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;
34 Cards in this Set
- Front
- Back
Conduct disorder
|
A disorder characterized by overt, aggressive, disruptive behavior or covert antisocial acts such as stealing, lying, and fire setting; may include both overt and covert acts
|
|
Perseveration
|
A tendency to repeat behaviors over and over again; often found in people with brain injury; as well as those with ADHD
|
|
Strauss syndrome
|
Behaviors of distractibility, forced responsiveness to stimuli, and hyperactivity; based on the work of Alfred Strauss and Heinz Werner with children with intellectual disabilities
|
|
Cerebral palsy
|
A condition characterized by paralysis, weakness, incoordination, and/or other motor dysfunction because of damage to the brain before it has matured
|
|
Minimal brain injury
|
A term used to refer to children who exhibit inattention, impulsivity, and and/or hyperactivity; popular in the 1950s and 1960s
|
|
Hyperactive child syndrome
|
A term used to refer to children who exhibit inattention, impulsivity, and/or hyperactivity; popular in the 1960s and 1970s
|
|
Continuous performance test (CPT)
|
A test measuring a person's ability to sustain attention to rapidly presented stimuli; can help in the diagnosis of ADHD
|
|
Frontal lobes
|
Two lobes located in the front of the brain; responsible for executive functions; site of abnormal development in people with ADHD
|
|
Prefrontal lobes
|
Two lobes located in the very front of the frontal lobes; responsible for executive functions; site of abnormal development in people with ADHD
|
|
Basal ganglia
|
A set of structures within the brain that include the caudate, globus pallidus, and putamen, the first two being abnormal in people with ADHD; generally responsible for the coordination and control of movement
|
|
Caudate
|
A structure in the basal ganglia of the brain; site of abnormal development in persons with ADHD
|
|
Globus pallidus
|
A structure in the basal ganglia of the brain; site of abnormal development in persons with ADHD
|
|
Cerebellum
|
An organ at the base of the brain responsible for coordination and movement; site of abnormal development in persons with ADHD
|
|
Corpus callosum
|
A part of the brain, consisting of millions of fibers connecting the left and right hemispheres; responsible for communication between the two hemispheres; site of abnormal development in persons with ADHD
|
|
Neurotransmitters
|
Chemicals involved in sending messages between neurons in the brain
|
|
Dopamine
|
A neurotransmitter, the levels of which may be abnormal in people with ADHD
|
|
Norepinephrine
|
A neurotransmitter, the levels of which may be abnormal in people with ADHD
|
|
Molecular genetics
|
The study of the organization of DNA, RNA, and protein molecules containing genetic information
|
|
Toxins
|
Poisons in the environment that can cause fetal malformations; can result in cognitive impairments
|
|
Behavioral inhibition
|
The ability to stop an intended response, to stop an ongoing response, to guard an ongoing response from interruption, and to refrain from responding immediately; allows executive functions to occur; delayed or impaired in those with ADHD
|
|
Executive functions
|
The ability to regulate one's behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others; delayed or impaired in people with ADHD
|
|
Inner speech
|
An executive function; internal language used to regulate one's behavior; delayed or impaired in people with ADHD
|
|
Adaptive skills
|
Skills needed to adapt to one's living environment (communication, self care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work); usually estimated by an adaptive behavior survey
|
|
Functional behavioral assessment (FBA)
|
Evaluation that consists of finding out the consequences (what purpose the behavior serves), antecedents (what triggers the behavior), and setting events (contextual factors) that maintain inappropriate behavior.
|
|
Contingency-based self-management
|
Educational techniques that involve having students keep track of their own behavior, for which they then receive consequences (reinforcement)
|
|
Psychostimulants
|
Medications that activate dopamine levels in the frontal and prefrontal areas of the brain that control behavioral inhibition and executive functions; used to treat persons with ADHD
|
|
Ritalin
|
The most commonly prescribed psychostimulant for ADHD; its generic name is methylphenidate
|
|
Adderall
|
A psychostimulant for ADHD
|
|
Paradoxical effect of Ritalin
|
The now discredited belief that Ritalin, even though a stimulant, acts to subdue a person's behavior and that this effect of Ritalin is evident in people with ADHD but not in those without ADHD
|
|
Strattera
|
A nonstimulant medication for ADHD; affects the neurotransmitter norepinephrine.
|
|
Curriculum-based measurement (CBM)
|
A formative evaluation method designed to evaluate performance in the curriculum to which students are exposed; usually involves giving students a small sample of items from the curriculum in use in their schools; proponents argue that CBM is preferable to comparing students with national norms or using tests that do not reflect the curriculum content learned by the students
|
|
Momentary time sampling
|
An interval recording procedure used to capture a representative sample of a target behavior over a specified period of time
|
|
History
|
A patient's "story" of his or her functioning in life with respect to strengths and weaknesses; considered crucial by many physicians in the diagnosis of ADHD
|
|
Coaching
|
A technique whereby a friend or therapist offers encouragement and support for a person with ADHD
|