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;
13 Cards in this Set
- Front
- Back
|
Behavior disorders ADHD |
Attention Deficit Hyperactive Disorder • symptoms include •inattention - does not pay attention/careless mistakes. - cannot sustain attention. - does not seem to listen when spoken to directly. - does not complete tasks follow instructions. - it's not organized, cannot organize behaviors - reluctant to engage in sustained mental effort. - loses things frequently - is easily distracted - forgetful • hyperactivity - fidgets with hands or feet and squirrel some and seat. - leaves seat. - run / climbs excessively. - has difficulty engaging and quiet activities. - acts as if driven by a motor or is on the go. - talks excessively - blurts out answers before a question is finished. - difficulty waiting for his or her turn. - interrupts or intrudes on others. • six or more inattentive symptoms predominantly inattention type • several symptoms present before age 12. • symptoms present in two or more settings • six or more symptoms= hyperactive subtype. • six or more inattentive and hyperactive= combined • must have symptoms 6 months plus. And some symptoms must have been present before the age of 12 or by the age of 12. |
|
|
ADHD subtypes |
• predominantly inattentive type: six or more from inattentive criteria. • predominantly hyperactive type: 6 or more from hyperactive impulsivity criteria. • combined type: 6 or more from inattentive and hyperactive impulsive criteria. ● severity rating: mild, moderate, and severe. |
|
|
Assessment of ADHD |
- t o v a - caars - Ruff 2 and 7 - no actual single test for ADHD |
|
|
Proposed etiologies |
• immaturity of brain - their brains are as developed as their peers. Dysregulation of the frontal lobe. • genetic predisposition - if the parent or sibling of the child has ADHD they are 2 to 8 times more likely to have ADHD. Identical twins have 71 to 90% concordance rates. • disrupted families - the accessibility to multiple stimuli and instant gratification can lead to an inability to wait for reward. Broken homes can lead to ADHD. |
|
|
Prognosis and treatment |
• more common in boys than girls. • children with ADHD are at increased risk for school problems, poor peer relationships, and the development of conduct disorder. • effective treatments for ADHD include stimulant drugs and behavioral therapy that teaches children how to control their behavior and organize their activity. - most children who are diagnosed get treatment. |
|
|
Conduct disorder |
Categorized by behaviors that severely violate social norms. - often bullies, threatens, or intimidate others. - often gets in physical fights. - has used a weapon that can cause serious harm. - has been physically cruel to people. - had been physically cruel to animals - has stolen while confronting a victim. - has Force someone into sexual activity. - has deliberately engaged and fire setting with the intent of damage. - has deliberately destroyed others property. - has broken into someone else's car, house, or building. - often lies to obtain Goods or favors. Conning. - has shoplifting. - often stays at night despite prohibitions ( age 13+) - has run away from home overnight at least twice. - is often truant from school (age 13+) • more common in boys than girls. • appears to be highly stable across childhood and Adolescence. |
|
|
Conduct disorder: Biological contributions, Environmental, treatment |
• biological contributions: heritability, difficult temperament, lower level of arousal. • Environmental: history of abuse, neglect or uninvolvement trauma poverty increases risk. • treatments: - antidepressants, neuroleptics, stimulants, and lithium. - cognitive behavioral therapy focused on changing hostile cognitions, teaching children to take others perspectives, and teaching problem solving skills. Individual and group treatment. |
|
|
Oppositional Defiant Disorder |
Behavior is not as severe as in conduct disorder less aggravation / destruction of property. • symptoms: - argumentativeness - negativity - irritability - defiance - often loss of temper - often argues with adults, in spiteful, vindictive Etc • a subset of children with odd go on to develop full conduct disorder. • similar treatment approach to conduct disorder. |
|
|
Separation anxiety disorder |
Separation anxiety is normal beginning at 6 to 7 months, peaking 12 to 18 months. • symptoms - excessive distress when separated from home or caregiver, or is anticipating separation. - persistent and excessive worry about losing, or harm coming to, caregivers. - excessively fearful about being alone. - nightmares about separation, excetera. - complaints of physical symptoms when separating. • symptoms for at least 6 months. • treatments - CBT very effective. |
|
|
Disruptive mood dysregulation disorder |
• bipolar disorder was frequently overdiagnosed and children's, as disruptive mood dysregulation disorder designed to reduce bipolar diagnosis. • symptoms -1) severe and recurrent temper outbursts verbal or behavioral that are grossly out of proportion to the situation -2) outbursts occur three or more times per week, for at least one year. -3) persistent irritable or angry move between outburst -4) symptoms are present in at least two settings. -5) individual is between 6 and 18 years of age. |
|
|
Elimination disorders |
• enuresis: children over age 5 wet the bed or their clothes at least twice a week for three months. •encopresis: unintended defecation at least one time per month for three months. Child over 4 years of age. |
|
|
Pervasive intellectual disorders |
• learning disorders / reading mathematics writing expression. - assess with performance on standardized tests. • communication disorders - expressive language disorder / inability to express oneself through language. - mixed receptive expressive language disorder/inability to express oneself through language or to understand the language of others. - phonological disorder/use of speech sounds inappropriate for the child's age and dialect. - shuttering/ deficits in word fluency. |
|
|
Autistic spectrum disorder |
A) persistent deficits in social communication across multiple contexts. - deficits in social emotional reciprocity / conversation. - deficit and nonverbal communicative Behavior / eye contact. - deficits on developing, maintaining, and understanding relationships. B) restrictive, repetitive patterns of behavior, and trust, or activities. - stereotyped or repetitive motor movements, use of objects, or speech. - insist on sameness, inflexible adherence to routine. - highly restricted, fixated interests that are abnormal in intensity. - hyper or hyperactivity to sensory output. ● specify: - with or without intellectual impairment. - severity specifiers, level 1, 2, and 3. • more common in boys than girls. • cognitive-behavioral Therapies. - modeling in operant conditioning. - argumentative communication system. - parent training. |
