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17 Cards in this Set
- Front
- Back
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Obsession |
Recurrent and persistent thoughts or urges that are unwanted
More than excessive life-worries
Person attempts to ignore or suppress thoughts by neutralizing them with a compulsion |
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Examples of Obsessions |
Concern with dirt or germs
Worry that something terrible may happen
Symmetry, order
Fear of harming onself or other |
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Compulsions |
Repetitive behaviors or mental acts that person feels driven to perform in reponse to an obsession
Behaviors are aimed at preventing/reducing anxiety |
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Examples of Compulsions |
Excessive or ritualized hand washing, grooming, or bathing
Repeating rituals
Constant checking or touching
Ordering or arranging |
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Stereotypical Motor Behavior |
Repetitive, seemingly driven, and apparently purposeless motor behaviors
Hand waving, body rocking, head banging |
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Tics |
Sudden, rapid, recurrent, non-rhythmic motor movements or vocalizations |
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Tics vs. Stereotypical Motor Behaviors |
Tics - more involuntary
Stereotypical Motor Bxs - more self-soothing or -stimulating and more intentional |
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Assessing for Substance Use Problems |
Developmental, medical, social, substance use, family, educational hx, clinical interview
Spirituality, ethnic identity
Mental status examination
Physical examination
Self-report; reports of family, peers, school
Structured interviews and standardized tests
Lab results
Drug screening |
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Discrepancy Model for Learning Disorder (LD) Identification |
LD occurs when child performs below grade level in at least one academic area
Compare performance to same age peers on standardized tests
Examine discrepancy between IQ and achievement |
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Criticisms of Discrepancy Model |
IQ tests do not necessarily measure intelligence
IQ and achievement are not independent of each other
Typically, people must fail before they are recognized as LD |
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Components of Adaptive Behavior (proposed by AAIDD) |
AAIDD = American Association of Intellectual & Developmental Disabilites
Conceptual Social Practical |
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Conceptual (Adaptive Bx) |
Academic related - memory, language, reading, writing, math reasoning, gaining practical knowledge |
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Social (Adaptive Bx) |
Awareness of others' thoughts and feelings
Interpersonal communication skills
Friendship skills
Social judgment |
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Practical (Adaptive Bx) |
Personal care
Job responsibilities
Self-management of bx
Task organization (school and work) |
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Nightmares |
Elaborate and story-like, seem real
Occur during REM sleep
Can be remembered and described in detail |
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Sleep Terrors |
Abrupt awakenings from sleep (scream or cry)
Difficult to awaken or comfort
Little or nothing remembered of the dream |
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Nightmares vs. Sleep Terrors |
Similarities - both include (partial) awakenings with fearfulness and autonomic activation
Differences - -Nightmares - occur later in night, clearly recalled dreams, mild arousal, complete awakenings
-Sleep terrors - occur in first part of night, little or no recall, significant arousal, partial awakenings |
