Midterms Flashcards
(47 cards)
Burns and Matson: An evaluation of the clinical application of the DSM 5 for the diagnosis of ASD
Changes in DSM-5 Have caused controversy.
Increased diagnosis rates despite tighter criteria from DSM IV to DSM 5
DSM 5 has better specificity decreasing “false Positives”
Those who have met criteria for DSM IV no longer meet criteria for DSM 5
Changes address heterogeneity of ASD in terms of symptoms, comorbidity, and developmental trajectory.
DSM 5 Major Changes
Eliminated Multi-Axial System
Replaced NOS to Other Specified or Nonspecified
Added and Eliminated disorders
Specific Learning Disability
(Not the full criteria but main points)
A. Difficulties in using academic skills or learning
B. Skills are below those with same chronological age
C. Difficulties begin during school age years.
D. Not accounted for by other issues
Specify: Reading, written expression, or math.
Specify: Mild, Moderate, Severe
Purpose of a Classification
Allows for communication
Treatment Planning
Comprehension
Access and Reimbursement
Categorical Model
Discrete Categories
Set number of symptoms for diagnosis
Problems: Illusions of boundaries’ stigma; insensitive in context
Schizophrenia in Childhood and Adolescence
Historically Schizophrenia was geared towards adults in diagnostic criteria Age of onset: 9-12 Unusual before ages 6-7 More often in males Positive symptoms: Things added Negative Symptoms: Things Removed Rare Phases: Premorbid, Prodromal, Acute/Active, Recovery, and Residual
Language Disorder
(Not full DSM criteria but the main points)
Refers to SPOKEN language (Vocal, written, ASL, etc)
A. Difficulty in use of spoken language across modalities (Ex: Reduced speech, limited sentence structure, impairments in discourse, etc.)
B. Language Abilities below age, impairment
C. Onset in early childhood
D. Not attributable to hearing or other impairments
DSM Changes for Schizophrenia
Subtypes Removed
Catatonia Specifier
Specifiers added to address episode, stage, and severity
Vulnerability Stress Model
(Recall the water bucket diagram) Transactional, no single factor Genetic predispositions and life stress Unable to manage stress Strong Environmental Component
SIB
SIB: Repetitive behaviors which may result in self inflicted bodily injury.
Stereotypy
(seemingly) Nonfunctional repetitive motor movements
Barkley Model
For ADHD
Prepotent responses = Immediate reinforcement is available
Behavioral inhibition = Response to inhibition and interference control
Later emergence for executive functions
Core feature of ADHD is behavioral inhibition
Lower threshold to delay discount of impulse
Think of negative feedback loop
Matson and Kozlowski: The increasing prevalence of Autism Spectrum Disorders
Literature review on the debate about why there are increasing rates of ASD being documented
ESTIMATED 24.6% INCREASE IN DSM CRITERIA DIAGNOSES
Environmental components could be a cause
Cultural factors and awareness could contribute to increasing rates
Diagnostic criteria has ASD higher priority
Without controlling for change in DSM criteria, cannot make claims that increases are being observed
Einfeld Article: Comorbidity of ID and Mental Disorders in children and adolescents
Mental Disorders and ID = Substantial Disease
Study to see if rigorous methods could distinguish risk factors
Higher in conduct disorder
Looked at published studies, nine with acceptable methods were discovered
Comorbidity 30-50%
Comorbidity needs to be a component of treatment for both MD and ID services
Disorder
(No single solid answer)
Distress and disability in social, occupational, or other activities
Disturbance in cognition, emotion, regulation, or behavior
Matson and Neal: Psychotropic Medication use for challenging behaviors in persons with ID
Challenging behaviors are target for treating ID, Use of psychotropic meds seems to help lower those behaviors.
Little to no data/evidence about psychotropic treatment.
Considerations of alternative psychological based treatments and functional assessments
Age Difference Diagnoses for intellectual impairment
Childhood/Adolescence= Intellectual Disability Adulthood = Neurocognitive Disorder
Unspecified Intellectual Disorder
Over the age of 5
Severity cannot be assessed due to physical, motor, or behavioral problems
Rare
Autism Spectrum Disorder
(Not full DSM Criteria but the main points)
A. Persistent Deficits in social across contexts in reciprocity, nonverbal, developing and maintaining relationships
B. 2 RRBs
C. Symptoms in early development
D. Significant impairment in social, occupational, or other areas.
E. Not better explained by ID or DD or other diagnoses
Tsai Article: DSM 5 Moves Forward Into the Past
DSM 5 merged subtypes of PDD into a single category of ASD which caused problems.
Subtypes cannot be reliably differentiated from one another
Analyze basis of assumption by examining comparative studies between AsD and AD.
AsD and AD should not be merged they are similar but still different.
Change not supported by this research
Global Developmental Delay
Under age 5
Severity cannot be assessed
Fails to meet milestones in several areas
(Under ID)
Iwata Article: Toward a Functional Analysis of Self Injury
Analysis of SIB in those with ID
Multiple Dimensions/Conditions
Play materials present vs. not
Experimenter demands high vs. low
Attention absent vs. contingent vs. Non contingent
Less SIB during unstructured play with no demand
50% show less SIB
Silk Article: Conceptualizing Mental Disorders in Children: Where we have been and where are we going?
Abstract: Mental illness in children is bound in cultural and social ideas of what is healthy and what is not.
Scrutinize what it means for a child to be “Mentally Ill”
Develop informed and effective policies to benefit children.
History of child psychopathology
Learning Disorders
IDEA
Good Correspondence with SPED classifications
Disorder in one or more of the basic psychological processes
Haven’t changed from DSM IV just now have specifiers
