Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Growth and Development > Social and Behavioral Development > Flashcards

Social and Behavioral Development Flashcards

1
Q

Behavioral Development: Conditioning

types (3)

A
  • Classical
  • Operant
  • Observational learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Classical Conditioning

• Pavlov’s dogs-

A

Salivated at the sound of a bell b/c food

was always served in association with the ringing bell.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

• Classical conditioning occurs readily in

A

children

• White coat syndrome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Classical Conditioning
• Take home:
(2)

A

• Make the office look and feel as little like a pediatrician’s
office or hospital as possible – develop discrimination
• Make the first visit/visits “happy visits” especially if there has
already been a negative experience. (May need to
convince parents to make multiple appointments)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Operant Conditioning

• Extension of

A

Classical

conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Operant Conditioning

• Consequence of a behavior is

A

itself a stimulus that can

influence future behavior.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Operant Conditioning

• Reinforcement

A

increases

likelihood of behavior.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Operant Conditioning

• Punishment

A

decrease

likelihood of behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Positive Reinforcement

A

• Desired behavior is rewarded (likelihood of behavior increased)

  • Toy given to a child for good behavior.
  • Giving praise or compliment for good behavior
  • Noticing and complimenting improved hygiene.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Negative reinforcement

A

• Unpleasant stimulus is removed as result of behavior (likelihood of
behavior increased).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Negative reinforcement

• Can go two ways.

A
  1. Tantrum gets you out of the situation- throw a bigger one next
    time.
  2. Appointment time shortened due to good behavior.
    a. May need to help patient recognize the association.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Negative punishment (omission/timeout)

A

• Something is taken away as a result of the behavior

  • Toy is taken away after a tantrum.
  • The punishment is the removal of a pleasant stimulus.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Positive Punishment

A
  • Behavior results in an unpleasant stimulus being presented.
  • Speeding ticket
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Operant conditioning in the dental office

2

A

• Positive and negative reinforcement are most appropriate for the
dental office.
• Be careful to not inadvertently use negative reinforcement of
unwanted behavior.

• Punishments should be used with caution.
• Voice control may sometimes be used but must be followed
by positive reinforcement when behavior improves.
• Careful not to introduce fear- (classical conditioning creating
association between the dental office and fear).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Observational Learning (Modeling)

A

• Acquisition of behavior by imitation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q 
Observational Learning (Modeling)
• 2 stages
A
  • Acquisition

* Performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Observational Learning (Modeling)
• Behavior moves from acquisition to
performance if

A

the model is

liked/respected/trusted.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Observational Learning (Modeling)
• Take home:
(2)

A

• Let younger siblings see older siblings
behaving and being rewarded
• Open treatment areas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Emotional Development: 8 ages of man
• Presented by
• Associated with

A

Erik Erikson

chronological age
but more important
and constant is the
sequence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Step 1: Development of basic trust (mistrust)
0-18 months
(3)

A

• Basic trust or lack of trust is developed.
• Child is usually very attached to parent at this stage.
• If patient hasn’t developed basic trust, they may be fearful and
uncooperative.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Step 1: Development of basic trust (mistrust)
0-18 months
Take home:
(2)

A
  • Best to treat patient with parent, knee to knee is a good option.
  • Be patient with children. Try to find clues about parental relationship.
22
Q

Step 2: Autonomy (or shame)
18 months to 3 years old
(3)

A

• Terrible Twos
• Child is finding independence and ability to
choose.
• If it’s not their idea, it likely won’t happen.

23
Q

Step 2: Autonomy (or shame)
18 months to 3 years old
• Take home:
(3)

A
  • Give choices
  • Yellow or green napkin,
  • Two kinds of sunglasses
  • Still good to have parent present
  • Complex treatment best done under sedation of general anesthesia.
24
Q

STEP 3: Development of Initiative (or Guilt)
3-6 years old
(3)

A
  • Physical activity and motion
  • Tons of questions, very curious.
  • Important to succeed- perceived failure is detrimental.
25
STEP 3: Development of Initiative (or Guilt) 3-6 years old • Take home: (4)
* First dental visit is usually in this period of development * A successful visit will produce a sense of accomplishment for the patient. * Consider an exploratory visit with little treatment done. * Usually better to treat away from parent to reinforce independence.
26
Step 4: Industry/mastery of skills (or inferiority) 7-11years old (4)
• Acquiring academic and social skills which allow them to compete in an environment where those who produce are recognized. • Necessity of working together is realized • Peers becoming more important. • Realistic goals should be set and met.
27
Step 4: Industry/mastery of skills (or inferiority) 7-11years old Take home: (2)
• Compliance depend on child understanding what is needed to please parents, dentist and peers. • Not motivated by abstract things like “a better bite.”
28
Step 5: Development of Identity (or Role confusion) 12 -17 years old (4)
* Adolescence * Realizing one can exist outside the family * Rejecting parental authority, peer group extremely important. * Motivation is internal or external
29
Motivation is internal or external • Internal- • External-
Desire to improve appearance- sometimes as a result of bullying. “to get mom off my back.”
30
Step 5: Development of Identity (or Role confusion) 12 -17 years old • Take home (1)
• It is very important that a patient in this age group has an internal desire to undergo any prolonged or involved treatment such as orthodontic treatment. • Teenage boy with grandma vs Teenage girl with anterior crossbite.
31
Step 6: Development of Intimacy ( or Isolation) Young Adult (2)
* Creating close meaningful relationships. | * Ability to sacrifice and compromise for a relationship.
32
Step 6: Development of Intimacy ( or Isolation) Young Adult • Take home: (2)
• Some seek esthetic treatment for improved chance at relationships. • Drastic changes in appearance (new look) can possibly interfere with existing relationship as the partner may view the change as altering the relationship.
33
Cognitive Development
• Development of intellectual capabilities.
34
Cognitive Development | • Via (2)
assimilation and accommodation.
35
Cognitive Development | • Related to ---.
age
36
Assimilation
* Incorporating events within the environment into mental categories. * Child sees something fly ->learns it’s a bird-> everything that flies is a bird
37
Accommodation
* Child changes mental categories to better represent the environment * Learning to distinguish a bird from a fly
38
• Intelligence develops as
assimilation and accommodation build on one | another
39
Sensorimotor development 0-2 years old (3)
• Discover reality of objects- they don’t disappear when not being looked at. • Limited ability to project forward or backward. • Usually aren’t treating patients in this age group but can have patients with disabilities that could fall into any stage of development.
40
2. Preoperational Period 2-7 years old (4)
* They use words like adults, they appear to think more like adults than they really do. * Limited association- My daughter will say “I’m not pretty, I’m Maddisyn.” * If its not touched, tasted, seen, heard, or smelled, it’s hard to understand * Egocentrism * Animism
41
Understand the world through 5 senses:
• If its not touched, tasted, seen, heard, or smelled, it’s hard to understand
42
egocentrism
Incapable of seeing another person’s point of view
43
Animism
• Apply life to inanimate objects
44
2. Preoperational Period 2-7 years old • Take home: (2)
• Talk to 4-year-old about Mr. Thumb being a problem when he wants to get into the mouth. • Focus on senses: Brushing makes your teeth feel clean and smooth and makes your mouth taste good
45
3. Period of Concrete Operations 7-11 years old (2)
* Develops ability to see another’s point of view | * Limited but increasing ability to think about abstract things.
46
3. Period of Concrete Operations 7-11 years old • Take home: (1)
• Present concrete directions. • GOOD: “This is your retainer. Put it in your mouth like this. Take it out like this., Brush it like this…” • Bad: “ Here’s your retainer. Wear it regularly to keep your teeth straight.”
47
4. Period of Formal Operations 11 years old to adulthood (3)
• Can think about thinking. * Adolescents think that others are thinking about them (imaginary audience.” * Self conscious because “others are thinking about what I’m wearing, doing, etc. • Adolescents see themselves as unique leading to the “ personal fable.”
48
Personal fable-
I’m unique. Everyone cares about what I’m doing. Nothing bad will happen me…
49
• In working with teenagers don’t try to change their reality of the imaginary audience and personal fable. Rather help them
better see reality. * If a teenager is reluctant to wear a certain appliance or device, telling them that many of their peers are wearing them too will not help. * See if they will give the appliance a try and if they get the response from their peers that they anticipate, then the appliance can be removed. Usually, the response isn’t what they think it will be. * Once a teenager realized that others think their flipper is “cool,” they may be more ok with wearing it. Not because “everyone else is wearing one”, but because the response isn’t what the patient may perceive it to be. (sleepover example)
50
4. Period of Formal Operations11 years old to adulthood • Take home: (1)
• Provide guidance toward a more accurate evaluation of the attitude of the audience. Not by telling them, but rather giving them a chance to see for themselves.

Growth and Development (15 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions