Quiz 2 Flashcards
(133 cards)
1
Q
Describe Autism Spectrum Disorder
A
ASD is a complex neurodevelompental disorder characterized by significant and persistent deficits in two domains:
2
Q
Describe the two domains
A
Deficits in social interaction and communication; restricted, repetitive and stereotyped patterns of behavior, interests and activities.
3
Q
What other factors must be present to receive this diagnosis?
A
The onset must be during early development, occur in multiple settings, be pervasive, not be better explained by another disorder such as intellectual disability or COS.
4
Q
What is the prevalence rate of ASD?
A
One in 68 children, 4-5 times more likely to occur in boys. 70 million people worldwide, all SES and ethnicities
5
Q
What are some reasons why this seems to be an exponential increase in diagnosis over the last ten years?
A
Increased awareness by parents and professionals
More screening tools
Most importantly, the definition has been changed to narrow down/rule out IDs and things
6
Q
Explain this in terms of etiological factors that explain this?
A
This would be the change in reporting practices, referral patterns and greater public awareness.
7
Q
What are examples of deficits in domain 1?
A
Social emotional reciprocity
Non-verbal communication behaviors used for social interactions
Developing, maintaining and understanding relationships
8
Q
What are some specific behavior examples of these deficits?
A
Reduced sharing of interests, reduced emotions or affect, failure to initiate or respond to social interactions, poorly integrated verbal and nonverbal communication, abnormalities in eye contact and body language, difficulty adjusting behavior to suit various social contexts, difficultly in sharing imaginative play, absence of interest in peers.
9
Q
What are some specifiers of domain 2?
A
Stereotyped or repetitive motor movements, use of objects or speech. Insistence on sameness, inflexible adherence to routines. Ritualized patterns of verbal and non verbal behavior.
Restricted, fixed interests that are abnormal in intensity.
Hyper or hypo sensitivity/reactivity to aspects of environment.
10
Q
What are some examples of behaviors exhibited as a result of domain 2 deficits?
A
Lining up of toys Immediate or delayed echolalia Extreme distress at small changes Difficulties with transitions Rigid thinking patterns Greeting rituals Need to take same route and same food Strong attachment to or preoccupations with unusual objects Excessively circumscribed or perseveration interests
11
Q
What are some of the changes made to the DSM 5
A
Adding specifiers to indicate when other conditions are present or whether associated with another ND, mental or behavioral disorder
12
Q
What are some of the findings regarding the etiology of genes and environment with ASD causes?
A
ASD has high heritability rate; found proportion of variance that explained ASD diagnosis was 60% and the rest due to shared and environmental experiences. and more than 600 genes have been implicated but no single one has large or significant effect on its own.
13
Q
What report changed how ASD symptoms were described?
A
The national health statistics report separated out the questions about ASD instead of being lumped in with other DD questions
14
Q
What study confirmed this result? Why was it not rigorous?
A
The Denmark study that examined children who were defined as ASD based on the new ICD-10 description. It was a telephone study though it had a very large sample of 677,000 children across five countries.
15
Q
List the reasons the Wakefield study was scientific fraud.
A
Sample size of 12 children who all had the same constellation of symptoms; GI problems and a regressive DD. This is Type 1 Error. Also p-hacking; only picked out the 12 that gave results they liked.
It was not an RCT. Wakefield was trying to patent a vaccine by a competitor. The study could not be replicated.
16
Q
A recent population study found what other possible etiological factor in the implication of ASD?
A
Parental age was examined among a sample of 5.7 million people in five countries. They looked at what age either parent was when the child was born and found two significant things.
17
Q
What were the findings of this study?
A
That when mother and father were advanced in age, the risk increased that the child would have ASD. When there was a ten year or more age discrepancy between the parents, especially with fathers, the risk of the child having ASD increased.
18
Q
Describe the concept of the medical model of ASD. The book?
A
ASD is a deficit or drastic deviation from normal behavior that needs to be fixed, like all mental disorders. The person is a problem that needs to be solved instead of understood. Treatment should be sought to normalize the child. Look at all the things that are implicated in the pathology. Elimination and amelioration. And pharma participates in influencing the disease model…
19
Q
Describe the concept of neurodiversity.
A
Deficits are differences caused by biological factors and should be celebrated as part of human diversity and emphasizes adaptation rather than trying to match neurotypical functioning. It emphasizes identifying the strengths of the child rather than focus on deficits (which appears to strengthen parent-child bond).
20
Q
What are the two clusters of ADHD?
A
Inattention cluster and hyperactivity/impulsivity cluster
21
Q
Describe the sxs of inattention, selective attention and sustained attention.
A
Inability to sustain attention.
Ability to concentrate on relevant stimuli while at the same time ignoring irrelevant stimuli. Easily distracted. Mind elsewhere.
Ability to maintain persistent attention during boring or unchallenging tasks-avoids, dislikes, reluctant. Fail to follow through
Fail to give close attention to details, careless mistakes, forgetful
22
Q
How many symptoms must be present for diagnosis? And with what?
A
6 of the nine in multiple settings, developmentally inappropriate behavior, not better explained by another mental disorder, sxs do not occur exclusively during the course of schizophrenia or another psychotic disorder, for at least six months and cause impairment.
7 for adult.
23
Q
What are the three subtypes and how are they assigned?
A
If you have just six in one or the other cluster, you are ADHD-predominantly that type. If six in both clusters, ADHD combined type.
24
Q
What are the five central impairments of ADHD?
A
Hyperactivity, impulsivity, poor self regulation, difficulty inhibiting behavior, reward and motivation deficits.
25
Why is ADHD a neurodevelopmental disorder?
Early onset and persistent course.
26
What does having ADHD-predominately inattention type predict?
Academic problems and peer neglect
27
What does ADHD-predominately hyp/imp type predict?
Aggressive behavior, peer rejection
28
What does hyperactivity mean?
The under control of motor activity, poor sustained inhibition of behavior, inability to delay a response or gratification, inability to inhibit dominant responses “being driven by a motor.” Extremely active but never accomplish anything.
29
Impulsivity is ?
Inability to inhibit immediate reaction. Hard to stop ongoing behavior or regulate behavior according to the demands of the situation. Interrupting, intruding, lashing out. Reckless behavior.
30
The book talks about cognitive impulsivity and emotional impulsivity. Describe
CI is disorganization, hurried thinking and need for supervision. EI is impatience, low frustration tolerance, hot temper, quick to anger, irritability
31
What are the types of medications used in the treatment of ADHD and what category of drug are they?
They are stimulants, schedule II drugs. Amphetamine, methylphenidate and dextroamphetamine.
32
What does it mean to be a schedule II and what other drugs are included here?
There is a high potential for abuse that can lead to severe psychological and physiological dependence.
Includes opioids, cocaine
33
Where in the brain is the target of the effects of stimulants?
The dorsal and ventral striatum which is responsible for motor activity, attention and cognitive function.
34
What is a downstream effect of stimulants?
Ability to remember things ; your working memory and processing speed.
35
Describe the effects of stimulants.
They increase the amount of DA in the brain. DA is linked to the reward system, pleasure processes. More DA available for neurons to use.
36
Describe the process of homeostasis as it relates to DA release.
The DA released at the pre-synaptic axon terminal into the intracelluar space. The job of DA transport proteins is to bind to the DA and take it back into the seminal vesicles. Stimulants block this action so more DA is available. However, because the post synaptic terminal recognizes all this extra DA, more receptors get created which is UP-REGULATION. Tolerance.
37
The MTA study was a landmark RCT study. What were the four cohorts of the study?
Medication treatment only, behavior training for kids and parents, combination of meds and behavior, and community care.
38
What longer term treatment yields the best outcomes for which functioning domains?
Combination treatment was the most superior with a moderate effect on all five domains. Those are oppositional/aggressive sxs, internalizing sxs, social skills, parent-child relations, academic functioning.
39
What are the benefits of state of the art treatment over that available in the community?
The relationship created for MTA kids due to close, consistent monitoring. Dosage and administration of medication, adherence to visits and treatments monitored.
40
Do some treatments work better for some patients than others? Were there readily identifiable factors that moderated the treatment?
Co-morbidity affected the outcome. If child had ADHD plus Anxiety, the Beh mgt was as efficacious as Med mgt.
It depended on family status so if on public assistance and ADHD plus ANX, Beh and Comb both better than Med mgt.
41
How and why did MTA treatment work? What accounts for the study findings?
Due to the impact of attendance and compliance with the txt protocol. The medication practices were high quality. Something about the combination of parent training allowed therapeutic effects of meds in the kids.
42
What is the overall behavioral health impact of the treatments and how was this measured?
```
At 27 weeks, another assessment was done. If kids no longer met the symptom criteria for ADHD, considered normalized.
Comb-68%
Med mgt-56%
Beh-34%
CC-25%
```
43
What treatment group worked the best for improvement in the five domains?
Combination
44
If CC kids are usually medicated, why was the Med mgt superior?
Regular contact between providers, parents and teachers was maintained for the families in the MTA study. For CC, lack of systematic and regular feedback
45
What were other suggestions based on the findings
More precise matching of patients to treatment using the patients comorbidity profile may mitigate initial clinical uncertainty, reduce the # of therapeutic trials until a a workable txt is found, and yield larger txt gains for specific patients.
46
What did the readings suggest as a reason for the increase in diagnosis of ADHD
The no child left behind policy-dx went up after states implemented; scores of ADHD kids could be dropped. High-stakes standardized testing, increased competition for slots in top colleges, less accommodating economy for kids who don’t get in to college.
47
What did Dr. Nigg say in his commentary?
When people don’t fit in, we react by giving them a label-medicalize, criminalize or moralize it.
48
What is the definition of antisocial behavior?
Inappropriately engaging in actions and attitudes that violate the expectations of societal and familial norms, and the personal or property rights of others.
49
Describe two inconsistencies regarding youth and society that the book talks about.
Kids with ASBs frequently come from circumstances in which they are exposed to physical and emotional abuse, neglect, poverty and exposure to criminal activity and yet society criminalizes and demonizes the behavior of these youth. Polices and practices that place youth with conduct problems together increase their antisocial and delinquent behavior.
50
What are the dimensional categories of ASBs? Examples of each.
Covert vs overt, Destructive vs non-destructive. Covert are hidden acts, overt are visible. Lying and stealing vs fighting and bullying. Cruelty to animals and property vs argumentative and irritable.
51
The book describes some stable patterns of ASBs and some statistics. Explain.
Longitudinal studies find aggressive acts such as persistent physical fighting to be highly stable. An early, persistent extreme pattern of ASB occurs in only 5% of children but accounts for 50% of all crime in the US and 30-50% of clinic referrals.
52
The book describes four categories of conduct problems that cross the two dimensions previously described. They are?
Covert-destructive or property violations.
Overt destructive or aggressive behavior.
Covert-nondestructive or status violations.
Overt-nondestructive or oppositional behavior.
53
Another proposal by Ken Dodge describes what dimension?
Reactive vs Proactive. Reactive is your perception that someone or something is out to harm you; the perception is that it is a threat or a provocation and you retaliate with impulsivity or aggression. Proactive is in the pursuit of a desired outcome for yourself-stealing, robbery.
54
The book makes a statement that supports this proposal; what is it?
That there are no clear boundaries that exist between delinquent acts that are a reaction to environmental conditions and those that result from factors within the child.
55
The DSM 5 identifies three disorders categorized by antisocial behaviors. What are they?
Oppositional Defiant Disorder, Conduct Disorder and Antisocial Personality Disorder.
56
What is the definition of ODD?
Age inappropriate, recurrent pattern of stubborn, hostile, disobedient, defiant behaviors.
57
What are the three dimensions of ODD?
Negative affect or angry, irritable mood.
Defiance or argumentative, headstrong behavior.
Vindictiveness or hurtful behavior.
58
What are the additional specifiers with the disorder?
Must be present for at least six months, must occur in multiple settings and can be mild, moderate or severe depending on how many settings present in.
59
What is the definition of Conduct Disorder?
It is repetitive, persistent pattern of severe aggressive and antisocial acts. Involves inflicting pain on others, interfering with the rights of others through physical aggression.
60
What are the four dimensions of CD and the examples Prof. Li gave of each?
Aggression to people or animals-hallmark of young kids with CD. Destruction of Property-serious damage like fire, vandalism. Deceitful ness or theft-covert acts including B&E, stealing, lying, conning. Serious violations of rules-running away, truancy before the age of 13. The DSM perspective identifies three disorders categorized by Antisocial behaviors.
61
What are the two new specifiers that are based on research?
Age of Onset-childhood or adolescent onset.
62
Describe specifiers?
To have Child onset CD, must have at least one sx before age ten. The adolescent onset there are no sx present until after age ten.
63
Describe the two taxonomies under specifier one (age of onset) developed by Moffitt’s research.
Adolescent LImited ASB and Life Course Persistent ASB. For AL, the behaviors emerged around puberty, peak at late adolescence and drop off at young adulthood. These are attributed to the triple threat of adolescence. The LCP never age out; ASB begins in childhood and continues for life.
64
What is misleading about the AL pathway?
Found that for some that start the ASB in adolescence, they hit snares that stop opportunities to grow out of it or exacerbate the behavior such as incarceration where the system won’t allow you to grow out of it. Other examples of snares are pregnancy, poor reputations. Affects about 20% of the population.
65
What does the LCP ASB Behavior look like?
Biting and hitting at age 4, truancy and shoplifting at 10, drugs and car theft at 16, robbery and serious crime at 22.
66
How much of the population does this affect and what contributes to this?
2-3%. These children are already higher on sensation seeking and risk talking predisposition so there is the genetic influence. The environmental influence includes social adversity, maternal or familial insensitivity, abuse, neglect and exposure to violence.
67
What is specifier two? And what term does it replace?
With limited pro social emotion as opposed to calling it psychopathy.
68
What are some of the traits of LPE? And how many to qualify for this specifier?
Lack of remorse or guilt. Callous unconcern, lack of empathy. Unconcerned to the extreme about performance being poor or problematic. Shallow or deficient affect-no expression because do not have the feelings. Need two of the four to persist for at least 12 months.
69
What are some cognitive and verbal deficits associated with conduct problems?
Verbal IQ is lower, suggests a specific and pervasive deficit in language and these deficits interfere with development of self control, emotion regulation or labeling of emotion in others.
70
Explain the two cognitive functions the book talks about and which disorders more likely to be characteristic of?
Cool executive functioning (CEF) associated with attention, working memory, planning and inhibition. Hot executive functioning or HEF associated with incentives and motivations. CEF in ADHD and HEF in conduct problems.
71
What are some school and learning problems associated?
Underachievement that can lead to grade retention, special ed placement, drop out, suspension and expulsion.
72
What are some family problems associated?
General family disturbances and specific disturbances in parenting practice and family function. This can include parental mental health problems, marital discord, family instability, limited resources and antisocial family values. For poor parenting, lack of family cohesion, emotional detachment, poor communication and problem solving, low support, chaos, conflict between siblings.
73
What about peer problems for kids with conduct problems? In preschool?
These kids display poor social skills, are verbally and physically aggressive towards other children. Preschoolers have difficulty understanding the perspectives of others, may experience corporal punishment from parents and display higher levels of aggression when transitioning to grade school.
74
This continues on in the forms of? Can be predictor of what things?
Peer rejection, can lead to becoming a bully, Association with deviant peers which status as victim or bully becomes stable over time. Deviant peer involvement predicts future of criminal acts, substance use, delinquent behavior and violence.
75
Perception of kids with antisocial behaviors can be described as?
A hostile attributional bias. The automatic perception that the intentions of others are a threat and must retaliate. Kids are hypervigilant to perceiving hostilities and have distorted social processing.
76
Hostile attributions in youth with conduct problems comes from where?
The similar attributions of their parents such as maternal hostile attributions, psychosocial adversity, poor parenting, living in aggressive and threatening environments. Is this an adaptation to living in a hostile world?
77
The deficits in self esteem associated with conduct problems are?
Inflated, unstable and/or tentative view of themselves. Underestimate their aggression and impact.
Aggression in fact of a threat is a way to avoid having to lower their self concept. Can also lead to inflated self-esteem that allows them to rationalize their antisocial conduct.
78
Health related problems that occur as a result of conduct problems?
These youths are 3-4 times more likely to experience premature death from physical injuries, illnesses, drug overdoses, STIs, substance abuse
79
What about co-morbidity of conduct problems?
High-more than 50% of children with CD have ADHD and 50% receive diagnosis of Depression or Anxiety DIsorders.
80
What is the definition of maltreatment? Which means children need what?
A failure of the caregiving environment to provide the expectable experiences that are necessary to facilitate normal development. Humans are altricial so need nurturance, care, love.
81
When maltreatment occurs, what are the results?
Significant harm to the health and development of the child and is consistently linked with aggression or ASB.
82
What are the differences in how aggression manifests with boys and girls and ASBs?
Girls more likely to use relational aggression like gossip, ostracism, getting even, 3rd party retaliation, more covert. Boys more overt, physical aggression, confrontational, noticeable at a younger age.
83
What other developmental factor increases risks in mixed gender schools?
Early maturity-for girls, early menarche interact with boys who model ASB and are pressured to engage in early sexual activity. Males who mature early are at risk to being exposed to delinquent peers.
84
As far as genetic contribution, what did meta analyses find?
It is a 50% contribution.
85
Describe the MAO-A study.
Low allele MAO and high Allele MAO; theory was that MAO-A enzyme production influenced because of more or less NT’s in the extracelluar space. Found correlation of low MAO-A and high maltreatment group more likely to develop ASBs.
86
What did the Caspi study find in relation to the MAO-A study?
Not accurate. Only studying one gene; advanced studies examining entire genome wide association studies or GWAS show that there are no statistically significant differences in this gene when DNA was mapped onto the trait of aggression. There are no genetic signals for aggression.
87
What are other speculated causes of ASB?
Maltreatment-trauma changes the brain-these children have poorer neural connectivity between the pfc and the the limbic system (emotion regulation and threat assessment).
88
So causes are best described as?
The interplay among predisposing child, family, community and cultural factors that operate in a transactional fashion over time.
89
What are some prenatal factors that might contribute?
Low birthweight of child. Maternal exposure to environmental toxins like lead, malnutrition, use of nicotine, MJ, alcohol, other substances.
90
What are some neurobiological factors proposed by Gray?
That the brain has two distinct neuroanatomical regions; the behavior activation and inhibition systems (brake and gas pedals) and the balance or imbalance of these leads to ASBs.
91
Some findings of this theory?
That children with conduct problems show a heightened sensitivity to rewards, fail to respond to punishment, continued response under conditions of no reward and lack of fear conditioning all predict ASBs later in life.
92
What other stress systems may be at play?
The HPA Axis, Serotonergic functioning, structural and functional deficits in the pfc, ANS low reactivity or low cortical arousal.
93
What brain areas of processing social and emotional processing are involved in neuroimaging studies that show structural and functional abnormalities in children with CD?
Amygdala, Prefrontal cortex, posterior and anterior cingulate, insula, interconnected regions.
94
What are two principles of treatment and prevention for these ASB disorders?
The most promising treatments use a combination of approaches that are applied in multiple settings and require the related family problems and other stressors be addressed.
95
Why don’t the typical and court mandated treatments not work?
They fail to address the determinants, lack effectivenesss, office-based interventions are cheaper, group treatments only bring together kids that trigger one another.
96
The treatments that cost the most in terms of taxpayers and affected children?
Incarceration, inpatient psychiatric, and residential treatment-all out of home placements.
97
Three principles that can be applied to any treatment...but especially because
Youth conduct problems are known to shown a developmental progression, diversification, escalation over time. Treatment should be sensitive to where child is at on this trajectory.
Early intervention for children at risk or just beginning to display behaviors. Ongoing interventions to help older youths and their families cope with the associated social emotional, academic problems.
98
What three systems have shown success in treatment?
Parent management training, problem solving skills training, multi-systemic treatment.
99
What overall change is needed?
Changing of the environment.
100
How does PMT work?
This uses contingency management techniques that teach ignoring or not engaging in negative behaviors. It focuses on enhancing the child-parent interaction and other parenting skills.
101
How does PSST work?
Identifies child’s cognitive distortions/deficiencies and provides instructions, practice and feedback to teach child how to appraise and change attributions from hostile to more appropriate alternatives. Teaches sensitivity to others.
102
How does MST work?
Combination of intensive approaches including PMT, PSST. Treatment for underlying parental problems too; provides substance use treatments, legal services.
103
What are three assumptions about treatments for conduct problems?
Early intervention and treatment is most effective.
By counteracting risk factors and strengthening promotive factors at a young age, can limit or prevent the escalating developmental trajectory.
In the long run, prevention reduces the substantial costs to education, CJ, health and mental health systems that are associated with conduct problems.
104
What are some specific features of Carolyn Webster’s successful Incredible Years program?
This teaches child management skills, addresses associated individual/family/school difficulties. Teaches parents self-control strategies for managing anger, depression, blame which helps strengthen social supports. Teachers are taught ways to interact positively with student, strategies for effective classroom discipline, collaboration with parents.
105
What are the five principles of FastTrack?
```
PMT
Home visiting/case management
Social-cognitive skills training
Academic tutoring
Teacher-based classroom interventions.
```
106
The Cohen and Casey study, “rewiring Justice” talks about the features of the adolescent brain. What are some of these conditions?
Novelty seeking is elevated
Peer interactions increase and distancing from parents
Phylogenetically older regions of the brain are fine-tuned first while higher order association cortices mature later. Areas of the pfc that are important for regulation of behavior don’t reach maturity until early 20’s.
107
What is the age/crime curve?
Criminal behavior emerges and peaks around 17 for males and then decreases.
108
What is the definition of juvenile delinquency?
Offenses committed by a juvenile that would treated as crimes if committed by an adult. Breaking the rules of the state, aka breaking the law. Apprenticing and court proceedings is legal definition.
109
What is the recidivism rate for juveniles in WI?
33% after one year.
51% after two years.
60% after three years.
110
During the era of ‘Scared Straight’ programs of putting kids in prisons and boot camps what happened with the kids?
28% engaged in more crime than their peers. 60% had higher recidivism rates.
111
Cohen and Casey talk about the TRIPLE THREAT of ADOLESCENCE. What is threat one?
The adolescent brain is not fully developed. The brain even looks different as the cortical surface matures.
112
Explain synaptic pruning.
You see gray matter in the brain of an 11-13 year old. Rapid expansion of connections begin to develop such that connections used get strengthened or myelinated and become white matter and unused ones are pruned.
113
What is in gray matter?
Unmyelinated neurons, cell bodies, glial cells, synapses and capillaries.
\
114
What is white matter and where especially does this rapid expansion in adolescence occur? Until What age?
White matter is when all the connections undergo myelination particularly in the basal ganglia and cerebellum and occurs into your 20’s.
115
The second threat refers to another aspect of adolescent brain development. What is it?
The adolescent brain is drawn to highly charged emotional stimuli. The pfc is meant to be the filter for raw stimuli in the amygdala but the frontolimbic connection is not strong yet. Thus feelings are amplified whether good or bad in the overactive limbic system.
116
The third threat of adolescence is?
More susceptibility to peer influences. The adolescent brain has a hyperactive limbic system and under active pfc so executive processes like judgment and decision making are not fully developed. Risk assessment is not fully developed; adolescents are more likely to do stuff that is risky.
117
What else was learned from the yellow light study about peers?
Adolescents were more likely to take higher risks than adults when in the presence of even one peer. Brain scans showed less activation in the pfc for the adolescents.
118
Relative to social and cognitive factors and deficits in children with conduct problems, what kind of relationship was found?
As many as 40% of boys and 25% of girls with persistent conduct problems display significant soc-cog deficits. This suggests a target for early intervention.
119
What does reciprocal influence mean?
That in the case of children with ASBs their behavior is both influenced by and influences the behavior of others.
120
What is the coercion theory?
The child learns to up the ante of noxious behavior to escape and a valid unwanted parent demands. This becomes a reinforcement trap because all family members become trapped by their own behavior. The withdrawal of demands from others reinforces arguing
121
What about children with callous unconcerned traits?
They have significant conduct problems regardless of the quality of their parenting.
122
What is the amplifier hypothesis?
That stress amplifies the maladaptive predispositions of the parents.
123
What about ASBs and neighborhoods?
Disproportionately concentrated in poor neighborhoods.
124
What are the features of these troubled neighborhoods that contribute?
```
Criminal subculture that supports/accepts drug dealing and prostitution.
Peer group violence.
Delinquent gang membership.
Frequent transitions and mobility.
Low social support.
Neighborhoods with similar people types.
```
125
What is the social selection hypothesis?
People who move into different neighborhoods differ from one another before they arrive and those who remain differ from those who leave.
Community organization like this minimizes productive social relations and effective social norms. ASB becomes the rule.
126
So how does this reinforce ASB?
Social disorganization as a result of poor, mobile and transitioning neighborhoods have poor quality schools, teen peer groups are not supervised or controlled, and there is low participation in local community organizations.
127
The book talks about ways good quality schools can reduce ASBs in children. How?
By having clear requirements for homework completion, high academic expectations, clear and consistent discipline policies, incentives for appropriate school behavior and achievement.
128
What are two ways that media influences ASBs?
The exposure to violence can be a short term, precipitating factor from priming, excitation or imitation of specific behaviors. A long-term predisposing factor for aggressive behavior acquired by desensitization to violence and observational learning of an aggression-supporting belief system.
129
In a nut shell about poor neighborhoods. My thoughts.
Set up for failure. Exposure to violence, poverty, poor social controls and connections result in observational learning. You become a product of this environment. Absence of opportunities to develop protective factors like high levels of familial support. Systems that can help don’t intersect. People are not empowered to help themselves. Incarceration takes kids away from environment where they need to learn and practice the skills that will improve their social and cognitive deficits.
130
Eight key features of ASD interventions?
Begin as soon as the ASD is suspected, intensive so 25 hr/wk, every day. Low student to teacher ratio. High structure-predictable routines, visual aides, clear physical boundaries. Family inclusion,parent training. Peer interaction-with neurotypical. Generalization. Ongoing assessment.
131
What are some brain abnormalities seen in persons with ASD?
Abnormal connectivity-overgrowth of white and gray matter around onset
Structural abnormalities-in the medial temporal lobe and hippocampus and amygdala. Smaller cerebellum.
Reduced blood flow in frontal and temporal lobes. Abnormal corpus callosum-inefficient connections, excessive connections. Default mode network, atypical connections.
132
What are the functional domains of RDoC
```
NVS-fear, Anxiety, loss
PVS-reward, learning, habit forming
CVS-attention, perception, memory
SPS-attachment, communication self perception
ARS-circadian rhythms, arousal
```
133
What are the units of analysis?
Molecules, cells, circuits, behavior, physiology, self report, paradigms.
