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NUR329 Psych > Peds Neuro and Trauma > Flashcards

Peds Neuro and Trauma Flashcards

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1
Q

what are r/f for childhood mental illness

A

-family hx (genetics)
-neurobiology
-temperament
-abuse/trauma
-low socioeconomic status
-parenting

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2
Q

what symptoms do children provide better?

A

internal symptoms

e.g. mood, sleep, SI

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3
Q

What symptoms do parents provide better?

A

external symptoms

e.g. behavior relationships

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4
Q

what is different about a child/adolescent assessment?

A

-use simple phrases
-corroborate info with adult
-direct questions not open ending
-use play media
-may not be able to provide accurate time-line

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5
Q

what is important when assessing preschoolers?

A

use play! have difficulty putting feelings into works

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6
Q

what is important when assessing school agers?

A

establish a rapport, use competitive games

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7
Q

what is important when assessing adolescents?

A

have increase egocentric thoughts and behaviors. let them know what information will and will not be shared with parents

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8
Q

what is included in the developmental assessment?

A

-intellectual function
-gross motor function
-fine motor function
-cognition
-thinking and perception
-social interaction and play

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9
Q

what are the two kinds of communication disorder?

A

-speech
-language

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10
Q

what does a speech disorder entail?

A

-problems in making sounds

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11
Q

what does a language disorder entail?

A

difficulty understanding or using words in context and appropriatley

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12
Q

What are the 3 subtypes of motor disorders?

A
  1. developmental coordination disorder
  2. stereotypic movement disorder
  3. tic disorders
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13
Q

s/s of a developmental coordination disorder?

A
  • impairments in motor skill development
    -coordination below developmental age
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14
Q

s/s of a stereotypic movement disorder ?

A

repetitive purposeless movements for 4 or more weeks

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15
Q

s/s of a tic disorder?

A

sudden nonrhythmic and rapid motor movements or vocalizations

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16
Q

what are the 2 types of tic disorder?

A
  1. Tourette’s
  2. persistent motor or vocal (more than a year)
  3. provisional tic disorder (less than a year)
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17
Q

what are the treatments for tic disorders?

A

-behavioral techniques
-relaxation strategies
-meds (antipsychotics, clonidine, klonopin. fluoxetine, and sertraline)
-deep brain stimulation

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18
Q

what are the three learning disorders?

A
  1. dyslexia (reading)
  2. dyscalculia (math)
  3. dysgraphia (written expression)
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19
Q

what areas do those with IDD have deficits in?

A

-intellectual functioning
-social functioning
-daily functioning

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20
Q

what can increase levels of function in those with IDD?

A

cognitive and social stimulation if begun before 5 years

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21
Q

what factor determines adult productivity in those with IDD?

A

Motivational Support

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22
Q

what increases quality of life in those with IDD?

A

-early identification and intervention

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23
Q

what should be assessed in someone diagnosed w/ IDD?

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A

-delays
-signs of neglect or abuse

24
Q

what are the main s/s of autism spectrum disorder?

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A

-defecits in social interactions and relationships
-stereotypical speech and behaviors
-fixed interest
-over adherence to routines or rituals
-hyper or hypo reactivity to sensory
-extreme resistance to change
-appears in early childhood

25
what should be assessed in someone with ASD?
-intellectual/developmental delays -communication skills -social skills -behavioral skills -parent-child relationship -abuse -stereotypic behavior
26
what is the treatments used with ASD?
-behavior management -parent teaching -PT/OT -2nd gen antipsychotics -SSRI -stimulants
27
Define ADHD?
persistent pattern of inattention, hyperactivity, and impulsiveness that is pervasive and inappropriate for developmental level and effecting 2 of the following: work, social, or educational difficulties before age 12
28
what are the three types od ADHD?
1. hyperactivity-impulsivity 2. inattentive 3. combined
29
What is needed to diagnose ADHD hyperactivity-impusilsivity?
six or more of the following for 6 months Hyperactivity behaviors * Often fidgets; moves feet; squirms in seat; can’t sit still * Leaves seat before excused * Runs about/climbs excessively or at inappropriate times * Difficulty playing quietly (e.g. Board games) * Is often “on the go” or often acts as if “driven by a motor” * Often talks excessively/ non-stop talkers Impulsivity behaviors * Often blurts answers before questions finished; speaks before thinking * Often interrupts or intrudes on others (Butts into conversations or games) * Problem waiting for his/her turn
30
what is needed to diagnose ADHD inattentive?
six or more of the following for 6 months Does not give attention to details or makes repeated careless mistakes * Trouble keeping attention on tasks or activities * Often does not seem to listen when spoken to directly * Does not follow through with completion of task/activity * Often has trouble organizing activities * Avoids, dislikes doing tasks that involve mental effort * Loses things, distracted, or forgetful * Easily bored * Disorganized
31
how do we treat ADHS?
-behavior management -parent training -increase problem solving and coping skills -group therapy -stimulants -nonstimulants
32
what are not effective treatments for ADHD?
-play therapy -CBT
33
what do stimulants do?
improve attention and FOCUS to decrease hyperactivity
34
what is important when dosing stimulants in children?
NOT weight dependent start low and work your way up
35
what are the long acting stimulants?
-dextroamphetamine/amphetamine * lisdexamfetamine * dexmethylphenidate * methylphenidate
36
what are the intermediate acting stimulants?
* dextroamphetamine * methylphenidate
37
what are the short acting stimulants
* methylphenidate (Ritalin) * dexmethylphenidate * dextroamphetamine * amphetamine sulfate
38
s/e of stimulants
decreases appetite, h/a, nausea, insomnia, jittery, social withdrawal, tachy or brady, HTN, restlessness
39
what are the non stimulants?
--atomoxetine (SNRI) --buproprion (NDRI) -clonidine --guanfacine --imipramine
40
what is important to monitor for with atomoxetine?
SI
41
what are some practical tips for someone with ADHD?
-schedule -organize everyday items -be specific, clear, and consistent -give praise when rules are followed -set and reward small attainable goals
42
what are the three impulse control disorders?
1. oppositional defiant disorder 2. conduct disorder 3. intermittent explosive disorder
43
what is the common age of onset for ODD?
~8 years old
44
what are the clinical features for ODD?
-angry/irritable -argumentative -vindictiveness -recognizes others have rights and rules -don't think they are angry and blame others
45
r/f for ODD
-family hx of mental illness -neurobiology -family dysfunction -adverse childhood events -temperamental
46
what is the treatment for ODD?
-parent training -group therapy -anger management -individual and family therapy -cognitive problem solving training -divalproex (to control anger and aggression)
47
when is the onset of conduct disorder?
late childhood/early adolescence
48
what are the clinical features of conduct disorder?
unimpulsive violation of the rights of others -aggression to ppl and animals -destruction of property -deceitfulness -rules violation -does NOT feel guilty
49
r/f for conduct disorder
-physical and sexual abuse -lack of supervision -inconsistent and harsh parenting -early institutional living -parental substance abuse -biology
50
treatment for conduct disorder
-meds: antidepressant, mood, stimulants, antipsychotics, anticonvulsants, and adrenergic -family support -psychosocial -anger mgmt -parent training
51
r/f for intermittent explosive disorder
-neurobiological abnormalitites -conflict or violence in family
52
age of onset for intermittent explosive disorder
can be diagnose at age 6 commonly diagnosed 13-21 years
53
clinical features of intermittent explosive disorder
-impulsive and unwarranted emotional outbursts -violence -destruction of property
54
what helps prevent worsening intermittent explosive disorder?
early treatment
55
what are some psychosocial interventions of all impulse control disorders?
1. Promote a climate of safety for the patient and for others. 2. Establish rapport with the patient. 3. Set limits and expectations. 4. Consistently follow through with consequences of rule-breaking. 5. Provide structure and boundaries. 6. Provide activities and opportunities for achievement of goals to promote a sense of purpose.
56

NUR329 Psych (11 decks)

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