Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
53 Cards in this Set
- Front
- Back
|
Assessment
|
a collection of information about a child’s behavior problem, it’s the evaluation that determines the possible relevant factors with respect to problems in a child.
|
|
|
What is Interrater reliability?
|
refers to whether different diagnosticians use the same category to describe a persons behavior.
|
|
|
What is test-retest reliability?
|
asks whether the use of a category is stable over some reasonable period of time.
|
|
|
What is info that helps evaluate the validity of a diagnosis?
|
diagnosis should give us information about the etiology of a disoder, the course of development that the disorder is expected to take, response to treatment or some additional clinical features of the problem.
|
|
|
Changes of the DSM
|
it’s moved from Freudian inferences to strict behavioral categories, critera→ gender, age.
What approach→ behavioral |
|
|
Important information that people need to gather in the clinical interview.
|
trying to determine the nature of the problem, its causes. The situations in which it occurs. Understand how frequent and how intense it is.
o Background info o Developmental hx o Family hx o Parents attitude o Social/peer behaviors Interview the child alone Behavior Problem checklist/rating scales o Developed in 1920s and 30s o Researchers interested in abnormal and normal behaviors in child • Wanted to look at what child endorsed and what they don’t • Tally up mild moderate, severe • Do not have good reliability and validity • Achenbach |
|
|
Conflict around diagnostic labeling
|
• Stigma with mental illness
• Formal classification is intended to categorize disorders, not people. • Overgeneralization→ those with adhd are more alike than they actually are→ false! o Leads to neglect of the child • Produce negative perceptions • Expectations regarding the child may be biased by the presence of a label. o Expect more behavior problems • Some say lavels providde an explanation. • Minimizes attention to the interpersonal and social context in which the child behavior exists. |
|
|
Projective Tests
|
Roarshach, Human figure drawing (draw a person test), House tree person, Kinetic family drawing, TAT, CAT, Roberts Aperception test
|
|
|
Behavior Rating Scales vs. Standardized Tests
|
behavior: Does not have good reliability and validitiy. Data is obtained for a large number of kids, statistical techniques to identify patterns of behavior that are interrelated, groups of items that tend to occur together are thus identified. Parent or other respondent to indicate precense or absence of specific behaviors→ quantified in some way (0,1,2).
Standardized: has reliability and validity, wants outcome to be a good representation of child's emotional, psychological thinking; tests that measure intelligence have highest validity. |
|
|
what is psychopharmacological treatment?
|
medications that affect mood, thought processes or overt behavior
|
|
|
What are the two types of medication that are most commonly used with children?
|
psychostimulants and psychotropic--> selective serotonin reputake inhibitors.
|
|
|
What are some different views of therapy?
|
psychoanalytic views, play therapy, family therapy → family becomes the identified patient as opposed to the child
|
|
|
Mental Retardation: criteria
|
• 1. Sub average, general intellectual functioning
measure by standardized intelligence test→ Wechsler scale the evaluations of the adapting behavior, you can observed the adapting behavior but there has to be observation adapting behavior→ being able to function in your social environment behaviors like learning how to brush your teeth, count money, socialized with peers • 2. Associated impairments and adaptive behavior • 3. has to be defined or observed during developmental period (up to 18th bday) they can be defined as incomplete development as a result of brain damage. A regression from a previous state due to psychosocial factors.. • Abuse • Neglect • Malnutrition |
|
|
Mental Retardation: classification based on -
|
age, level, & IQ range
ex. mild (50-70; 85%), moderate (30-50; 10%), severe (20-35; 3-4%), profound (below 20; 1-2%) |
|
|
There is an _____ in tests that measure intelligence and adaptive functioning
|
overlap
|
|
|
Fragile X Syndrome
|
• 2nd to down syndrome as cause of mental retardation and is most common inherited disease; identified at age 3, repeats of a mutation of a triplet of DNA nucleotides; visual spatial cognition, sequential information processing, motor coordination, arithmetic, and executive functions
|
|
|
"IDEA"
|
individuals with disabilities education act; 1990, encompasses several categories for serving youth with disabilities that include speech/language impairment, learning diabilities, mental retardation, emotional disturbance, autism, and sensory and medical impairments – blindness, deadness, orthopedic problems
o Ensure all students w/ dis. Obtrain free public education in special education and related services to meet needs o Rights of students and parents protected o Assist states and localities in providing education to children o Assess and ensure effectiveness of educational efforts |
|
|
Receptive vs. Expressive
|
receptive→ Comprehension of messages sent by other. and expressive→ the production of language (sending messages.)
|
|
|
Expressive Disorder
|
when language expression is inferior to the persons nonverbal intelligence and reception of language.
|
|
|
Mixed Receptive Expressive disorder
|
reflects the fact that receptive problems do not typically occur alone.
|
|
|
Motivation in children with learning disabilities
|
beliefs about prospects for achievement can influence effort and performance
|
|
|
before you identify a learning disorder one of the things you have to rule out with all of them are ______ in ______ or _______.
|
deficits in hearing or vision.
|
|
|
Education for all handicap children act of 1975
|
set the place to even the learning ground.
|
|
|
the criteria for learning disorder
|
intelligence test, specific cognitive tests related to achievement.
|
|
|
Semantics
|
meanings in language; rules of language help facilitate communication
|
|
|
Pragmatics
|
use of language In specific contexts; in social – taking turns when speaking w/ another person or judging when to initiate another conversation
|
|
|
dyslexia
|
o Visual perceptual deficits were thought to have caused children to reverse letters and to write mirror images.
o Other have suggest that it is caused by visual system defects that lead to impairments in scanning, tracking or processing visual stimuli. o Currently, it is believe that perceptual processing deficits including auditory are involved. |
|
|
What is Schizophrenia?
|
causes (structural problems)
symptoms: impairments in motor ability and emotional expression hallucination: o Most common→ auditory→ voices→ eminating outside their head. |
|
|
Negative symptoms of Schizophrenia
|
•Negative symptoms→ those behaviors that are not occurring which should be occurring.
• Affective flattening (expression you observe on their face)→ appear unresponsive and immobile. If you tell them a joke they wont react to it. Range of emotion expressiveness is diminished • Alogia→ poverty of speech. Thoughts are limited→ no fluency in their speech, it’s not productive. Not an unwillingness to speech→ just empty replies. • Avolition→ inability to initiate and persist in goal directed activites. → sit for hours and show no interested or motivation to join in on any activities. Associated features • Anhedonia→ lack of finding pleasure in activities where in the past they found pleasure • Anxiety |
|
|
Sensory integrative dysfuntion
|
not a diagnosis, not a syndrome, it’s a medical condition that’s believed to be more of the core in terms of the behavior dysfunctions
|
|
|
What is Sensory integration?
|
ability to take information in through the senses and put it together with prior information that we have, memories and anything else that’s stored in the brain in order to make a meaningful response.
|
|
|
Analogy by Jean Ayers PH.D in Sensory Dysfuntion
|
1. Sensory information acts like food for the brain. When a child has difficulties processessing information this can be compared to indegestion.
2. Compares the brain with a large city with traffic. Traffic is the neuronal impulses (firing of neurons). Good sensory processing enables all the impulses to flow easily to reach their destination quickly |
|
|
Sensory Defensiveness
|
• Tactile defensiveness:
Hyper reactivity to touch • Super amount of arousal- and child wants to be defensive to info coming in. • Children with this present it at extremes. o b/c normal people have present this at low levels. Behaviors: • Aggressiveness • Avoidance • Withdrawal • Intolerance of daily routines o EX: Brushing teeth, cutting nails, hair cuts o Kids may react with fighting, screaming Certain textures of clothing will bother them, labels in backs of shirts, textures of food might bother them • Auditory defensiveness: Fight or flight responses to loud noises • Hair dyers, sirens, vacuums • Clapping hands over ears • Visual defensiveness Sensitivity to light and darkness Kids will avoid looking at eyes. • b/c they can see eye movt in others. • Oral defensiveness: Distress when brushing teeth, dental visits Over reach when food is too cold or hot. • Olfactory defensiveness: Reach to strong smells Gag reflex to strong smells • Vestibular defensiveness Child like to shake up vestibular systems But these kids might have intolerance to unstable surfaces • Elevator, escalator, steps, riding in cars too long (motion sickness) |
|
|
Weschler
|
3 different tests
• Composite IQ score • Performance IQ score • Verbal IQ score Subtests→ measures a very specific cognitive function |
|
|
Weshcler- VERBAL
|
• Information→ general information that the child would have learned from home or from school
• Comprehension→ examiner will present a situation that aims to measure whether or not the child has practical judgment(2, 1 or 0 points) • Arithmetic→ time limited. Cannot use paper and pencil. Verbally state the problem • Similarities→ child compares things. • Vocab→ define terms. • Digit span→ examiner gives the child a list of digits for them to repeat. o Forward and backward o Short term memory |
|
|
Weschler- Performance
|
• Picture completion→ shown series of pictures, have to figure out what’s missing
• Picture arrangement→ cards that tell a story. Timed. • Black design→ blacks, one side all red, one all white, stimulus picture→ put blocks together so it looks like this picture. Brain injury wont do well on this one. • Object assembly→ puzzle pieces that are mixed up. Put pieces together and they will form an object. o Ability to visually discriminate and perceive special relationships • Coding→ piece of paper with key at the top. Match number with key. o Measures perceptual motor abilities • Mazes |
|
|
What is Interdisciplinary diagnosis?
|
different people from different disciplines making diagnosis
|
|
|
Stanford Binet composed of:
|
• Verbal Reasoning
Vocabulary Comprehension Absurdities Verbal relations • Abstract Visual Reasoning Pattern analysis Matricies Copying Paper folding and cutting • Quantatative reasoning Number series Equation building • Short Term memory Memory for sentences Memory for digits Memory for objects Bead Memory |
|
|
Tests of Achievement
|
measure how much information a child has achieved through learning
|
|
|
Neurological Tests
|
• Cognitive achievement
• Memory • Attention • Visual spatial functions • Aphasia • Language • Sensorimotor functions • Kinesthetic proprioceptive problems |
|
|
Personality and emotional tests
|
• Projective and objective tests
• Projective→ it’s hard to figure out exactly what it’s measuring. TAT test CAT test, Rorschach |
|
|
Diagnosis
|
Help people in the field communicate with each other
|
|
|
Axis I
|
code clinical disorders (Anxiety disorders, eating disorders, ADHD, autism)
|
|
|
Axis II
|
Personality Disorders or metal retardation,
|
|
|
Axis III
|
any medical conditions that may impact (or explain) axis I or axis II
|
|
|
Axis IV
|
we code any sense of psychosocial and environmental pattern.
|
|
|
Axis V
|
global assessment GAF→ important in treatment planning.
|
|
|
Therapeatic Interventions/ Learning Theories
|
• Operant Conditioning→ skinner, reinforcement and punishment
• Modeling → bandura, observation • Classical→ would need a controlled environment • Schedule→ don’t reinforce them all the time→ variable intermittent reinforcement schedule • Best form of punishment→ time out Egg timer • Cognitive Behavioral Therapy Pre adolescent or adolescent Self talk→ behavior mediator Desensitization → use imagination. Create fear hierarchy (1 being lease fearicle, 10 being the most) |
|
|
Residential treatment
|
the severity is so severe that they have to be taken out of the home environment
Partial hospitalization, or Day treatment, Foster Homes, Group Home- |
|
|
Melanie Klein→
|
she was somewhat Freudian→ she believed that childrens play was equivalent to adults free association. → treatment→ bring conflicts out through play therapy with a child
|
|
|
Anna Freud
|
emphasized child play→ a therapist should work with a child through play therapy gradually.
Primary Goal→ help the child achieve insight→ freud→ insight equals a cure |
|
|
Pervasive Developmental Disorders
|
(autism, rets, childhood disintegrated disorder, asbergers, childhood schizophrenia)
• pervasive→ will be pervasive in their lifespan→ we don’t consider it something that we can cure. • We know less about these disorders than we know about mental retardation |
|
|
Schizophrenia is considered a _________ _________
|
Psychotic Disturbance→ not a frequent occurrence in early childhood as opposed to autism. It manifests itself more in adolescence and early adulthood.
Degenerative, biochemical disease. |
