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157 Cards in this Set
- Front
- Back
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Treatment for Mental Retardation in 1850 with facilities focused on what?
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skills training
fostered caring warm environment |
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What's AAMR?
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helping to promote research, intervention, and social policy
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Eugenics movements
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(Eugenics movement) Eugenics is "the study of, or belief in, the possibility of improving the qualities of the human species or a human population by such means as discouraging reproduction by persons having genetic defects or presumed to have inheritable undesirable traits (negative eugenics)
The plan of the eugenics movement was that since the poor had these genes for feeblemindedness, which led them to misery, vice, and crime, the obvious solution to American social problems was to sterilize them, and restrict the immigration of more poor. killing children with severe disabilities |
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sterilization laws
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prohibit the unfit to have children by sterilizing them
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the three main criteria of MR
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limitations in
intellectual functioning adaptive behavior present before 18 years old |
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significantly sub-average intellectual functioning of IQ
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70 or below
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concurrent deficits in MR for adaptive functioning, at least 2 of the following areas
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communication -- can they talk
self-care -- can they talk care of themselves? home living -- do they live by themselves? social/interpersonal skills -- can they socialize? use of community resources -- can they use the post office? self-direction -- can they make decisions? functional academic skills -- can they attend school? work -- can they hold a job? leisure -- can they enjoy life? health -- do they know where to visit the doctor? safety -- self-injurious? |
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mild MR
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50-70
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moderate MR
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30-50
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severe
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20-40
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profound
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under 20
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for normal people, IQ high stability at
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age 4
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for MR
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IQs are highly stable from early in life to adulthood
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least stable at mild MR
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but most stable with IQs under 50
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Down Syndrome
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act like 7-11 years old
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early intervention programs boost IQs by
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10-15 points
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Fragile X MR
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have steady IQs until puberty
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prevalence
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1-2%, below 3%
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20-40% more males
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MR, due to sex links
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MR more common among
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low SES and minorities,
especially African Americans |
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no differences in levels of
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severe or profound MR across SES
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similar-sequence approach
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said that retarded and non-retarded chldren pass through same sequence, but slower
strong evidence |
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similar-structures approach
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said that retarded children have the same "organization of intelligence as non-retarded children
support for familial retardation but organic MR do show numerous deficits |
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faimilial retardation
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we don't know the exact cause
maybe due to polygenic, environmentally deprived, or undetected organic conditions most prevalence in mild MR |
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organic retardation
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we can point to the exact biological cause
maybe due to prenatal, perinatal, postnatal cause such as down syndrome, fragile x, williams syndrome, prader-willi syndrome most prevalence in moderate, severe, & profound MR |
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double ABCX model
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X is the crisis of raising child with MR
A is the function of child's characteristics B is the family's resources C is the family's perceptions |
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Down syndrome
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moderate MR
slowing rate of development have social strengths but weaknesses in grammar and speech |
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fragile x
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long narrow face
prominent ears, jaws, and forehead high arched palate, flat feet, hyper-extensible joints, enlarged testicles moderate MR more males than females strength in Gestalt reasoning weakness in sequential processing austistic and ADHD like behaviors |
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williams syndrome
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small upturned nose
long philtrum wide mouth full lips small chin puffiness around the eyes weak health: heart and blood vessel problems feeding problems usually have good verbal and language skills |
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prader-willi syndrome
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low muscle tone
short stature incomplete sexual development chronic feeling of hunger life-threatening obesity V-shaped uppper lip small hands and fat |
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hyperphagia
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An abnormal appetite for food.
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fragile x show high rates of
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hyperactive
attention speech and autistic-type problems |
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bleuler "autism"
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schizophrenics who had lost touch with reality
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kanner saw
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language deficits
echolalia pronounce reversal social interaction problems |
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asperger saw
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many of the same problems but without language deficits
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looking at faces
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birth
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following person's gaze &
turning when name called |
6-9 months
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showing objects to others &
pointing at interesting objects pointing to request |
9-12 months
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symbolic play
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14 months
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for autistics
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looking at faces
following person's gaze & turning when name called following person's gaze & turning when name called following person's gaze & turning when name called 12 months and up |
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autistics delays in
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social interaction
communication symbolic/imaginative play |
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Rett disorder
childhood disintegrative disorder |
very rare
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social interaction
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impairments in:
eye-to-eye gaze facial expression body postures failure to develop peer relationships lack of seeking to share enjoyment, interests, or achievements |
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communications
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impairments in:
delay in spoken language impairment in initiate or sustain a conversation with others repetitive use of language lack of make-believe play or social imitative play pronoun reversal |
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repetitive patterns of behaviors, interests, and actitivies
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intensely talk about one subject
stick to specific routines or rituals, like lining up shoes repetitive motor mannerisms, like rocking, finger flapping, persistently preoccupy with parts of objects, like looking at wheels or shinny objects |
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deficits in social abilitites because
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failure to understand and respond to social information
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show very
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secure attachment to family members
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don't know how to
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imitative others
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impairment in
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joint attention
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don't focus on upcoming
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stimuli
don't care about those act robotlike |
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facial perception impairment
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don't focus on the eyes
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what's the earliest sign of autism?
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symbolic play
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how many % do not develop language?
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50% do not speak
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what's deviant in language?
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if develop
echolalia abnormal prosody pronoun reversal |
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mind-blindness
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can't put yourself in others' shoes
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semantic language impairment
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grammar
syntax language comprehension is very concrete and literal -- no abstract thinking |
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express frustration through what?
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self-injury
like hand banging, slapping, hair pulling |
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sleep disturbances
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little to 4 hours of sleep per day
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eating disturbances
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very picky with foods
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abnormal fears of everyday objects
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mostly related to sensory response, sounds, etc.
clown, etc. |
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high pain tolerances
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don't feel pain, don't get to live very long
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symptoms can be seen at
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12 months (1 year)
but at least 24 months for diagnosis average diagnosis is at 4 years |
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high co-morbidity with
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MR (40-69%)
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asperger's disorder
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intact intellectual and language functioning compared to autism
appropriate but unsual intense interests motor clumsiness more object-focused than people-focused |
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what can resemble autism?
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developmental language disorders
childhood-onset schizophrenia |
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very poor prognosis
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75% will not live independently
even with early interventions |
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signs for better prognosis
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high IQs
communication skills |
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male to female ratio
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4:1
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females tend to have
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lower intellectual functioning and more severe symptoms
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what's crucial for better prognosis?
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early detection & intervention
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effective programs should focus on
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attention
motor imitation communication appropriate toy use social skills high structured environments with low student to staff ratio high levels of family involvememt |
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ASB in children and adolescents can fall into two categories, such as
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conduct disorder
oppositional defiant disorder |
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delinquency in
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children
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criminal act in
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adults
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externalizing behaviors
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acting out
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internalizing behaviors
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acting in
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ASB are in the
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externalizing, disruptive, acting out arena
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ODD & CD in children
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ASPD for adults
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developmental perspective examines what?
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examines development of callous/unemotional traits in childhood, and how it relates to traits of psychopathy in adults
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verbal vs. physical
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physical -- emerges early, peak during preschool years,
verbal shows later onset |
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instrumental
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goal-directed
bully someone for money, target the money not the person |
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hostile
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inflicting pain is the goal
target the person but the objects |
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proactive
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bullying
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reactive
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retaliatory
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direct vs. indirect
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indirect seen more in females
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overt vs. covert
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covert = lying, stealing, destroying property
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began in
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DSM III
revise in DSM III-R, oppositional disorder was renamed ODD |
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what's ODD?
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recurrent pattern of negative, hostile, and disobedient behavior towards authority fitures
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leads to impairment in functioining
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don't follow direction, don't do hw
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A. four of the following for at least 6 months
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often loses temper
often argues with adults actively defies or refuses to comply with adults' requests or rules annoy others blames others for their mitakes touchy angery spiteful and vindictive |
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B. cause impairment in
C. not part of psychotic or mood disorder D. not met for CD or ASPD |
social, academic, or occupational functioning
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What's CD?
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the basic rights of others or major age-appropriate societal norms or rules are violated
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four main categories of symptoms
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threaten physical harms
property damage deceitfulness or theft serious violations of rules |
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A. have to have 3 or more in the past 12 months, with at least one in last 6 months
B. cause significant in social, academic, and occupational setting C. criteria not met for ASPD |
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1. aggression to people and animals
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bullies, threatens, intimates others
initiate physical fights use weapon physically cruel to people animals steal something and confront that person force someone into sexual activity |
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2. destruction of property
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fire setting with the intention of causing serious damge
destroyed others' property |
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3. deceitfulness or theft
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has broken into someone's else house
lies to obtain goods or favors has stolen items |
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4. violations of rules
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stays out at night despite parental prohibitions
run away from home for at least twice truant from school |
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what are the CD subtypes?
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child onset type
adolescent-onset type unspecified onset code severity |
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both ODD & CD co-morbit
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with ADHD
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most with CD have ODD
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but most ODD do not turn into CD
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prevalence
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ODD 3%
CD 10% |
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sex differences
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initially no sex different,
by elementary school, evident of sex differences maybe males act more violent, physical and females more internalized, gossip, etc. |
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snowball effect
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as you go along, you are more falling behind
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internalizing problems
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depression
anxiety |
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risk factors
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child factors
family factors peer factors |
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1. child factors
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difficult temperament
impulsivity hyperactive low intelligence |
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2. family factors
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parental substance use
modeling of ASB from parents parental history of metnal problems |
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3. peer factors
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rejection by peers
association with delinquent peers/siblings hang out with the wrong crowd |
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4. parenting practices
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poor parenting skill
poor parent-child relationship poor supervision physical punishment parental neglect single parenthood low SES poorly educated parents high turnover caretakes carelessness in allowing access to weapons |
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5. neighborhood factors
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neighborhood disadvantage or poverty
disorganized neighborhood availability of weapons media portrayal of violence |
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assessment & diagnosis
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structured or semi-structured interview
family, teacher, and self-reports of behavior |
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should cover
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developmental and family history
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Treatment outcome
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better for ODD
than CD |
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effective treatment based on what?
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operant conditioning and
social-cognitive learning principles |
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treatment
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contingency management programs
parent management training CBT stimulant medication multisystemic therapy |
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contingency management programs
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establish clear behavior goals
monitor the child's progress reinforce appropriate behaviors provide consequences for inappropriate behaviors |
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parent management training
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teach parents to use the contingency management programs
also focus on: improving parent-child interactions changing antecedents to problem behaviors improving parents' monitoring of child's behavior using more effective disciplines strategies |
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CBT
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role-play, modeling
to over come deficits in social cognitions |
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stimulant medications
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if have ADHD
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multsystemic therapy
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focus on the family and adjust how the family responds and reacts to both the child and each other
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what's developmental psychopathology?
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devoted to studying the origins and course of individual maladaptation in the context of normal growth process
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ADHD
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explosive will
volitation inhibition minimal brain dysfunction hyperactive child syndrome starts in DSM II -- hyperkinetic reaction of childhood DSM III ADD DSM IV ADHD DSM V ADHD |
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What's ADHD?
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persistent pattern of inattention and/or hyperactive-impulsive behaviors
severe and more frequent in same-aged peers onset must be before 7 years old but diagnosis can occur much later |
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A. 6 or more symptomns of either inattention or hyperactive-impulsive for at least 6 months
B. symptoms present before age 7 |
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1. Inattention symptoms
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don't pay attention to close details
make careless mistakes does not seem to listen when spoken to directly does not follow instructions or finish tasks have problems with organizations avoid things that takes a lot of mental effort often lose things easily distracted forgetful in daily tasks |
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ADHD
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unable to sustain attention
have working memory problem more off-task time |
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Hyperactivity symptoms
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often fidgeting
get up and down, can't sit still run and climbs when it is not appropriate often loud and have trouble enjoying activities quietly often on the go, seem like driven by a motor talk excessively |
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impulsive symptoms
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blurts out answers before questions have been finished
trouble waiting for one's turn interrupt or intrudes on others (butts into conversations) |
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hyperactive-impulsive behaviors
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is also called disinhibition
have problems with voluntary inhibition of response not by motivators |
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2. hyperactive-impulsive behaviors
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more activity than other children
greater difficulties in stopping ongoing behavior excessive talking more frequent interruptions less able to delay gratitificaiton act too quickly and too often when they have to wait |
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B. some impairment from the symptoms is present in two or more setting (school/work/home)
C. there must be clear evidence of signiticant impairment in social, school, or work functioning C. the symptoms bo not happen during the course of PDD, schizophrenia, or other psychotic disorders |
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ADHD subtypes
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combined type -- both inattentive and hyper-impulsive symptoms
inattentive type -- inattentive symptoms no hyper-impulsive symptoms hyperactive-impulsive type -- criteria for hyperactive-impulsive type met but not inattentive symptoms |
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what's sluggish cognitive style?
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selective attention deficits
process information slower |
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problems of the inattentive type
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sluggish cognitive style
more passive social relationships memory retrieval problems different developmental course |
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symptoms may not apply outside of
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4-16 age range
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inattention more geared toward
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school-age or adolescents
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hyper/impulsive seem more geared toward
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younger children
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DSM criticisms
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onset before age 7 -- not research supported
no research support for symptom duration of 6 months; some supports for 12 months situational specificity -- how they act differently in different environment |
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prevalence
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5%
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parents report lower figures than
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teacher-reports
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sex differences
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3:1
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females have greater deficits than
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males
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SES/Cultural differences
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no support
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hower
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higher rate outside of US
maybe due to expectations |
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higher rates in US
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non-white
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co-morbit
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ODD
CD ASPD learning disorder anxiety disorders mood disorders |
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course
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disinhibition 3-4
inattention 5-7 slow cognitive tempo 8-10 |
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developmental impairments
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phsyical problmes
working memory impairments poor planning lack of verbal fluency inefficient self-monitoring poor regulation of emotion impaired academic functioning poor social skills |
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behavior inhibition executive functioning
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all of these can fall under the domain of BI
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caused by which part of the brain?
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prefrontal cortex, the prefrontal cortical-striatal cortex
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what cause ADHD?
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environmental
genetic neurological factors |
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Barkle's model includes?
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poor working memory
delayed interalizatio speech immature regulation of affect impaired reconstitution |
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ADHD imapirs the BI,
then in turn impairs the EF, then EF in turn impair |
social self-sufficiency
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this model does not apply to
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the inattentive type
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Diagnosis
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structured or semi-structured interview
intelligence and achievement testing parent, teacher, and self-reports of behaviors |
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Treatment
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medication, highly effective -- such as Ritalin and Adderall
behavior therapy cannot reduce core symptoms but can help treat co-occurring problems |
