from experience confirmed by both clinical assessment and individualized, standardized intelligence testing)
B. deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility
C. onset of intellectual and adaptive deficits during the developmental period
understanding of ID
- intellectual abilities
- adaptive behavior
- health
- participation, interaction, social roles
- context
- all of the above can effect an individuals functioning
down syndrom
- most common single disorder
- caused by trisomy 21
- moderate to severe ID
- delayed speech, verbal short-term memory, and auditory processing deficits
fragile x
- most common inherited
- fractured x chromosome
- more common in boys
- long faces, prominent jaw, large ears
- visual-spatial, sequential processing, motor coordination, and executive function deficits
williams syndrome
- deletions on chromosome 7
- cardiac and kidney problems, sound sensitivity, depth perception weaknesses
- mild to moderate ID
- visual-spatial deficits
- relative strengths in language
- “elf-like” appearance
