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31 Cards in this Set
- Front
- Back
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What are differences in diagnosing child/adolescent psychiatric disorders from adults? |
· COMPARATIVE DELAY IN RESEARCH · CLEAR ADULT DX PRIOR TO RECOGNIZING CHILD/ADOLESCENT DISORDER · GREATER DENIAL/STIGMA · DEVELOPMENTAL VARIABILITY · PARENT AND/OR CHILD REPORT · STANDARDIZED DX & RATING SCALES |
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Can a DSM-5 diagnosis of ID be based on IQ testing alone?
If not, what else must it be based upon? |
You also need impairments in adaptive functioning to diagnose ID |
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What are the DSM-5 signs of mild ID? -academic ______ -difficulty learning to read _______ -rarely reads to _____ -doesn’t read for ______ -action>_______ -emotional _______ -relitive _______ -social problems: |
-difficulties -efficiently -learn -fun -language -intelligence -strength -gullible, exploited, victimized |
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Explain the levels of ID based upon Dr. Guthrie’s pneumonic ETC, including IQ score ranges? -E= -T= -C= -<25
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Educatable/mild (IQ 55-70) Trainable/moderate (IQ 40-55) Clean/severe (IQ 25-40) = profound |
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What does Dr. Guthrie mean when she used the phrase, “growing into a deficit?” |
It becomes more apparent as the child gets older
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Explain the impact that an ID diagnosis may have on a child/adolescent’s occupational performance? -increased risk of________ -general health________ -obestity, sensory _______ -mental health (___________) -social skills: __________ -restrictions in _________ -household management______ --obtaining a________
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disease, problems impairments (anxiety, conduct, hyperactivity, pervasive developmental) language and communication/verbalization skills mobility (money, home repairs) job
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Using Dr. Guthrie’s slides list the normal stages of language development and academic performance.
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Pre K- communicate, separate, modulate K- dy/triad, attention fine motor 1st – behavior, learn to read 2nd –read, add/subtract 3rd –read to learn, multipication 5th –written language, inference, behavior 6th,7th, 8th –organizational, sustained attention |
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What is the difference between LD in DSMIV-TR and DSM-5? |
-DSMIV-TR: “Learning Disoder”=deficits in accuracy or fluency of reading or production or comprehension of quantities, numerical symbols, etc that cause functional impairment
-DSM-5: “Specific learning disorder”= specific deficits in an individual’s ability to perceive or process info efficiently and accurately; listed as a neurodevelopmental disorder |
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What are the signs of Specific Learning Disorder with Impairment in Reading and what is its prevalence compared to other learning disorders? |
-Impairment in Reading(Dyslexia): word reading accuracy, reading rate or fluency, reading comprehension
-Prevalence of SLD across reading, writing and math is 5-15% |
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Explain the impact that a LD diagnosis may have on a child/adolescent’s occupational performance?
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cognitive processing across one or more domains, social relations, and variable emotional reactions
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What is the incidence and prevalence of Autism Spectrum Disorder (ASD)? |
1% of population |
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Describe the three primary areas where ASD impairment is seen. 1.Social pragmatic communication disorder: 2.Autism spectrum disorder level I: 3. Sensory Issues: |
persistent difficulties in social use of verbal and nonverbal communication, social decorum, contextual adaptation, turn taking, lacks inferential/nuance, early onset
deficits in social communcation and interaction, deficits in reciprocity, non verbal communications, developing and maintaining relationships; restricted repetitive behavior, interests, or activites
ASD; adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement
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What is the prevalence of anxiety disorders in children/adolescence? |
7.5-26% C&A with anxiety disorder;5-10% with functional impaitment |
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Why are anxiety diagnoses under-reported by parents and teachers? |
Not reported as much as ADHD because the children often keep their anxieties inside themselves and parent’s do not see it at a big problem |
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What type of disorder are more likely to be reported by parents and teachers and why?
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external disorders are more often reported because there are observable signs (not just internalized symptoms, like |
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What are the organizational differences between childhood/adolescent disorders within the DSMIV-TR and DSM-5?
A significant change in the DSM-5 is that it no longer uses the _______, , which removes artificial distinctions between medical and mental disorders
The DSM-5 frames disorders in terms of age, gender, and
Autism spectrum disorder is a new DSM-5 name that reflects a scientific consensus that____previously separate disorders are actually a single condition with different ______ in two core domains
DSM-5 is organized so that the chapters demonstrate how disorders are related______
ADHD symptoms now have to have appeared before age____, instead of before age___
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* 12, 7
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Describe how autism disorder is presented differently in the DSM-5 from DSMIV-TR?
ASD now encompasses the previous DSM-IV______disorder, _____ disorder, childhood _____ disorder and _____developmental disorder * ASD is characterized by 1) ____ in social communication and ______ :2) ________ behaviors, interests, and activities (RRBs). * * Beacuse both components are required for diagnosis of ASD, social communication disorder is diagnosed if no _______ |
-autistic, Asperger’s, disintegrative and pervasive
-deficits -social interaction -restricted repetitive -RRBs are present |
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Explain the impact that an ASD diagnosis may have on a child/adolescent’s occupational performance. |
-ASD could hinder a child/adolescent’s occupational performance by hindering their ability to socially interact with others (which is crucial in many aspects of everyday living), opening their minds to other areas of interest (therefore trying new things, experiencing a multitude of areas in life, and growing intellectually), and expressing themselves emotionally in a way in which people around them could understand and help—as well as the individual with ASD to help others (reciprocity). |
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In which disorders are you likely to see evidence of sensory issues, and how does this present? |
Autism may play a greater role in sensory issues because of repetitive behaviors/activities and social interaction difficulties. These areas could limit one from being exposed to other stimuli if they are constantly being focused on one area of interest and are neglecting to interact with others. |
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Why does DSM-5 consider ADHD a deficit for learning (interference) but not a learning disability (impairment)? |
- ADHD is considered a deficit for learning (interference) rather than an LD (impairment) because it is pervasive. It affects all areas of life, but just learning. |
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What are the DSM-5 criteria for diagnosing ADHD?
DSM-5 Criteria for diagnosing ADHD: -symptoms must be present before___y/o -present in ___ or more settings -interfere or reduce quality of interactions, academics and ______
Must have at least 6 of the following symptoms of INATTENTION for 6 months: -lack of attention to ______ (schoolwork, etc.) -difficulty __________ (conversations, etc.) -does not seem to listen when ___________ -does not follow instructions or follow _________ -difficulty ________ tasks and activities -reluctant to engage in tasks that require __________ -often _______ -easily distracted by _______ -forgetful in _______ |
-12 -two -occupations
-details -sustaining attention -spoken to directly -through with tasks -organizing -sustained mental effort -loses things -extraneous stimuli -daily activities
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-Must have at least 6 of the following symptoms of HYPERACTIVITY for 6 months: -fidgets, taps hands or feet, ____ -difficulty remaining _____ -______ when inappropriate -unable to play ______ -uncomfortable being_____ for period of time -_____ excessively -blurts out answer before________ -difficulty waiting ______ -_______others often |
-squirms -in seat -runs/climbs -quietly - still -talks - question is completed -turn -interrupts |
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ADHD’s impact on occupational performance: -_____performance in school -problems with ________ -statistically more likely to develop_______ (in childhood) -more likely to be _____ |
-low -social relationships - conduct disorder -injured |
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Addressing sensory processing difficulties in children with ADHD is helpful because:
-children with ADHD can often over or underespond to _____
-it is helpful to understand this so that treatment can be _____ and _______more effectively
-May serve as a tool to know how to _______ more effectively than medication alone
-the _______ is helpful tool in detecting and measuring sensory processing ______: treatment can be shaped around determining what sensory/_______ factors give them the most difficulties |
-sensory stimuli
-addressed and planned
-calm/regulate behaviors
-Sensory Profile
-difficulties
-environmental |
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>Developmental Coordination Disorder
>Stereotypic Movement Disorders
>Tic Disorders
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>Developmental Coordination Disorder
* dont qualify if they can be _______ like ID, neurological conditions (cerebral palsy, etc.) * OTs can be useful for these children, as they may have _____ issues, trouble staying active or maintaining healthy weight, keeping up in _____(socially and academically) etc. |
-fine and gross
-chronological
-explained by other conditions
-ADHD inattentive
-congenital issues
-heterogeneous
-sensory integration
-school |
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>Stereotypic Movement Disorders * cannot be attributable to another ______ |
-purposeless -injury -mild, moderate, or severe -condition |
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>Tic Disorders * PERSISTENT MOTOR OR VOCAL TIC DISORDER * onset before ____ years old |
-nonrhythmic -vocalization -vocal -together -year -18
-not both 18 |
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What is the impact of a motor skills disorder on occupational performance, including play?
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mpact children’s ability to play, socialize, and perform successfully in classrooms. They have trouble with coordination and motor control that may leave them feeling alienated from classmates, and may interfere with their academic functioning as well. They can benefit from working with OTs on strategies for alleviating these problems.
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Define Sensory Processing Disorder (SPD) and give examples of common symptoms
-a sensory condition in which a person has trouble _______and integrating _____ information for use.
-experience difficulties acting on and _____ to sensory information, making it difficult to participate in and enjoy _____ tasks
-tend to either be hypersensitive or ______ to sensory information… can lead to strong reactions to seemingly _____ sensory stimuli (smells, sounds, etc.)
-difficulty sitting ____, dealing with ______ textures, etc.
****may occur alone, or comorbidity with ASD, ADD, learning disabilities, anxiety and/or panic disorders
usually ___in childhood, but can be lifelong |
-organizing -sensory
-adapting -everyday
-hyposensitive -unoffensive -still -unfamiliar
-IDed |
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Sensory Processing disorder Prevalence in childhood population: -about ___ of kindergarteners in 2000 -_____ of school aged children estimated to be overresponsive -highest in males and those with _____ and ______ |
-5.3% -16.5% -ASD and ADHD |
