Typical And Atypical Psychological Development

Question 1

Typical behaviours

Answer 1

We expect that a child will develop skills within certain time frames (eg.babies to start crawling between 6-12 months)

Question 2

Typical development behaviours

Answer 2

Behaviour, skills or abilities fall within the expected range of development, compared to peers of the same age.

This is what we understand as “normal” when it comes to reaching development milestones

Question 3

How do typical behaviours show in a child- influence

Answer 3

Typical behaviours are the patterns of behaviour that are expected for a given situation

Cultural: sad at a funeral

Social norms: saying bless you(seen as normal social behaviour)



Question 4

Atypical development

Answer 4

When behaviour, skills or abilities fall outside the expected range of development or progress at a different pace compared to similar aged peers.

Eg. Delay in speech

Question 5

Atypical behaviour

Answer 5

Patterns of behaviour that are not expected for an individual or that deviate from the norm and can be harmful or distressing for individuals or those around them

Question 6

Examples of atypical behaviour

Answer 6

Not making eye contact
Delay in speach
Biting nails
Not being able to talk by 12 months

Question 7

Psychological criteria is used to categorise, typical and atypical behaviours

Answer 7

use abroad set of criteria

Criteria can be used in context of development to determine whether a child is developing typically and as expected for their age, as well as in context of mental well-being

Question 8

What is in the psychological criteria

Answer 8

-personal distress
-social norms
-cultural perspectives
-statistical
-maladaptive behaviours

Question 9

The cultural perspective

Answer 9

• whether a behaviour is typical, or atypical, is often determined by the culture within an individual

Question 10

Social norms

Answer 10

Social norms are shared standards or social beliefs about what is normal acceptable or typical behaviours.

Informal
-Basic and unspoken rules

Formal: must follow rules and laws

Question 11

Statistical rarity

Answer 11

The statistical approach is based on a normal distribution curve. Normal or typical behaviour is generally considered to fall in the middle area closest to the advrage, we’re as any behaviour that is atypical or abnormal falls outside this area at each end

Question 12

Personal distress

Answer 12

A way of categorising, typical or atypical behaviour is to ask whether the behaviour causes personal distress to the individual concerned. If it does, then the behaviour would be considered typical

Personal distress usually involves unpleasant or upsetting emotions, such as sadness, anxiety, or feeling overwhelmed 

Question 13

Maladaptive behaviour

Answer 13

Is behaviour that is unhelpful, dysfunctional and non-productive and that interferes with a persons ability to adjust to their environment.

Question 14

Normality/‘normal behaviours’

Definitions

Answer 14

Normality is defined as patterns or behaviours that are typically expected or conform to standards

Question 15

Normality the same for everyone?

Answer 15

Normal behaviours for an individual are consistent with that individual’s usual way of behaving

Question 16

Neurotypicality

Answer 16

Referred to individuals who have standard or typical brain, functioning processing and behaviours
For example;
Two-year-old infant is progressing normally can walk run. Make eye contact there neurological development or functioning is within the typical range

Question 17

Abnormality / Abnormal behaviour
Definition

Answer 17

Defined as behaviour that are unusual, bizarre atypical, or out of the ordinary

Including behaviours that deviate from societal norms and have potential to cause distress

Question 18

Neurodiversity

Answer 18

Persons brain functions differently in one or more ways, compared to what is considered standard or typical. The idea that every human has a unique nervous system, which is different combination of abilities and needs.

Question 19

Adaptive

Answer 19

Describe emotions, behaviours, and cognition that enable us to our environment and cope more effective

-Beneficial

Question 20

Maladaptive - and environment

Answer 20

Describe emotions, behaviours, and cognitions that infer with our ability to adjust to our environment appropriately and effectively

Harmful 

Question 21

Maladaptive emotions

Answer 21

very intense or overwhelming emotions that occur frequently for extended periods of time without interruption or are inappropriate for the situation

Question 22

Example of maladaptive emotions

Answer 22

And God, that is intense expressed frequently or results in aggressive, verbal and physical actions 

Question 23

Maladaptive cognitions

Answer 23

cognitive processes or mental actions that involve, processing and understanding information or knowledge.

1. Adaptive- ways of thinking that benefit our survival
2. Maladaptive-irrational throughouts that distort a persons perception of reality

Question 24

Neurodivergent

Answer 24

Refuses to people who’s brains function differently to others

Eg. ADHD and Autisim

Question 25

How many people have Autism spectrum disorder (ASD)

Answer 25

1 in 7 people in Australia

Question 26

ASG signs and symptoms

Answer 26

Poor communication and social skills

Lacks the ability to understand emotional and social cues

Poor non verbal communication skills

Struggles to form and maintain relationships

Question 27

ASS and link to theory of mind

Answer 27

“Sally Anne test” is created to evaluate theory of mind in neurotypical children and neurodiverse children with an autism spectrum disorder.

Question 28

Theory of mind

Answer 28

A cognitive ability that allows us to make judgments about other people’s mental states

Question 29

Attention deficit hyperactivity disorder

Answer 29

Intention or hyperactivity-impulsivity that interferes with the functioning or development

Question 30

Intention

Answer 30

Means a person may have difficulty staying on task, sustaining focous and staying organised

Question 31

Hyperactivity

Answer 31

Means a person may seem to move about constantly, including in situations when it is no appropriate or excessively fidgets taps or talks

Question 32

Impulsively

Answer 32

Means a person may act without thinking or have difficulty with self control

Question 33

ADHD symptoms rules

Answer 33

1.needs to be excessive for decelerated age of the individual

2. Needs to be present before age of 12
3. Must have persisted for longer than 6 months
4. Must contribute to impairment across multiple settings eg(school, work, home)

Question 34

ADHD cognitive variations

Answer 34

Executive function:

Working memory:

Arousal alertness

Times estimation

Question 35

ADHD cognitive variations
Executive function

Answer 35

includes organising, prioritising and activating task- focusing and sustaining attention

Question 36

ADHD and cognitive variations
Working memory

Answer 36

Allows us to process incoming sensory information. People with ADHD have difficulty dealing with visual and spatial information and or processing auditory information

Question 37

Arousal and alertness
ADHD cognitive variations

Answer 37

Alertness is the ability to sustain focus. Children with adhd tend to be under alert or have problems with alertness.

Question 38

Time estimation
ADHD cognitive variation

Answer 38

How they estimate time. Specifically individuals with ADHD tend to overestimate every very short time intervals