Psych 213 Psychology Of Exceptional Children Set Ii

Front 1

In order to be classified as intellectually disabled, a student must display subaverage intellectual functioning and

Back 1

poor adaptive behaviour.

Front 2

Early intervention has been shown to stop the decline in which aspects of development in children with Down syndrome?

Back 2

cognitive

Front 3

The cause of an individual's mental retardation can now be identified in

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~ 50% of cases

Front 4

Today, Down syndrome occurs in what percentage of births?

Back 4

1 in 1000

Front 5

The AAMR's most recent definition of mental retardation emphasizes the

Back 5

support needs of individuals.

Front 6

Males affected by fragile X syndrome usually show

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"distinct physical stigmata (large ears, long face w/ prominent chin, large testicles); attention deficit disorders, speech disturbances, hand biting, hand flapping, autistic behaviors

Front 7

To be designated as intellectually disabled, a child must have an IQ of

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70 or below

Front 8

Six-hour retarded child

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A child who is considered mentally retarded at school but appears to function normally with family and peers outside of school

Front 9

The rate of development for children born with Down syndrome often begins to slow after

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6 months of age

Front 10

In a formal assessment of intellectual disabilities, the two major areas of concern are IQ and __________.

Back 10

adaptive behaviour

Front 11

coprophagy

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eating inedible objects

Front 12

The construct of adaptive behaviour was first delineated as a component of mental retardation by __________.

Back 12

Edgar A. Doll

Front 13

During what period is a mild intellectual disability most noticeable?

Back 13

elementary school years

Front 14

syndromes with chromosomal component

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Fragile X, Down, Turner's, Prader-willi

Front 15

Turner's syndrome

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monosomy X - affects girls - short stature, boad chest, webbed neck, infertility, amenorrhea, cognitive deficits

Front 16

Prader-Willi syndrome (PWS)

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7 genes on chromosome 15 missing or unexpressed on paternal chromosome- polyphagia, food preoccupation, small stature & learning difficulty

Front 17

Fragile X syndrome

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- mutations of FMR1 gene on X chromosome - most common cause of inherited mental impairment; autistic-like behavior- perseveration, retardation, self-stimulating

Front 18

Down's syndrome

Back 18

trisomy 21; Most individuals with Down syndrome have mental retardation in the mild (IQ 50–70) to moderate (IQ 35–50) range,[3] with individuals having Mosaic Down syndrome typically 10–30 points higher.; broad head, round face, short limbs, prone to health problems

Front 19

Terminology in the field of intellectual disabilities is currently undergoing change because of

Back 19

changes in social perceptions of persons with intellectual disabilities.

Front 20

A psychologist would administer an IQ measure to a child suspected of being mildly intellectually disabled in order to

Back 20

determine if the child meets the criteria for mental retardation of two standard deviations below the norm

Front 21

One of the major rationales for the inclusion of students with exceptionalities into general classrooms is social interaction. The research on students with intellectual disabilities indicates that these students

Back 21

are not well accepted by peers.

Front 22

Severe and profound mental retardation AND economic status are

Back 22

NOT related

Front 23

Studies on early intervention with children with Down syndrome show that Down syndrome infants receive the same scores as normally developing children on tests of intellectual ability at ___ months, but lower scores at _____ or age.

Back 23

ten months; two years

Front 24

The child who cannot cope with school but functions quite adequately in other environments was referred to by Mercer as a(n) ________ child.

Back 24

six-hour retarded

Front 25

A maturational lag refers to

Back 25

slowness to reach developmental milestones.

Front 26

Approximately how many known genetic disorders are associated with intellectual disability?

Back 26

750

Front 27

A child with an IQ of 45 would most likely be classified as having what degree of intellectual disability?

Back 27

moderate

Front 28

The AAMR classification approach to mental retardation focuses on

Back 28

symptom severity.

Front 29

According to available data, what percentage of those identified as intellectually disabled are in the mild range?

Back 29

70

Front 30

The most common clinical cause of intellectual disability is

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Down syndrome

Front 31

The condition in which there is a faulty division of chromosomes in later cell divisions is

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mosaicism

Front 32

Characteristics of Angelman syndrome

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small head, epilepsy, retardation; associated with frequent laughter; affects men and women equally; affects 1 in 20,000 people

Front 33

What is the fastest growing infectious cause of intellectual disability in children?

Back 33

pediatric AIDS

Front 34

In terms of the Piagetian stages of development, students who are mildly intellectual disabled function no higher than the ______________________ stage.

Back 34

concrete operations

Front 35

The ACLD is

Back 35

(Adults and Children with Learning and Developmental Disabilities); the major parent body in the field of mental retardation

Front 36

Jean Marc Gaspard Itard is remembered for his intervention with a boy he named

Back 36

Victor of Aveyron

Front 37

__________ is an inability to recognize the significance of sensory stimuli.

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agnosia

Front 38

__________ refers to problems with gait and ambulation

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Ataxia

Front 39

behavioural disorders

Back 39

conduct disorders, socialized aggression, anxiety and withdrawal, Attention Deficit Hyperactivity Disorder, and childhood psychoses

Front 40

reasons for conflicting definitions of behavioural disorders

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no such thing as a typical student who is behaviourally disordered; we cannot define normalcy; behavioural problems change as children grow older; behavioural disorders cannot be measured quantitatively; disorders correlate with teacher tolerance levels and disruptive behaviour is often in the eye of the beholder; ; comorbidity

Front 41

common elements of definitions of behavioural disorders

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Children with behavioural disorders exhibit behaviour that is chronic; violates cultural and social norms; and affects the child's self-esteem, interpersonal relationships, and probably school achievement.

Front 42

ways to classify behavioural disorders

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clinical classification, by severity, by behavioural type, age of onset, dimensional classification

Front 43

externalizing behaviours

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overt: include conduct disorders and socialized aggression

Front 44

internalizing behaviours

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anxiety, withdrawal

Front 45

prognosis & age of onset of behavioural disorder

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late starters (not committing an offence until middle or late adolescence) have better prognosis than early starters -- early startes at greatest fisk for becoming chronic offenders

Front 46

Quay

Back 46

dimensional classification for behavioural disorders -- 5 clusters: conduct disorders, anxiety and withdrawal, socialized aggression, motor excess and childhood psychoses

Front 47

Conduct disordered children display ____________ behaviour.

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antisocial behaviour- behaviour that is disruptive, distressing, and not age-appropriate; this behaviour is resistant to change through usual disciplining

Front 48

Oppositional defiant disorders

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conditions in which children argue repeatedly with authority figures, show resentment, and often throw temper tantrums, although physical aggression is limited

Front 49

__________ is of more concern to teachers than any other behavioural disorder.

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 Aggression

Front 50

Children are more likely to be aggressive if

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they have opportunities to practice aggression and if no unpleasant consequences generally follow

Front 51

Characteristics of children with socialized aggression

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Children and youth in this category are hostile, disobedient, and destructive, and often display both physical and verbal aggression. While similar in many ways to students with conduct disorders, they are also active in delinquent gangs and loyal to delinquent friends. -- social maladjustment? behaviourally disordered?

Front 52

Delinquency

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antisocial behaviours; delinquent behaviour is an illegal act by a juvenile.

Front 53

Juvenile offences are (trend)

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increasing, with more offences by younger children and by females.

Front 54

Anxiety is

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a fear with a future reference.

Front 55

Anxious and withdrawn children ________ their behaviour.

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internalize

Front 56

Symptoms of anxiety

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They may display nausea, pains, headaches, fears, obsessions, shyness, nightmares, crying, depression, and self-consciousness.

Front 57

phobias

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intense fears that have no rational basis. School phobia may be accompanied by physical illness associated with tension and extreme emotion

Front 58

_________ is/are the most prevalent condition(s) associated with suicidal behaviour.

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severe behavioural disorders - many studies have confirmed the link between suicidal behaviour and emotional instability

Front 59

Prevalence of Behavioural Disorders

Back 59

best available research data indicate that 2 to 10 percent of school-age children exhibit serious and persistent behavioural problems

Front 60

In school, the prevalence of behavioural disorder is _______ years but reaches a peak in the _____ grades. Prevalence drops off ______ (except for_______).

Back 60

low in the early; peaks in middle; levels off in secondary EXCEPT for delinquency

Front 61

biophysical approach

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Disorders may be inherited or acquired pre-, peri-, or postnatally. They may also be due to accidents, disease, or malnutrition; findings are inconclusive - biological and environmental factors combine?

Front 62

psychodynamic model

Back 62

arose from the work of Sigmund Freud; established the terminology, definitions, and classification of emotional disturbance; advocates believe that traditional psychoanalytic concepts can be employed to find and treat the causes of behavioural disorders in children.

Front 63

Psycho-Educational Model

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Focusses on the underlying problems of the child as well as school success. Teachers stress academics and affect.

Front 64

Behavioural Model

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Behaviourists try to understand causes of disorders by observing relationships among environmental factors that elicit and maintain deviant behaviour; all behaviour is learned; therefore, behavioural difficulties represent inappropriate learning.

Front 65

Psychosocial Model

Back 65

This approach focuses on the family and extra-familial influences. Much research is directed toward family structures and functioning as possible causes of behavioural disorders. Factors include parental divorce, separation, absence, conflict, neglect, hostility or illness, and inconsistent or lax discipline in the home. The risk for behavioural disorders increases with the number of variables present.

Front 66

extra-familial influences

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Social agencies other than the family that influence a child's cognitive, social, and emotional development

Front 67

Holistic Model

Back 67

The most encompassing approach is the holistic model. Stress is placed upon employing many disciplines in the treatment of children who are behaviourally disordered.

Front 68

Cognitive Developmental Consequences of Behavioural Disorders

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Many students with behavioural disorders may be slightly below the norm in cognitive development.

Front 69

Academic Achievement of students with behavioural disorders

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They usually lag behind in reading, arithmetic, and spelling. The behaviour often hinders efficient learning in conduct-disordered children. Anxious children develop a defeatist attitude that hinders social development. The timid and passive behaviour of anxious and withdrawn children interferes with the adequate utilization of potential.

Front 70

__________ are often found as co-occurring disabilities in children with behavioural disorders.

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Communication problems such as speech and language disorders -- children with behavioural problems may have learning disabilities, anxiety, mood disorders, or Tourette syndrome.

Front 71

Socialization

Back 71

the means by which individuals become acceptable members of their society

Front 72

Children with personality disorders develop strategies to cope with anxiety - describe them.

Back 72

They forego assertive, independent behaviour and instead exhibit low self-concept, poor self-esteem, and withdrawn behaviours.

Front 73

Effect of culture on diagnosis of behavioural disorders

Back 73

A high proportion of students served under the categories of behavioural disorders or serious emotional disturbance are from culturally and linguistically diverse groups. Misdiagnosis is often a culprit; equally important are the ideologies and expectations of school systems, which can have an immediate and profound effect on behaviour. Behaviour considered normal and adaptive in a subculture may be looked upon as deviant or inadequate by members of the dominant group.

Front 74

Functional Behavioural Assessment (FBA)

Back 74

; focus is on the function of a behaviour - what purpose does that behaviour serve for a student, how to reduce or eliminate the behaviour, and how to replace it with a more acceptable alternate behaviour

Front 75

Students misbehave to fulfill what 3 functions?

Back 75

acceptance/affiliation, power/control, or escape

Front 76

Childhood antisocial behaviour predicts

Back 76

problems in adjustment and health in later years, especially in boys. Children do not grow out of aggressive behaviour but continue to indulge in such activities as they mature.

Front 77

bibliotherapy

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reading books with a therapeutic purpose

Front 78

The major goal of counselling behaviourally disordered children is is

Back 78

to help children eliminate unacceptable behaviours and learn more appropriate ways of responding to people and the environment. In this regard, individual, group, family, guidance, and career and vocational counseling are used.

Front 79

The common placement for school-age children with mild behavioural disorders is

Back 79

the general classroom.

Front 80

Teachers should use _________ in classroom management.

Back 80

preventative discipline - tactics that prevent behavioural problems from emerging

Front 81

Positive Behaviour Supports (PBS)

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used to improve a school's general discipline, prevent school violence, and address individual behavioural disorders.

Front 82

______________ is the most ethical, effective and cost-effective approach to intervention with behaviourally disordered students

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Primary prevention

Front 83

Within behavioural approaches, ________ are used to increase desirable behaviour, and ________ to decrease or extinguish undesirable behaviour.

Back 83

reinforcers; aversion techniques

Front 84

Secondary level intervention focuses on

Back 84

10-20% students who do not respond to preventative measures and are at risk for adverse outcomes.

Front 85

tertiary intervention

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includes plans to address the needs of those students with chronic, challenging behaviours

Front 86

_________ is a particularly important academic feature for children with behavioural disorders.

Back 86

Training in social skills

Front 87

Social skills training goals

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instruction helps children to make and keep friends and get along with adults, and helps aggressive children to modify their behaviour

Front 88

Punishment

Back 88

Punishment is not a suggested strategy, and should be used sparingly. Punishment does not answer the "why" of poor behaviour, and, in many cases, fails to create attentive, quiet, compliant students.

Front 89

Wraparound

Back 89

refers to the integration of social intervention services directed toward assisting behaviourally disordered children and their families. It includes outpatient, home care, day treatment, and residential treatment programs, as well as foster care.

Front 90

Gender differences seen in bullying behaviour.

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; boys more often victim; girls' bullying takes different forms that are harder to detect

Front 91

The greatest number of school-aged children with behavioural disorders are categorized as

Back 91

conduct disordered.

Front 92

To reduce challenging behaviours, the most successful strategy is

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behavioural models.

Front 93

in general phobias are found more often in (gender)

Back 93

girls

Front 94

The biophysical model of behaviour disorders focuses on

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specific physical etiologies.