Extra Reading for ADP Flashcards
1
Q
What percentage of children have a neuro-developmental disorder?
A
3-4% of children
2
Q
According to the CMO report how many children have a rare disease, what is the most common?
A
0.8 million
ADHD is the most common
3
Q
What does evidence based practice reduce the cost of mental health by? What does it reduce the duration of treatment by?
A
Evidence based practice reduces the cost of mental health problems by 35% and decreases duration of treatment by up to 43%
4
Q
How many times more likely are poor kids to die from injury or poisoning?
A
13X
5
Q
An extra year in education equates to how many more years life expectancy?
A
1.7 extra
6
Q
Adverse childhood experiences increase the risk of (i) smoking (ii) drinking (iii) incarceration and (iv) obesity by?
A
Smoking: 3.9x
Drinking: 3.7x
Incarceration: 8.83x
Obesity: 3.02x
7
Q
How do breastfeeding rates differ across the UK?
A
42-94%
8
Q
How do maternal smoking rates differ across the UK?
A
TEN fold
9
Q
How do alcohol admissions differ across the UK?
A
EIGHT fold
10
Q
How does condom use differ across the UK?
A
9.4-58.1%
11
Q
What percentage of children under 5 have a speech language or communication problem?
A
7%
12
Q
What percentage of unemployed men have speech, language and communication needs?
A
88%
13
Q
What percentage of young offenders have speech, language and communication needs?
A
60%
14
Q
How much does 1 pound on enhanced speech and language equate to in increased lifetime learning?
A
£6.43
15
Q
How many Under 18s have a diagnosable mental health condition?
A
1 in 10
16
Q
What are the cost effective programmes for better developmental outcomes? (4)
A
- pre-school curricula to enhance readiness for school
- parenting group programmes to improve children’s behaviour
- parent-child therapy to improve child’s relationships with parents/carers
- home-visiting programs to improve children’s relationships with parents/carers
17
Q
What are the NON cost effective programmes for better developmental outcomes? (3)
A
- Detection and treatment on postnatal depression
- Improving relationship quality in the first year of life
- Specific child maltreatment prevention programmes
18
Q
What is the difference in infant mortality across regions in infant mortality in the UK?
What is the range of deaths per 1000 births?
A
Three-fold
2.2 - 8 deaths
19
Q
What do children with coordination often avoid during school?
A
Exercise - increased obesity
20
Q
Periventricular leukomalacia is linked to what?
A
DCD
21
Q
What did Simcock & Hayne (2003) show regarding magic shrinking machine and language?
A
Children participated in even (magic shrinking machine) and memory was tested after 24 hr delay
Children’s memory improved as function of age
Performance on verbal and nonverbal memory tests was related to LANGUAGE ability
Better language skills = reported more during verbal interview & superior nonverbal memory cf children with less advanced language skills
Findings: children’s verbal recall of event lagged behind nonverbal recall and general verbal skill. Despite advanced language acquisition, preschool children continue to rely primarily on NONVERBAL representations of past events
Implications: childhood amnesia
22
Q
What did Alloway et al (2005) show regarding learning difficulties and WM?
A
Investigated WM of children with learning difficulties vs controls
SEN (special educational needs) performed below expected attainment levels for age in central executive and VSSP (visuo-spatial sketchpad) tasks but NOT phonological loop
Those who were already getting SEN help did worse on central executive tasks than students who were at earlier stages of recognition of the need for educational support
Deficits in WM much more common in SEN sample than larger population
Difficulties in WM may underpin poor attainment
23
Q
What did Marteau & Hall 2013 show regarding executive function and poverty?
A
- Strength of executive functioning is impaired for those in poverty, so more likely to engage in negative health outcomes (smoking, obesity etc) – poorer PFC development
- This can explain differences in life expectancy between least and most deprived sections of society
- Self control measured from 3-11 year olds, predict smoking at age 15, alcohol use, BMI and range of other health indices
- Each of the first four years of life that children spent living below the poverty threshold, aspects of their executive functioning were correspondingly reduced
- Proposed mechanisms: physiological effects of chronic stress caused by low income AND those relating to parent’s ability to invest in goods and services that facilitate child development
- The effects that poverty have on children are also partly related to their genetics based predispositions
- In north Carolina, poverty had the greatest negative impact on exec functioning in those with temperaments characterised by high levels of reactivity
Aerobic exercise training can influence function, output and structure of systems that support executive processes (and academic performance):
- Second, use of combuter based brain training protocols (and cognitive function)
- Thirdly, early intervention parenting programmes provide evidence of improved cognitive function
- Less direct route = supplementing incomes of poorest families (similar benefits as spending on early intervention programmes but with additional benefits that come from increasing incomes of poorest families)
Also, could remove behavioural cues in the environment (fast food and alcohol) substituted for public spaces that promote walking (untested but plausible)
24
Q
What did Hollich et al (2007) show regarding novel words and visual fixation?
A
- Measured associations between novel words and complex perceptual displays using visual preference procedure in 12 and 19 month olds
- Testing whether infant would associate novel word with complex 2-part object or with either part of object’s part (could each be objects alone), 1 of which is highly salient to infants
- Infant’s visual fixation times during test were manipulated so more fixation on whole object, less salient part or neutral
- From 12 MONTHS OF AGE, infants associate worse with WHOLE OBJECTS, even those that could be construed as 2 separate objects and EVEN IF only 1 part is salient
- Emphasises the importance of social context for successful language acquisition
25
Rowe et al (2012) findings regarding Vocab skill and SES?
- Measured parent language input to child measured at three stages (18, 30 and 42 months)
- After controlling for SES, input quantity and children’s previous vocab skill = additional variance in later vocabulary ability is explained by DIVERSE and SOPHISTICATED vocab + DECONTEXTUALISED LANGAUGE (narrative utterances) (vocab quality)
26
According to the National Literary Trust Review (2011) how many children grew up in poverty?
Nearly 4 million children in the UK grow up in poverty
27
According to the National Literary Trust Review (2011) what are important predictors of child’s achievement?
Home environment, parental income and socioeconomic status are important predictors of child’s achievement. Home environment important.
28
According to the National Literary Trust Review (2011) Parents involvement in child’s education is most important for who?
Parents involvement in child’s education is most important for children whose mothers have less education (increased literacy achievement for low SES)
29
According to the National Literary Trust Review (2011) Parental aspiration may be more important for who?
Parental aspiration may be more important for low SES and crucial if young people are to realise their full academic potential
30
According to the National Literary Trust Review (2011) parental beliefs in what is important to understand aspiration for kids?
Parental beliefs in their own abilities are also important to help understand aspiration for their own kids
31
According to the National Literary Trust Review (2011) the government need to understand what?
Government need to understand importance of literacy to see benefits of what it can cause
32
Findings of Pierrehumbert et al (2012) in regards to attachment?
- Autonomous attachment = low subjective stress, moderate response of HPA axis (cortisol and ACTH), high levels of oxytocin
- Dismissing classification (avoidant) = moderate subjective stress, elevated response of HPA axis, moderate levels of oxytocin
- Preoccupied classification (resistant) = moderate levels of subjective stress, moderate response of HPA axis and low levels of oxytocin
- Unresolved classification = elevated subjective stress, suppressed HPA response and moderate levels of oxytocin
- Supports notion that attachment representations may affect stress responses
- Suggests specific role of oxytocin in attachment and stress system
33
NICHD 2006 paper findings in regards to attachment theory?
- Infants strange situation attachment classifications predicted mothers reports of children’s social competence and teachers reports of externalising and internalising behaviour from preschool to year 1
- Mediated by parenting quality
- Main effects of attachment classification disappeared when parenting quality was controlled for
- When parenting quality improved over time, teachers rated children with insecure attachment to mother lower on externalising behaviours
- When parenting quality decreased, teachers rated insecure children higher on externalising behaviours
- Children with secure attachment did not appear to be affected by declining or improving parental quality
34
Rutter et al (2004) findings with regards to attachment?
Associations between experiences and outcomes could be due to:
- Continuation of adversity
- Organismic changes (inc experience-expectant and experience adaptive developmental programming)
After 6 years old, there is substantial normal cognitive and social functioning after provision of family rearing for children who grew up in Romanian orphanages (deprived):
- But also some major persistent deficits in substantial minority
- Suggests some form of biological programming or neural damage stemming from institutional deprivation
- Effects are not deterministic
- When children were adopted into British families, the greatest predictor of cognitive outcomes for children was duration of institutional deprivation
35
Amso (2006) findings regarding cognitive development?
- There are progressive and regressive changes that underlie changes in cognitive abilities
- Biological maturation and learning correspond to fine-tuning of neural systems with enhanced recruitment of task-relevant regions
- Fine-tuning of cortical systems corresponds with their enhanced connectivity with cortical and subcortical circuitry
36
Bauer et al (2003) findings regarding long term recall and ERP?
- Long term recall abilities are newly emergent late in the first year of human life
ERPs in 9 month olds can demonstrate integrity of neural substrate underlying task thought to reflect explicit memory (deferred imitation)
ERPs 1 week after unique lab experiences predicted whether and how much infants recalled of experiences 1 month later
Implications: memory storage and consolidation processes are a major source of variability in long-term recall memory late in the first year of life
37
Casey et al (2005) findings regarding brain region maturation in development?
- Cortical function becomes fine-tuned with development
- Brain regions associated with more basic functions such as Sensorimotor processes mature first
- Followed by association areas involved in top-down control of behaviour
38
Miller & Cole findings regarding inflammation in childhood?
Measured female adolescents who were good health at baseline but high risk of depression
Childhood adversity indexed by: parental separation, low SES, familial psychopathology
Measured IL-6 and CRP
Childhood adversity promotes clustering of depression and inflammation
Transition to depression = increases IL-6 and CRP
Higher CRP remained 6 months later even after depressive symptoms had abated
Lingering effects were bidirectional:
- High IL-6 forecasted depression 6 months later (after concurrent inflammation was considered)
Effects are ONLY apparent in pts with childhood adversity
Conclusion: childhood adversity promotes formation of neuroimmune pipeline for inflammation signalling between brain and periphery to be amplified = coupling of depression and inflammation
This may contribute to later affective difficulties and biomedical complications.
39
Chambers et al findings regarding mindfulness and ER?
- Mindfulness is distinct from other ER strategies
- Associated with lower cross-sectional levels of depression, anxiety, rumination and dysfunctional attitudes and improved QoL
- Greater mindfulness predicted greater recovery from symptoms
- Greater use of mindfulness as ER = assoc with positive mental health outcomes and QoL
- Mindfulness improves emotional reactivity by helping person switch from affective to non-judgemental mode of stimulus analysis
- Mindfulness is particularly effective for: clinical samples, young people, those with psychological symptoms and those on the verge of a breakdown.
40
EEF review findings regarding sleep?
Habitual ingestion of caffeine reduces cognitive function:
- Can temporarily improve it and then returns it to a suppressed baseline
- There is caffeine withdrawal in some adolescents
- Caffeine drinkers sleep 15 minutes less every night
- Melatonin is secreted by pineal gland and this helps us to maintain circadian rhythms
- Puberty can disrupt this = awkward sleeping patterns for adolescents during puberty
- Excessive use of video games and technology can affect sleeping patterns
- Longitudinal study linked pathological gaming to increased aggression, likelihood of begin a victim of aggression and poorer academic grades
- AAP (paed’s academy) suggest maximum of 2 hours total screen time per day for children
Game playing caused 20 min further delay in onset of sleep:
- And also reduced memory for material students exposed to during game play
Small screens may be also problematic due to bright display terminals suppressing nocturnal melatonin secretion
Water dehydration can reduce cognitive ability:
- Not strong support for idea that more water improves cognitive function
- Evidence base to suggest starting school at a later time can improve attendance and engagement in lesions is low
- Teaching children about chronobiology of sleep has been unsuccessful in changing sleep habits
Receiving breakfast at school may delay timing of nutritional intake to later circadian phase making it possible to eat healthier meals meaning improved school functioning:
- Omega 3 supplements may be chief in this intervention (studies show disappointing results for effects of taking supplement like omega-3 on cognitive performance)
- BDNF and COMT genes code proteins influencing nerve growth and activation of range of neurotransmitters
Markers that might inform interpretations of intervention outcomes = dopamine D4 receptor gene:
- These children may be more receptive to same interventions/influences than those who don’t
- may explain different responsiveness to educational programmes
- supported by teenage carriers being disproportionally affected by both negative and positive effects of parents monitoring their cannabis use
41
Touchette et al (2007) findings regarding sleep and childhood outcomes/
- Shortened sleep duration esp before age of 41 months = assoc with externalising problems such as hyperactivity AND lower cognitive performance on neurodevelopmental tests
- Importance of giving child opportunity to sleep at least 10 hours per night through early childhood
- Short persistent sleepers = 3.1 x more risk for low vocab at schoold entry cf 11-hour persistent sleepers
42
Wilhem et al (2008) findings regarding sleep in children vs adults?
- Sleep benefits adults and children in similar ways for consolidation of declarative memories
Children showed SMALLER improvement in finger-tapping skill (procedural) across retention sleep cf wakefulness:
- Conc: sleep-dependent procedural memory consolidation depends on developmental stage
43
Walsh et al (2011) findings regarding autism biomarkers and associated conditions?
Syndromes associated with autism: Rett syndrome, fragile X syndrome, tuberous sclerosis and neurofibromatosis
Gene expression profile, proteomic profile, metabolomic profile, head size, brain size and structure, brain function, eye movement, DTI are ALL biomarkers of autism
44
Langen et al (2012) findings regarding neuroanatomical differences in autism?
- Repetitive behaviour and inhibitory control deficits = core features of autism, linked to differences in anatomy of striatum & connectivity to subcortical regions to frontal cortex
- Striatum as measured in study = caudate nucleus, putamen and nucleus accumbens
- Bulk volume of striatal structures did not differ between groups
- Adults with autism had a significantly smaller total brain white matter volume, lower fractional anisotropy of white matter tracts connecting putamen to frontal cortical areas, higher mean diffusivity of white matter tracts connecting accumbens to frontal cortex and worse performance on go/no-go task
Performance on go/no-go task was significantly related to anatomical variation when both groups were combined:
o But not within the autism group alone
Conclusion: autism may be associated with differences in the anatomy of the fronto-striatal white matter tracts
45
Lombardo et al (2011) findings regarding Right temporo-prarietal junction and autism?
- Mindblidness = deficits in representing mental states linked to autism
- Associated with neural regions in the right temporoparietal junction
- In controls, RTPJ was more selectively responsive to mentalising than physical judgements
- RTPJ was the only region that responded atypically within the autistic participants (not selective)
- Selectivity of RTPJ for mentalising was associated with degree of reciprocal social impairment in autism
- RTPJ is important neural system for mindblidness in autism
