Term
|
Definition
| behavior that is typical for children for a given age |
|
|
Term
|
Definition
| Create difficulties for child's external world. They are characterized by children's failure to control their behavior according to the expectations of parents, teachers, peers, and/or legal authorities. Most commonly diagnosed childhood disorders account for about 1/2 of all children in treatment. Ex: Hyperactive behavior or conduct problems. Therapists prefer to use family therapy. |
|
|
Term
|
Definition
| Psychological problems that primarily affect the child's internal world. Ex: excessive anxiety or sadness. These aren't separate disorders in the DSM-IV |
|
|
Term
| "Rule violations" for externalizing disorders |
|
Definition
| It is much mroe serious when it is freq, intense, lasting, and pervasive. It is more problematic when it is part of a syndrome, or cluster of problems, than when it is a symptom that occurs in isolation. |
|
|
Term
| What has Moffitt’s research demonstrated regarding the time course of externalizing disorders? |
|
Definition
| Children's age is impt to consider in relation to the timing as well as the nature of rule violations. It's impt to distinguish between externalizing behavior that is adolescent-limited (that ends during teen years) AND life-course persistent antisocial behavior that continues into adulthood |
|
|
Term
| Onset of externalizing disorders |
|
Definition
| Externalizing problems that begin BEFORE adolescence are more likely to persist over the ind's life course than are problems that begin during adolescence. It is true that scientists are beeter able to predict adult antisocial behavior from info obtained from childhood than from info obtained from adolescence |
|
|
Term
| Negativity, Anger, and Aggression |
|
Definition
| We judge externalizing behavior harshly when children's intent is selfish and they show little remorse |
|
|
Term
|
Definition
| Children act before they think. Ex: don't wait the ir turn, blurt out answers in class. The motivation behind these actions is innocent. Children w/ impulsivity generally want to be good, not bad, but they seem unable to control their behavior according to situational demands |
|
|
Term
|
Definition
| involves squirming, fidgeting, and restless behavior; they're in constant motion. Much more noticeable in the classroom or in structured seetings |
|
|
Term
|
Definition
| Distractibility, freq shifts from one uncompleted activity to another, careless mistakes, poor organization or effort, and general "spaciness". If reflects an inability to maintain focus despite an apparent desire to do so. |
|
|
Term
| How would you characterize ADHD in one sentence? |
|
Definition
| hyperactivity, attention deficit, and impulsivity. some symptoms must begin before age 7, persist for at least 6 months, and evidence of consistency of symptoms across situations |
|
|
Term
| How are inattention and hyperactivity thought to be related to each other? |
|
Definition
| Hyperactivity isn't merely a consequence of inattention, or vice versa. Each is an independent symptom. Also, some children have problems primarily with one of these 2 symptoms. |
|
|
Term
|
Definition
| iattentive, predominately hyperactive-impulsive, or combined |
|
|
Term
| Which subtype of ADHD received the least amount of emperical support? |
|
Definition
|
|
Term
| How are preschoolers and school aged children classified? |
|
Definition
| Preschool children are classified in the hyperactive-impulsive group, while school aged children fall into the combined group. Attention deficits begin during early school years. |
|
|
Term
| Oppositional Defiant Disorder (ODD) |
|
Definition
| A pattern of negative, hostile, and defiant behavior. Symptoms last for at least 6 months, and must cause clinically significant impairment in life functioning. Involve minor transgressions, such as refusing to obey adult requests, arguing, and acting angry |
|
|
Term
| How is ODD different from ADHD? |
|
Definition
| Current concensus is that the 2 disorders are separate but overlapping problems and frequently comorid. Issues focused on learning rather than behavior control. |
|
|
Term
| Why has it been difficult to empirically test both sides of the debate? |
|
Definition
| There isn't a high level of reliability |
|
|
Term
| Comorbidity rate between ADHD & ODD |
|
Definition
|
|
Term
| How is ODD different from CD? |
|
Definition
| ODD consists of pattern of negative, hostile, and defiant behavior. Involves minor transgressions, such as refusing to obey adults, arguing, and acting angry. CD is a series of persistent and repititve serious rule violations, most of which are illegal and antisocial. Ex: assault or robbery |
|
|
Term
|
Definition
| Persistent and repetitive pattern of serious rule violations, most of which are illegal and antisocial. ex: assault or robbery |
|
|
Term
| How are CD and ODD thought to be related from a developmental perspective? |
|
Definition
| ODD is primarily diagnosed among school aged children and may develop into a more serious conduct disorder during pre- or adolescence |
|
|
Term
|
Definition
| Index offenses, which are crimes againts people or property that are illegal at any age |
|
|
Term
|
Definition
| acts that are illegal only because of the youth's status as a minor. Ex: truancy |
|
|
Term
|
Definition
| a legal classification; adolescents who repeatedly break the law have CDs whether or not they are arrested |
|
|
Term
| What percent of children are estimated to have an externalizing disorder? |
|
Definition
|
|
Term
| What percent of children are estimated to have ADHD, ODD and/or CD? |
|
Definition
| Between 3-5% are estimated to have ADHD; 5-15% have ODD and/or CD |
|
|
Term
| How do rates of externalizing disorders compare across boys and girls? |
|
Definition
| Boys have far more externalizing disorder than girls; from 2 to 10x as many boys than girls |
|
|
Term
| Environmental factors associated with externalizing disorders |
|
Definition
| Family Adversity Index with 6 family predictors of behavior problems among children |
|
|
Term
| 6 family predictors of behavior problems among children |
|
Definition
| 1. low income 2. overcrowding in the home 3. maternal depression 4. parental antisocial behavior 5. conflict between parents 6. removal of child from the home |
|
|
Term
| How is the role of “temperament” thought to contribute to externalizing disorders? |
|
Definition
| Temperament is one's inborn characteristics, such as activity level, emotionality, and sociability. Easy children quickly form social relationships and follow discipline. Difficult children challenge parent authority. Slow to warm up children tend to be shy & withdrawn |
|
|
Term
| What are the estimates of concordance rates for ADHD (based on the Australian twin study)? |
|
Definition
| 80% among MZ twins and 40% among DZ twins |
|
|
Term
| What can be inferred about genetic rates for ADHD? |
|
Definition
| Genetic factors strong contribute to ADHD; linked ADHD with separate dopamine receptor (DRD4) and transporter (DAT1) genes. ADHD is a heterogeneous disorder with multiple causes and presentations |
|
|
Term
| How do concordance rates of ADHD compare to ODD and CD? |
|
Definition
| The role of genes is less substantial for ODD and especially CD than for ADHD. Genetic influence is also stronger in early rather late onset of delinquent behavior |
|
|
Term
|
Definition
| may experience generally low levels of arousal and are less anxious about being punished |
|
|
Term
| ADHD: brain damage & diet |
|
Definition
| Brain damage more common among inds with ADHD; no relation between diet and ADHD |
|
|
Term
|
Definition
| Process of shaping children's behavior and attitudes to conform to the expectations of parents, teachers, and society as a whole |
|
|
Term
|
Definition
| Both loving and firm, which is the most effective way in rearing well-adjusted children |
|
|
Term
|
Definition
| lack warmth, and their strict discipline is often harsh and autocratic. Children are generally complaint, but also anxious |
|
|
Term
|
Definition
| opposite of authoritarian parents; affectionate, but lax in discipline. Children tend to be impulsive and noncompliant |
|
|
Term
|
Definition
| unconcered either with their children's emotional needs or their needs for discipline. Childrenw with serious conduct problems tend to have neglectful parents |
|
|
Term
| What does Patterson’s concept of “coercion” refer to? |
|
Definition
| Occurs when parents positively reinforce a child's misbehavior by giving in tot he child's demands. The child, in turn, negatively reinforces the parents by ending his or her obnoxious behavior as soon as the parents surrender. Thus, parents and children reciprocally reinforce child misbehavior and parent capitulation |
|
|
Term
| What is one reason that “negative attention” may reinforce behavior? |
|
Definition
| Instead parents need to ignore the misbehavior, punish it, or reward more positive actions. Use time-out, which is briefly isolating the child for misbehavior |
|
|
Term
|
Definition
| Children who feel secure and valued by their parents are more compliant because they vaule their parents in return. Increasing parental affection should be a better way of treating externalizing behavior than increasing parental discipilne |
|
|
Term
| Why do children misbehave? |
|
Definition
| As a way of getting attention rather than as a way of getting what they want |
|
|
Term
|
Definition
| a common correlate of children's externalizing behavior. Children often imitate what their parents do, not what they say |
|
|
Term
| Robbery, sexual offenses, assault, and burglary are far more common in the US than in Europe or Japan |
|
Definition
| "soft on crime" in US, lack of gun contol, and higher poverty rates |
|
|
Term
| Critical mothers w/ ADHD children |
|
Definition
| Mothers w/ children who have ADHD are more critical, demanding, and controlling when compared to mothers with normal children. Problems in parenting are a reaction to the children's troubles and not a cause of them |
|
|
Term
| ultimate goal of socializatino |
|
Definition
| self-control, the internal regulation of behavior |
|
|
Term
|
Definition
| adaptive ability to defer smaller but immediate rewards for larger, long term benefits. Ex: staying in to study for an exam rather than going out. Those with externalizing disorders are more oriented to the present and immediate awards |
|
|
Term
|
Definition
| A child's temperament and the family environment may be of greatest importance to healthy psychological development |
|
|
Term
| How do psychostimulants affect the Central Nervous System (CNS)? |
|
Definition
| Increase CNS activity, as well as, alertness, arousal, and attention. Most commonly used treatment for ADHD |
|
|
Term
| What does the “paradoxical effect” refer to within the context of ADHD and stimulants? |
|
Definition
| Psychostimulants are suppose to heighten energy and increase alertness, and they lead to restless, even frentic behavior when abused. But it actually slows ADHD children down |
|
|
Term
| How do stimulants affect kids who do not have an ADHD diagnosis? |
|
Definition
| Normal children were affected in the same way as ADHD children; improved attention and decreased motor activity |
|
|
Term
| What are some negative side effects of psychostimulants? |
|
Definition
| Low dosages produce gains in learning, but higher dosages interfered with learning. Different children respond uniquely to different dosages. Decreased appetite, increased HR, sleeping difficulties |
|
|
Term
| Why is it likely that children don't respond well to psychostimulants? |
|
Definition
| They probably don't have ADHD and they respond + to antidepressants because they are probably depressed |
|
|
Term
| Behavioral Family Therapy |
|
Definition
| A treatment based on learning theory principles that teaches parents to be very clear and specific about their expectations for chilren's behavior, to montior children's actions closely, and to systematically reward + behavior while ignoring or punishing misbehavior |
|
|
Term
| BFT in treating ADHD & ODD |
|
Definition
| Offers limited benefits for ADHD symptoms, but more promising for ODD. Begins with parent training where they are taught to identify specific problematic behaviors. Teach parents to be authoritative |
|
|
Term
| Problem Solving Skills Training (PSST) |
|
Definition
| children are taught to slow down, evaluate a problem, and consider alternative solutions before acting; only offers minimal help for those with ADHD |
|
|
Term
|
Definition
| Use negotiation among adolescents to actively involve the adolescent in setting rules |
|
|
Term
|
Definition
| combines family treatment with coordinated interventions in other impt contexts of the troubled child's life, including peer groups, schools, and neighborhoods |
|
|
Term
| Do residential problems successfully treat CD? |
|
Definition
| One is Achievement Place, which is a group that operates according to highly structured behavior therapy principles and is effective while working in the home |
|
|
Term
| Problems with CD treatment |
|
Definition
| Programs don't offer recidivism, or repeat offending once adolescent leaves the residential placement. |
|
|
Term
|
Definition
| symptoms of hyperactivity generally decline during adolescence, while attention deficits and impulsivity are more likely to continue |
|
|
Term
|
Definition
| greatly depends on whether CD or ODD are comorbid with ADHD. If so, youth are more likely to develop problems with substance abuse, criminality, and other forms of antisocial behavior |
|
|
Term
| Onset of antisocial behavior |
|
Definition
| Antisocial behavior that begins during adolescence is more likely to be more transient thatn antisocial behavior that begins during childhood |
|
|
Term
| Typical symptoms of internalizing behavior |
|
Definition
| Sadness, fears, and somatic complaints; as well as, mood and anxiety disorder indicators. ex: feeling worthless or tense. There isn't a separate category for children's internalizing disorders |
|
|
Term
| What are some examples of the ways in which the DSM-IV takes into account that children may have a limited ability to report their internal feelings and lived experiences? |
|
Definition
| Clinician is allowed to substitute "irritable mood" for "depressed mood"; children aren't required to recognize theat their fears are excessive or unreasonable because they often have limited insight into their problems; they lack cognitive capacity to experience some of the internalizing symptoms that adults cant; it's also hard for adults to evaluate children's inner experiences |
|
|
Term
| How do children’s and parents’ ratings on identical measures about depression (the child’s depression) compare? |
|
Definition
| What adults say about their children is completely different from what children said about themselves; children report feeligns of hopelessness, low self-esteem, internal attributions for negative events; parents rated children's externalizing behavior, not their internal distress; they also underestimated the extent of depression reported by their children and adolescents |
|
|
Term
| What are some symptoms of depression that clinicians may look for in children? |
|
Definition
| They must obtain info from multiple informants- parents, teachers, and children themselves. Unresponsiveness to caregivers under age of 2; somatic complaints in young school aged children; full blow depression among adolescents |
|
|
Term
| Depression in children & adolescents |
|
Definition
| often comorbid with externalizing disorders and with anxiety |
|
|
Term
| Depression differs among children and adolescents |
|
Definition
| In children, there are lower prev rates, equal freq among girls and boys, stronger relation with family dysfunction, and less persistent course |
|
|
Term
|
Definition
| distress expressed following separation from an attachment figure, typically a caregiver or a parent. Begins around 8 months and peaks around 15 months |
|
|
Term
| Separation Anxiety Disorder |
|
Definition
| Persistent and excessive worry for safety of an attachment figure, fears of getting lost or being kidnapped, nightmare with separation themes, and refusal to be alone. Children must exhibit 3 or more of these symptoms for at least 4 weeks |
|
|
Term
| School Refusal? Aka school phobia |
|
Definition
| an extreme reluctance to go to school and is accompained by various symptoms of anxiety, such as stomachaches and headaches. this can be traced to separation anxiety disorder |
|
|
Term
|
Definition
| emotional rxn to real and immediate danger; children have problems identifying their anxiety (future), bu they are more aware of their fears; dif fears develop at dif ages |
|
|
Term
|
Definition
| evaluate children's relationships by obtaining info on who is "liked most" and who is "liked least" |
|
|
Term
|
Definition
| receive many "liked most" and few "liked least" ratings |
|
|
Term
|
Definition
| receive few "liked least", but receive less "liked most" ratings than popular children |
|
|
Term
|
Definition
| receive few of either type of rating |
|
|
Term
|
Definition
| receive many "liked least" ratings and few "liked most"; rejected children are more likely to have externalizing problems. ADHD may be rejected because their symptoms impede social relationships |
|
|
Term
|
Definition
| receive many + and - ratings from their peers |
|
|
Term
|
Definition
| signif departures from age-appropriate norms in specific areas of functioning. Ex: reading (dysgraphia), or arithemetic (dyscaulia) are considered to be learning disorders |
|
|
Term
|
Definition
| repeated regurgitation and rechewing of food, primarily found in infants |
|
|
Term
|
Definition
| rare problem and involves repeated motor and verbal tics |
|
|
Term
| Stereotypic movement disorder |
|
Definition
| self-stimulations or self-injurious behavior that is serious enough to require treatment |
|
|
Term
|
Definition
| involves consistent failure to speak in certain social situations |
|
|
Term
| reactive attachment disorder |
|
Definition
| severely disturbed or developmentally inappropriate social relationships; children may resist comfort or cuddling |
|
|
Term
|
Definition
| inappropriately controlled defecation & urination; typically cause of psychological distress; use a bell & pad for treatment |
|
|
Term
| How do prevalence rates for internalizing disorders compare to externalizing disorders? |
|
Definition
| Prev rates for externalizing disorders decrease as children grow older, but internalizing disorder tend to increase |
|
|
Term
| Depresion & anxiety from childhood to adolescence |
|
Definition
| Depression increases dramatically during pre- & adolescnce, esp in girls; girls 35% suffer from MDD and only 19% in boys; boys are more likely to be treated under 12; anxiety is more equal |
|
|
Term
|
Definition
| a set of proposals about the normal development of attachments and adverse consequences of troubled attachment relationships |
|
|
Term
| Reactive attachment disorder or anaclitic depression |
|
Definition
| lack of social responsiveness found among infants who dont have a consistent attachment figure, parental neglect |
|
|
Term
|
Definition
| fearful about exploration and not easily comforted by their attachment figures |
|
|
Term
|
Definition
| infant is generally unwary of strange situations and shows little preference for the attachment figure over others as a source of comfort |
|
|
Term
|
Definition
| infant is wary of exploration, not easily soothed by attachment figure, and angry & ambivalent about contact |
|
|
Term
|
Definition
| infant responds inconsistently bc of conflicting feelings toward an inconsistent caregive |
|
|
Term
| What does longitudinal research about attachment styles suggest? |
|
Definition
| an insecure attachment doesnt seem to result in the development of any particular disorder. rather, insecure attachments predict a number of internalzing and social difficulties, including lower self esteem, les competence for peer interaction, and increased dependency on others |
|
|
Term
|
Definition
| ability to "bounce back" from adversity |
|
|
Term
| what is currently known about treatment for childhood anxiety and mood disorders? |
|
Definition
| Biological treatments have been rarely studied among children and adolescents; some forms of CBT and interpersonal therapy show promise for treating children's depression; no treatment for childhood depression has been well-established; certain internalizing disorders often persist over time; OCD is likely to continue into adolescence; childhood depression doesnt have a good prognosis |
|
|
Term
| What are the 4 DSM-IV_TR categories of Learning Disorders? |
|
Definition
| 1. Reading disorder 2. Math disorder 3. Written expression 4. Learning Disorder NOS |
|
|
Term
| What is one Learning Disorder that is currently not in the DSM-IV-TR? |
|
Definition
|
|
Term
| How are Learning Disorders generally defined (and hence diagnosed)? |
|
Definition
| A heterogeneous group of problems which academic perf differs noticeably from academic aptitude; are almost always treated in the classroom, but no treatment has demonstrated consistent success |
|
|
Term
|
Definition
| Inds with Disabilities Education Act |
|
|
Term
| What might be some neuropsychological problems that contribute to Learning Disorders? How do “biological causes” fit into the etiological picture? |
|
Definition
| Research hasn't identified any psych or bio cause that is common to all LDs; typically, etiology is attributed to some biological cause, and considerable research has been conducted on brain functions |
|
|
