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17 Cards in this Set
- Front
- Back
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Chapter Disorders
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ADD/ADHD
Learning Disorders Communication Disorders Pervasive Developmental Disorders |
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ADD vs. ADHD
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ADD= DSM-III
ADHD= DSM-IV Onset: <7 yrs; >7yrs=NOS Definition: inappropriate behavior that causes problems in social relationships and school performance |
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ADHD DSM-IV
(3) Kinds: Hyperactive-Impulsive (6/9 characteristics) Inattentive (6/9 characteristics) Combined (12/18 characteristics) Tx |
Hyperactive:
1. fidgets with hands and feet 2. can't sit still 3. climbs at inappropriate times 4. talks a lot 5. "on the go" 6. trouble playing quietly Impulsive: 7. blurts out answers 8. trouble waiting one's turn 9. interrupts others Inattentive: 1. doesn't pay close attention to details; dumb mistakes with school work 2. difficulty keeping attention while doing a task 3. doesn't listen when spoken to directly 4. doesn't finish work 5. disorganized 6. avoids doing tasks that require a lot of mental effort 7. loses things needed for activities 8. easily distracted 9. forgetful in daily activities -Occurs in 2 locations (school, home, etc.) -Dec. Dop/Norepi; dec. frontal cortex -Inc. motor areas of brain Tx. Mostly stimulant drugs (Ritalin, Concerta, Adderall, Dexedrine). Adults may start with Prozac (Fluoxetine) biofeedback, neuorfeedback, family therapy |
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Learning Disorders
4 Stages |
Definition: affects how a person understands, remembers, and responds to new information.
Have difficulty with listening/paying attention, speaking, reading/writing, math, reasoning 75% more boys than girls 4 Stages: Input: internalize memory; difficulties with visual, audio Integration: how one uses that memory; not telling a story in the right sequence Storage: short term memory Output: problems with motor/verbal expression of information |
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Specific Learning Disorders
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-Reading: (most common), recognition, processing, speed, comprehension
-Writing: dysgraphia- bad handwriting/composition -Math: dyscalculia- can't manipulate numbers -Nonverbal LD (NVLD): lack of coordination (most often left side), social inadequacies, balance problems, math difficulties. Usually do quite well in verbal areas (eloquent, large vocabulary, etc.). -Dyspraxia: difficulty with motor skills (combing hair/teeth) -Auditory Processing Disorder (APD): can't separate sounds (tv, from AC) |
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Dyslexia
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Definition: reading problem; brain can't process written and spoken language; over developed speech production but under developed speech comprehension
Surface: Can read known words but not irregular words (i.e. muscle, you, said, what, country, colonel). Phonological: Can read regular and irregular words, but have difficulty with non-words and with sounding out words. Double deficit: Slow naming speed. Occurs with Phonological Dyslexia. |
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Diagnosis of Learning Disorders
Tx. |
Discrepancy Model: If a child’s ‘cognitive abilities’ are much higher than academic performances, the child wouldlikely be diagnosed with an LD.
Criticism of Discrepancy Model: May not be accurate, and not great at predicting how treatment will go (low IQ children with low performance benefit as much from treatment as the ‘LD’ children). Response to Intervention: : An early screening program for all to identify those ‘at risk’. Problem is program needs to be big and impressive and comprehensive (hard to do). Tx: 1. compensating/accomodating the disability 2. practice 3. specialized instruction to help with weak areas |
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Communication Disorders
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Speech and language disorders which refer to problems in communication and in related areas such as oral motor function
Phonology: Production of word sounds (to make a word sound one has to imitate it). Phonological Disorder: Omission or distortions of sounds, atypical pronunciation. Grammar: Organization of words in a sentence to make sense. Semantics: Organization of concepts. Pragmatics: Use of language and ‘rules’ of conversation (like when to pause, etc.). Cluttering: A fluency problem (rapid speech, poor syntax, erratic rhythm). Stuttering: Speech prolonged by involuntary repetitions and prolongation of sounds. Dysnomia: Super ‘Tip of the Tongue’ Spoonerisms: “Is it kisstomary to cuss the bride” instead of ‘customary to kiss the bride”. Freudian slips: “Sure, I’d love to go to breast” instead of ‘sure, I’d love to go to brunch’. Also known as parapraxis. Expressive language disorder: Lower than normal proficiency in vocabulary, the production of complex sentences, and recall of words. Receptive/Expressive language disorder: Impairment of both the understanding and the expression of language. |
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Pervasive Developmental Disorders (PDD)
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Autism (Autism Spectrum Disorder, ASD)
Rett Syndrome Childhood Disintegrative Disorder (CDD) Asperger’s Syndrome PDD not otherwise specified (PDD-NOS) |
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PDD Symptoms
Tx |
Sx.
1. lack of social/language skills 2. problems communicating with others or understanding language 3. ignore/fail to understand facial expressions 4. reduced eye contact in social situations Tx. -Goal: lessen associated deficits and family distress, increase quality of life and functional independence -Teaching, speech, social, and family therapies -Pharm: antidepressants, stimulants, anti-psychotics, anti-convulsants -diets, chelation thearpy |
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Autism Spectrum Disorder: DSM-IV
6 symptoms required per category |
1. qualitative impairment in communication
2. delayed social interactions, communication, or imaginative play (onset <3 yrs) 3. symptoms are not better accounted for by another condition |
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ASD-be concerned:
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No babbling by 12 months
no gesturing by 12 months no single words by 16 months no 2-word spontaneous phrases by 24 months any loss of any language or social skills at any age |
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Causes of ASD
Mirror Neuron system theory of autism |
Mirror neuron system theory of autism: mirror neurons fire when a person acts, and when the person observes the same action performed by another
Savant Skills: unusual intellectual abilities M:F--> 4:1 IQ <70 ASD=DSM-I ASD + MR= DSM-II |
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Rett Syndrome
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Characteristics: microcephaly, small hands/feet, gonitive impairments, social difficulties, seizures, scoliosis, GR, difficulty walking, "hand wringing", GI disorder
females |
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Childhood Disintegrative Disorder
DSM-IV |
Normal development until age 3-4 then severe social, communication, and other skills (before 10), seizures
Earlier onset than autism and less severe DSM-IV: show regression of at least 2 -receptive language skills -expressive language skills -social or self-help skills -plays with peers -motor skills -bowel/bladder control |
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Asperger's Syndrome
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Language and cognitive development are mostly UNaffected
High functioning autism (DSM-V) DSM-IV: 1. qualitative impairment in social interaction 2. restricted repetitive and stereotyped patterns of behavior, interests and activities There is normal cognitive development in Aspergers, and minimal or no delays in language development either. Conversational language skills are deficient, and physical ‘clumsiness’ is often present |
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Other Childhood Disorders
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Separation Anxiety Disorder: overwhelming fear of loss of major attachment to a figure; complain of physical symptoms to avoid going to school
Tourette's Disorder: verbal and motor tics [3x more in men] Selective mutism: speak in certain situations [more in girls] |
