Midterm 1 Flashcards
(200 cards)
1
Q
Abnormal behaviour is defined as a pattern of symptoms associated with:
A
- Distress
- Disability/impairment
- Increased risk for further suffering or harm
2
Q
What are the developmental benchmarks for 0-2?
A
Normal achievements:
- eating, sleeping, attachment
Common behaviour problems:
- stubbornness, temper, toileting difficulties
Clinical disorders
- intellectual disability, feeding disorders, autism
3
Q
What are the developmental benchmarks for 2-5?
A
Normal Achievements:
- language, toileting, self-care, self-control, peer relationships
Common behaviour problems:
- arguing, demanding attention, disobedience, fears, overactivity, resisting bedtime
Clinical disorders:
- speech and language disorders, problems from child abuse and neglect, anxiety disorders (phobias)
4
Q
What are the developmental benchmarks for 6-11?
A
Normal Achievements:
- academic skills and rules, rule-governed games, simple responsibilities
Common behaviour problems:
- arguing, inability to concentrate, self-consciousness, showing off
Clinical disorders:
- ADHD, learning disorders, school refusal behaviour, conduct problems
5
Q
What are the developmental benchmarks for 12-20?
A
Normal Achievements:
- romantic relations, personal identity, separation from family, increased responsibilities
Common behaviour problems:
- arguing, bragging
Clinical disorders:
- anorexia, bulimia, delinquency, suicide attempts, drug and alcohol abuse, schizophrenia, depression
6
Q
What is the denver developmental screening test (DDST)?
A
Looks at normative developmental tasks in children and the most common times that toddlers and children are meeting those tasks
7
Q
About ___% of children with the most chronic and serious disorders face life-long difficulties
A
20%
8
Q
Explain the difference in development of disorders in males vs females
A
- Males show higher rates of disorders in childhood (externalizing problems)
- Females show higher rates of disorders in adolescence (internalizing problems)
9
Q
Explain the diathesis in diathesis-stress model
A
- Underlying vulnerability or tendency toward disorder
- Could be biological, contextual, or experience-based
10
Q
Explain the stress in diathesis-stress model
A
- Situation or challenge that calls on resources
- Typically thought of as external, negative events
11
Q
What is the diathesis-stress model?
A
some children are more susceptible to the negative effects of a problematic environment
12
Q
What is the differential susceptibility model?
A
some children are more susceptible to the effects of their environments, both good and bad
13
Q
What are the strengths of the diathesis-stress model?
A
- Organizes thinking about nature AND nurture behavior and emotions are complicated
- Simple foundation for complex theories
14
Q
What is multifinality?
A
same starting place, different ending points
15
Q
What is equifinality?
A
different start points, same ending point
16
Q
What are the 4 markers of abnormal behaviour?
A
Norm violation
Statistical rarity
Personal discomfort
Maladaptive behaviour
Deviation from an ideal
17
Q
Disability and risk can be defined by :
A
an adaptational failure
18
Q
What are developmental pathways?
A
The sequence and timing of particular behaviours as well as the relationships between behaviors over time
19
Q
What disorders are only diagnosed with childhood onset?
A
Autism, ADHD
20
Q
Black youth more likely to be diagnosed with _________ and psychosis and less likely to be diagnosed with ___________
A
disruptive behaviour disorders, mood and substance use disorders
21
Q
What is etiology?
A
The study of the causes of childhood disorders
22
Q
Areas governing basic sensory and motor skills mature during the first __ years of life
A
3 years
23
Q
Prefrontal cortex and cerebellum are not rewired until
A
5-7 years old
24
Q
Major restructuring occurs from ages __ to ___ due to pubertal development and again in adolescence
A
9 to 11
25
What are behavioural genetics?
connections between genetic predisposition & observed behavior
26
What are molecular genetics?
Used to identify specific genes for childhood disorders
27
What is GABA (benzodiazepine)?
Reduces arousal and moderates emotional responses, such as anger, hostility and aggression
- linked to feelings of anxiety and discomfort
28
What is GABA's implicated role in psychopathology?
Anxiety disorder
29
What is dopamine?
May act as a switch that turns on various brain circuits, allowing other NTs to inhibit or facilitate emotions or behaviour
- is involved in exploratory, extroverted, and pleasure
30
What is dopamine's implicated role in psychopathology?
Schizophrenia, mood disorders, ADHD
31
What's norepinephrine?
Facilitates or controls emergency reactions and alarm responses
- plays a role in emotional and behavioural regulation
32
What is norepinephrine's implicated role in psychopathology?
not directly involved in specific disorders (acts generally to regulate or modulate behavioural tendencies)
33
What is serotonin?
Plays a role in info and motor coordination
- inhibits children's tendency to explore their surroundings
- moderates and regulates a number of critical behaviours, such as eating, sleeping, and expressing anger
34
What is serotonin's implicated role in psychopathology?
Regulatory problems, such as eating and sleep disorders
- OCD, schizophrenia, and mood disorders
35
What is emotional reactivity?
individual differences in the threshold and intensity of emotional experience
36
What is emotion regulation?
involves enhancing, maintaining, or inhibiting emotional arousal
37
What are the 3 primary dimensions of temperament?
1. Positive affect and approach / ‘Surgency’
* Absence of positive ≠ negative emotions
2. Fearful or inhibited / ‘Effortful Control’
3. Negative affect or irritability / ‘Negative affectivity’
38
What are the four primary operant learning principles of Applied Behavior Analysis (ABA)?
Positive and negative reinforcement & punishment + extinction
39
What psychopathologies can result from secure attachment in childhood?
None - protective function against disordered outcomes
40
What psychopathologies can result from anxious/resistant attachment in childhood?
phobias, anxiety, psychosomatic sx, depression
41
What psychopathologies can result from avoidant attachment in childhood?
conduct disorders, aggressive behaviour, depressive sx
42
What psychopathologies can result from disorganized-disoriented attachment in childhood?
no consensus, but generally a wide range of personality disorders
43
The outcome of stressful events depends on:
The nature and severity of stress; the level of family functioning prior to the stress; and the family’s coping skills and resources
44
What is the microsystem?
Immediate environment around the child
- School, home, peer group, day care
45
What is the mesosystem?
Interaction between two different agents in the microsystem
- Ex: interactions between parents and teachers in school
- Not necessarily involving the child
- Influencing them indirectly
46
What is the exosystem?
Exosystem: outside of child’s everyday experience, but can still have a large indirect influence on the child
- Ex: parent’s place of work (impacts parent’s mood, which might impact how the parent parents the child)
47
What is the macrosystem?
Society and cultural influences
- Large scale influences like SES and political conditions
48
What is the chronosystem?
Different environmental changes that occur over the lifetime that influence one’s development
- Ex: covid
49
Strengths of Bronfenbrenner’s bioecological model
Conceptualizes development as product of biological and environmental forces interacting within a complex system
50
Weaknesses of Bronfenbrenner’s bioecological model
- Systems perspectives may never provide a coherent picture of development (“It depends”)
- Human development may be more predictable than bioecological model implies
51
What is descriptive statistics?
describing of characterising a data set, BUT they do not allow you to say anything about people who were not included in your data set
52
Difference between mean, median, and mode
Mean: average
Median: middle value
Mode: most common value
53
What is variance?
number representing how much people vary
54
What is standard deviation?
The amount of variation or dispersion of a set of values
55
What is the null hypothesis?
There is no difference between these two groups
56
What is the p-value?
the probability of obtaining a difference as big as the one observed when there actually is no difference
- P-value under 5% --> reject null hypothesis and assert there is a difference
57
What is beta?
How strongly something predicts something
58
What are risk factors?
increase the chance of a negative outcome
59
What are protective factors?
decrease chance of negative outcome
60
What is protective-stabilizing ?
outcome stays the same, even as the level of risk increases
61
What is protective-enhancing ?
thrives under pressure/stress/risk than if LOR was lower
62
What is protective-reactive ?
works great in low stress, but as stress goes up, protective factors breaks down
63
What is the main effect?
effect of independent variable on dependent variable
ex: Conduct disorder and educational attainment
64
What is the interaction/moderation?
when the relationship between two variables depends on a third variable
- affects strength and direction of relationship
- ex: race, ethnicity, religion / age, weight, height
65
What are mediator variable?
Impact the process, mechanism, or means through which a variable produces a particular outcome
- CAUSED by independent variable
66
Total effect =
Total effect in basic mediation = indirect effect (a*b) + direct effect (c’)
67
What are unstructured interviews?
- Clinician asks questions and arrives at diagnosis
- A lot of clinicians use this approach, and many rely on it entirely
68
What are the challenges of unstructured interviews?
* Less comprehensive
* Biases
- Confirmatory bias
- Availability heuristic – base decisions on examples that come to mind easily
- Combine information in habitual ways
69
What are semi-structured interviews?
Interviewers have a lot of freedom in asking questions
* Clinical judgment involved in determining when a symptom is present
70
What are structured interviews?
Questions are fixed, and interviewer has very little flexibility
* Can be administered by computer
71
What are the advantages of structured and semi-structured?
- more reliable and valid than unstructured
- can be used to measure psychopathology continuously by totaling up the number of symptoms reported
72
Disadvantages of structured and semi-structured?
Not feasible (length, training)
73
Explain the K – SADS (Kiddie Schedule of Affective Disorders and Schizophrenia)
- Good coverage across many sorts of disorders
- Screener tells you what to follow up on
- Gives questions that correspond to DSM5 criteria, potential follow ups, and rating scale
- Can ‘skip out’ if participants aren’t endorsing symptoms
74
Compare rating scales and structured/semi-structured
Rating scales are:
- Shorter (usually less than 20 min to complete)
- No interviewer
75
What are rating scales used for?
- Often used to measure psychopathology continuously (on a spectrum)
- Can be used to make a categorical decision
76
What are the disadvantages of interviews and rating scales?
* Interviews and rating scales rely on someone’s report of behaviour
- Reporters might not know whether behaviour is normative or clinically concerning
77
What are observations?
provides access to the circumstances in which behaviour occurs
78
What is a ‘typical’ thorough ADHD assessment?
* IQ testing +
* Academic achievement testing +
* ADHD rating scales from teachers, parents, and self-report (if old enough) +
* Semi-structured clinical interview (ex: K-SADS) with parent and child (if old enough) +
* = determination of whether or not child meet criteria for ADHD
79
Why do informants disagree?
- Contexts can elicit different behaviours
- People can report more of one behaviour than someone else (different perspectives)
- Rater-specific factors that lead to systematic differences in reporting
80
What is the "or" rule?
symptom is present if any informant says it is
81
What is the "and" rule?
symptom is present only if all informants agree
82
What is the prof's opinion on interviews and training?
- Better to get it right using a semi-structured interview
- Get trained somewhere that values evidence-based practice
83
Clinical norms are developed to:
classify someone relative to a broad population
84
What is the transactional view?
children and environments are interdependent
85
Abnormal child behaviour is best studied through a:
multitheoretical perspective
86
What is the neurobiological perspective?
the brain is the underlying cause of psychological disorders
87
Most forms of abnormal behaviour are:
Polygenic
- influenced by two or more genes
88
What is temperament?
shapes individual's approach to their environment and vice versa
89
An internal working model of relationships comes from a child’s:
initial crucial relationship
90
Parenting style of each attachment
- secure: sensitive, responsive
- resistant: inconsistent, unresponsive
- avoidant: rejecting or intrusive
- disorganized-disoriented: frightened and frightening
91
What test do you use to measure the difference between two groups?
- T-tests (two groups)
- ANOVA (more than two groups)
92
What is reliability?
Internal consistency
93
What is Test-retest reliability?
do we get the same answer on different measurement occasions?
94
What is inter-rater reliability?
agreement between two people judging whether something is present or occurring
95
What is parallel form reliability?
Give half version A and half version B, and scores should be similar to each other
96
What is split-half reliability?
splitting one test in half – giving 1st half to one half of sample and the 2nd half to the other half
97
What is validity?
are we measuring what we think we're measuring
98
What is convergent validity?
are scores on the measure related to other measures or indicators of the same construct
- Ex: is my measure of depressive symptoms positively associated with other measures of depressive symptoms
99
What is discriminant validity?
are scores on the measure different from scores of other constructs
- Ex: are my measures of depression not correlating with autism screening (supposed to be weak, should expect higher correlation between measures of the same thing)
100
What is face validity?
does this appear to measure what it is supposed to measure
- Ex: would the average person on the street agree that I’m trying to measure depression
101
What is a cross-sectional design?
only sample people at one point in time
- 2017: samples of 5,6,7 year olds
102
Benefits of cross-sectional design
- Compare cohorts of different ages to one another at a given time
- Relatively cheap and practical
103
Drawbacks of cross-sectional design
- Can’t learn about how individual people change with age
- there may be differences between the cohorts
104
What is a longitudinal design?
sampling same cohort at different times
105
Benefits of longitudinal
- Can make within-subject comparisons
- No cohort effects
106
Drawbacks of longitudinal
- Subjects drop out
- May be effects of repeated testing (practice)
- Requires foresight and funding
- Time consuming
- Age effects confounded with time of measurement effects
* Ex: 2012 will probably be different from 2018
107
What is a sequential design?
recruiting different cohorts and studying them longitudinally
108
Benefits of sequential
Helps disentangle age effects from (1) cohort effects and (2) time of measurement effects
109
Drawbacks of sequential
Very time-consuming, complex, and expensive
110
What are the requirements for evidence-based treatments?
- A large series (at least 9) of single-case study designs demonstrating efficacy OR
- At least 2 between group-design experiments
111
single-case experimental design
Examine the effect of a treatment on a single child’s behavior
112
A-B-A-B Reversal Designs
A – baseline of behavior
B – intervention phase
A – return to baseline (remove intervention)
B – reintroduce intervention
113
advantages of single-case experimental design
- There’s really good cause and effect because of the temporal ordering
- Temporal ordering is one of the conditions we need to establish a cause
- Good internal validity
114
disadvantages of single-case experimental design
- External validity
- Can be hard to interpret the findings
- Stable change
- Ethics
115
Group-Based Designs – Randomized Control/Clinical Trial (RCT)
- A therapy experiment
- Experimental and control conditions
- Random assignment
- Powerful test of intervention efficacy and theory
- Responsiveness: Changing A changes B
116
RTCs
Randomly assigning participants to treatment and control groups
117
no treatment control group
wait-list control group
118
attention-only control group
observation, no intervention
119
disadvantages of RTCs
- External validity (Ex: people with depression can’t have any other co-occurring disorders if you’re studying depression)
- Samples
- Context in which therapy is occurring (efficacy vs effectiveness)
120
What is nosology?
classification of disease
121
categorical classification
someone who has that disorder is fundamentally different than someone who does not (different category)
122
dimensional classification
present in everyone to varying degrees
- Everyone is on the same distribution
123
advantages of categorical classification (DSM-5)
- Synthesis of information
- Aids communication
124
disadvantages of categorical classification (DSM-5)
- Children (and adults) often do not fit into categories
- Current categories proving inadequate
125
advantages of dimensional classification
- Allows us to retain valuable information (instead of losing info by splitting)
- Provides a measure of severity
126
disadvantages of dimensional classification
- Which dimensions? Becomes very complicated very quickly
- Is it too soon for RDoC?
127
difference between efficacy, effectiveness and efficiency
Efficacy: does it work in clinical trials?
Effectiveness: does it work in clinical practice?
Efficiency: does it contribute to more efficient use of resources?
128
Explain the DSM-5
- Outlines diagnoses and associated criteria
- Categorical system
- Professional consensus
- Medical model
129
explain the Research Domain Criteria (RDoC)
Rather than using diagnostic categories, move towards assessing key dimensions
130
what is inattention?
Inability to sustain attention, particularly for repetitive, structured, and less-enjoyable tasks
131
what is hyperactivity?
Inability to voluntarily inhibit dominant or ongoing behavior
132
what is impulsivity?
inability to control immediate reactions or to think before acting
133
inattention symptoms include:
- Often fails to give close attention to details or makes careless mistakes in homework, work, or other activities
- Often has difficulties sustaining attention in tasks or play activities
- Often does not seem to listen when spoken to directly
- Often has difficulties organizing tasks and activities
- Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books)
134
hyperactivity/impulsivity symptoms include:
- Often fidgets with hands or feet or squirms in seat
- Often leaves seat in classroom or in other situations in which remaining seated is expected
- Is often "on the go" or often acts as if "driven by a motor"
- Often talks excessively
- Often blurts out answers before questions have been completed
- Often has difficulty awaiting turn
135
what are the 3 ADHD subtypes?
* Primarily Inattentive – ADHD-PI
- Inattentive, drowsy, daydreamy, spacey, in a fog, and easily confused
* Primarily Hyperactive – ADHD-HI
- Primarily hyperactive
- Primarily diagnosed among preschool-aged children
* Combined – ADHD-C
- Both inattention and hyperactivity/impulsivity
- Most often referred for treatment
136
how many symptoms need to be present for ADHD-C?
- At least 6 inattentive and 6 hyperactive symptoms
- Age 17 and older – 5 and 5
137
what is additional general criteria for ADHD?
- Symptoms continue for more than 6 months
- Persistence, impairment, and non-normative
- Several symptoms were present prior to age 12
- Several symptoms are present in at least 2 settings
138
is ADHD classifies as categorical or dimensional?
* DSM treats ADHD as categorical (do you have it or not)
* Research evidence suggests it’s dimensional
139
why is it critical to obtain reports from teachers for ADHD?
* Normative framework for placing children’s behavior
* They often have a sense of good typical behaviour
140
why should you not ask youth when reporting ADHD?
- In young children, report is not reliable
- Children tend to underreport their own symptoms
141
When you look at parent or teacher alone, you see more diagnoses of :
more diagnoses of PI and PH
- not necessarily combined
142
What is Sluggish cognitive tempo/cognitive disengagement syndrome?
* Not in the DSM-5, but some clinicians think this is hidden within the symptoms of ADHD
* Not an official diagnosis yet
143
explain the difference in ratio ADHD prevalence among boys and girls
* 3 boys:1 girl ratio in community
* 6 boys:1 girl ratio in clinics
144
what is the overall prevalence of ADHD subtypes?
ADHD-C: 3.4%
ADHD-HI: 0.8%
ADHD-PI: 1.8%
145
what is the developmental course of ADHD?
* Infancy
- “Should” be present at birth
- But, no reliable and valid measures to assess sx below age 3
* Preschool
- If symptoms last for about a year, child is likely to continue to have challenges
- Intense sx are usually associated with a worse prognosis over time
* Elementary school
- Inattention becomes more visible
- Slight decline between hyperactivity and impulsivity
* Beyond, outward hyperactivity might continue to decline slightly
- Still higher than most all people without ADHD
146
Up to __% of children with ADHD have a co-occurring psychological disorder
80%
147
__% or more of children and adolescents with ADHD meet criteria for ODD
50%
148
__% of children with ADHD experience excessive anxiety or an anxiety disorder
25-50%
149
__% of youth with ADHD will experience major depression
20-30%
150
__% of youth with ADHD meet criteria for tic disorder
20%
151
what are the correlates of ADHD?
- academic functioning
- language abilities (speech production errors)
- interpersonal functioning with family and with peers
152
what are the heritability estimates for inattentive and hyperactive/impulsivity?
~75%
153
at any time, between __ to __% of youth will meet diagnostic criteria for ADHD
5 and 9%
154
what are the most effective stimulants for ADHD?
dextroamphetamine (Dexedrine) and methylphenidate (Ritalin, Concerta)
- Increase activity in the prefrontal cortex
155
what are the side effects of stimulants?
- Reduced appetite
- Weight loss
- Slight potential slowing of growth in kids
- Increased heart rate
- Sleeping difficulties
156
what is Parent management training (PMT)?
- Involves Contingency management: helping to establish really clear rules and expectations
* Provide rewards for the behaviours you want and consequences for what you don’t (ex: through token economy)
- A number of studies have demonstrated that this tx results in improved behavior
- It may not show effects as large as medication
- Important intervention for conduct problems
157
what is Behavioural classroom management?
- Contingency management in the classroom
- Studies have demonstrated effectiveness
158
What are Behavioural peer interventions?
- Targeting peer relationships in recreational settings
- Summer programs, day-long programs that last for multiple weeks (see textbook)
- Social skills training followed by coached group play
- Contingency management
- Studies have suggested significant improvement
- However, high dosage that people might not be able to accommodate
159
What is organizational skills training ?
Can help with impairment related to ADHD (e.g., school failure)
- Not treating underlying symptoms, but managing behaviours to reduce impairment, like settings in school
160
What are the 3 key objectives of Multimodal treatment of ADHD (MTA)?
(1) Compare long-term medication and behavioral treatments for ADHD
(2) Determine if there are additional benefits if meds and behavioral treatment are combined
(3) Compare systematic administration of treatment to treatment as delivered in community settings
161
explain the results of MTA for core symptoms of ADHD
Combo of [medication + psychosocial] and [medication only] did better than the two conditions [treatment as usual] + [psychosocial treatment]
162
girls' presentation of ADHD is likely to be more:
inattentive
163
explain the results of MTA for parent-child conflict
- combo + psychosocial BETTER than tau + med
164
explain the results of MTA for community settings (overall)
- combo + med BETTER than tau
- if you lump all together: combo BETTER than med
165
who had the best prognosis in the MTA study?
Children with better clinical presentation at start of study and better initial treatment response had best prognosis
166
MTA study - in medication or medication/management, parents had low levels of depression, patient had:
low levels of ADHD severity
¾ responded (73%)
167
what are core features of behaviour disruptive disorders?
Age-inappropriate actions and attitudes that violate family expectations, societal norms, and personal or property rights of others
168
what is Oppositional defiant disorder (ODD)?
* Age-inappropriate anger/irritability, argumentative/defiant behavior, or vindictiveness
* Angry/irritable mood
(1) Often loses temper
(2) Is often touchy or easily annoyed
(3) Is often angry or resentful
* Argumentative/defiant behavior
(4) Often argues with adults
(5) Often actively defies or refuses to comply with requests from adults or with rules
(6) Often deliberately annoys others
(7) Often blames others for his or her mistakes or misbehavior
* Vindictiveness
(8) Has been spiteful or vindictive at least twice in the last 6 months
169
what is the diagnostic criteria for ODD?
- Four of the behaviors need to be present
- Note that child has to be engaging in behavior more than is normative for children of their developmental level
- Under 5 years of age --> most days for over 6 months
- Over 5 --> behaviour occurring once a week for 6 months (frequency doesn’t need to be as high)
170
what is mild, moderate, severe ODD?
Mild – occurs in only one setting
Moderate – occurs in two settings
Severe – occurs in three more settings
171
what is Conduct disorder (CD)?
* A repetitive and persistent pattern of violating basic rights of others and/or age-appropriate societal norms or rules, including:
- Aggression to people and animals
- Destruction of property
- Deceitfulness or theft
- Serious violations of rules
172
what is the diagnostic criteria for CD?
- 3 or more of the behaviors within the past 12 months, with at least one present in the last six months
(Note that there are many possible combinations of symptoms)
- Often bullies, threatens or intimidates others, initiates physical fights, truant from school beginning before 13 years of age
- Physically cruel to animals, forced someone into sexual activity, used a weapon that can cause serious physical harm
173
what is mild, moderate, severe CD?
- Mild – few if any symptoms in excess of those required to meet diagnostic criteria, symptoms are causing mild impairment and harm to others (e.g., lying, truancy)
- Moderate – number of conduct problems and impact on others is in between mild and severe (e.g., vandalism, stealing without confronting a victim)
- Severe – many conduct problems in excess of those required to make a diagnosis are present, or the behaviors are causing serious harm (e.g., forcing someone into sexual activity, use of a weapon)
174
what is with limited prosocial emotions?
Two of the following characteristics persistently present over the last 12 months, and in multiple relationships and settings:
- Lack of remorse or guilt
- Callous, lack of empathy
- Unconcerned about performance
- Shallow or deficient affect (very emotionally flat)
175
what is callous-unemotional (CU) traits?
- When CU is present, CD is earlier onset, aggression is more severe and more instrumental (using aggression to meet a goal/means to an end)
- CU associated with insensitivity to punishment
* Not caring about consequences
* Harder to treat – doesn’t really reduce bad behaviour
176
name the “Presses” for disruptive behavior
- Compliance
- Frustration
- Rule-breaking
177
what is the difference in CD onset between males and females?
* Early-onset persistent CD
- 10 male: 1 female ratio
* Adolescent-limited CD
- 2 male: 1 female or no gender difference (covert in girls may reduce this gap)
178
explain the developmental course of behaviour disruptive disorders
Infants
- Difficult temperament
- Fussy, irritable, hard to soothe
- Some evidence that this is linked to later ODD in boys
Preschoolers
- Truancy, staying out at night
- But, difficult to detect since there might not be many chances for extreme behaviours to happen
179
How do we distinguish “typical” misbehavior from that representing a significant problem?
- Frequency
- Severity
- Flexibility
- Expectability
- Pervasiveness (do we see this in a lot of different settings)
180
explain the early-onset/life-course consistent pathway
- at least one symptom before age 10
- 10:1 male to female ratio
- 50% persist in antisocial behavior into adulthood
- Aggression in childhood
- Less serious nonaggressive antisocial behavior in middle childhood
- More serious delinquency in adolescence
- Diversification – as kids grow, they start adding new forms of disruptive behaviour rather than replacing old forms
181
explain the late-onset pathway / ‘adolescent-limited’
- Onset in adolescence, frequently with social change (Peer influences)
- 2:1 or 1:1 male to female ratio
- Less extreme antisocial behavior
- Less likely to commit violent offenses
- Less likely to persist
- Snares
182
what are snares?
- Outcomes of antisocial behavior that put people on a problematic path
- Might prevent people from going back down to really low levels of conduct problems
- For the most part they tend to peak in adolescence and then go back down to near normal levels over time
183
what is the prevalence of ODD and CD?
ODD: 12%
CD: 8%
184
children's physical aggression increases until __ months of age
27
185
what is diversification?
as kids grow, they start adding new forms of disruptive behaviour rather than replacing old forms
186
_______ is universal risk factor for antisocial behaviour
childhood maltreatment
187
what is MAOA?
MAOA is an enzyme that metabolizes neurotransmitters such as dopamine and norepinephrine (makes them inactive)
- Linked to x chromosome
- Associated with aggression in mice and human models
188
what is Coercion theory/cycle?
* Cycle of increasingly negative interactions
- Delay/escape strategies and demands by child
- Inconsistency and explosions from parent
- Manages to be “reinforcing” to all
189
what are the social info processing problems?
- What do I pay attention to? (encoding)
- What does it mean? (interpretation)
- What can I do? (response search)
- What will I do? (response decision)
- How well did I do it? (enactment)
190
what is the hostile attribution bias?
people with this bias assume that others have hostile intent
191
how does the Bronfenbrenner relate to treatment of behaviour disorders?
- Problem-solving skills training: child in microsystem
- PMT: microsystem dealing with family-based things
- Multisystemic therapy: working in multiple different systems all the way out to the exosystem
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what is problem-solving skills training?
* Work with the child to reduce behavior problems
* Targeting cognitive processes upstream
* Underlying theory: Social-information processing
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what is STEPS?
Say what the problem is
Think of solutions
Examine each one
Pick one and try it out
See if it worked
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what is the anger coping program?
* Focuses on specific cognitive biases:
- Interpretation (i.e., Hostile attribution bias)
- Distorted perceptions of aggressiveness
- Faulty emotional identification
- Response search and selection
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what are children taught in the anger coping program?
1) To inhibit early angry and aggressive reactions
2) To cognitively re-label stimuli perceived as threatening
3) To solve problems by generating alternative coping responses and choosing adaptive, nonaggressive alternatives
* Goal: To inhibit early angry and aggressive reactions
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what is the social aggression prevention program (SAPP)?
Designed to reduce socially/relationally aggressive behaviour
* Several key components
- Recognition of emotions that may lead to social aggression
- Social problem-solving
- Social skills
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what was the treatment of SAPP moderated by?
participant characteristics
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why may Problem-solving skills training not be enough?
- In the real world, problematic behaviors may be reinforced in different ways
- Children are unlikely to change such behaviors
- parents
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what is the ABC model?
Antecedent-Behavior-Consequence
- In which situations does this behavior occur?
- What happens next?
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what are specific mediators of MST adherence?
family functioning + delinquent peer association
