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PSYC 168 MT 2 Part 2
More tears but nearly halfway
| Term | Definition |
|---|---|
| SLD Characteristics (LDisabilities is policy term while SLD is the clinical term) | -spec impairment (potentially just one domain)& related 2 neuro dysfn -heterogenous group -not as global as ID -not due to ID/biological impairment(like vision or hearing)/social reasons -I fning=normal -kids can show dif deficits in dif subprocesses |
| SLD: DSM-5 Criteria | -difficulties in learning & using academic skills ->=1 symptom in reading/writing/math >=6 mo. despite targeted interventions (wrong, slow, or effortful reading; problems getting meaning; spelling; written ecpression; numbers, calc., and math reasoning) |
| SLD: Severity | -Mild:some diffi. w/ 1/+ but not super issue(may use some training & support) -Moderate:marked diffis w/ 1/+ domain,usually fine w/ training,some supportive services -Severe:skills in many domains affected,persisting problems,lots of supportive services |
| Reading SLD (aka Dyslexia) | -Diffi might be in any of the following:Word recog,Pronunc, Vocabulary,Reading fluently,Comprehension,Mem -can be due to phonological processing deficits (phonological awareness- understanding basic sounds of lang-, phon. encoding-letters 2 sounds) |
| Reading SLD: Prevalence | -~5% of school age pop -boys>girls -less reading problems if language is more phonetic (transparent) [fluency problems become more prominent at this point) -potentially less problems with logographic langs. (extra act. in right hem w/ V processing) |
| Reading SLD: Course | -issues tend to persist but may improve w/ early intervention -most can be diagnosed by 1st/2nd -late emerging poor readers (1/3)- could sightread but poorphonological proc.-> diagnosed by 4th (as reading gets harder |
| Writing SLD | -deficits in: Storing letters in mem,Spelling,mem retrieval connecting phonemes and words, Word recognition,Understanding the goal of writing,Developing a plan for writing,Organizing points to be made, Linking ideas, Monitoring and revising work |
| Writing SLD: Prevalence | -~1% of school-age kids -may decrease over time with interventions and accomodation but may also persist (practice and modeling) -prevalence for all SLD has increased compared to general ID diagnosis |
| Writing SLD: Course | -Diagnosis usually around 2nd grade and after age 8 |
| Math SLD | -deficits in math,skills(reading #s, performing simple ops,memorizing math,understanding terms & symbols,spatial org.,# names,quantity concept),& math-learning delay -issues with cardinality,order,&correspondence(1-to-1 btw label & number), couting flex. |
| Math SLD: Prevalence | -~0.5-1% school age kids -even lower numbers for just pure form -boys=girls |
| Math SLD: Course | -CMD w/ SLD Reading and ADHD and behavioral disturbances(worst outcomes) -likely to persist, esp w/o intervention and when comorbid w/ ADHD |
| SLD Causes: Genetics | -general reading ability is largely heritable and gen, linked (multi gene loci) -SLD reading has been linked to deificits in speech sound processing (reading is based on lang sounds) -higher concordance for Iden. Twins for SLD Math and SLD Reading |
| SLD Casues: Brain and Brain Structures | -more frontal activity w/ more activity in posterior right than left w/ reading SLD -Wernicke's Area:phon processing;integrating AV aspects of lang -Broca's area:word analysis(decoding word & semantics) -Occipito-temporal:rapid word recog, automaticity |
| SLD Casues: Cognitive and Social | -information-processing capacity limitations and speed of processing deficits (hold less in WM) -Slow processing of brief, rapidly successive auditory events like speech (may occur even as early as aud. brainstem response) -poor phon. STM |
| SLD: Direct Instruction | -take new material in steps & make sure that they are w/ you w/ every part -repeat things & make child repeat after you -positive feedback -targets the specific skills that are an issue -Select & state goals -Monitoring progress |
| SLD: Interventions | -intervention for a steady period of time->Increased act in L posterior&frontal systems,decreased act in two R hem -cont improv poss -eg:slow down speech(and grad increase)->increase rate of neural proc(FastForWord) -as inclusion classes possibly |
| SLD: DSM-5 Criteria Cont. | -skill level is below those expected for the individual’schronological age, and cause significant interference -no better diagnosis -begin during school age years but tends to manifest when demands for skills goes above the person's limited capacities |
| Normal Reading | -involves Identifying words in running text, understanding the meaning of the text, retaining this meaning -utilize lang abilities, cog skills, real-world knowledge, conventions of written text |
| Teaching Phoneme Awareness | - can be taught with phoneme isolation, identity (common sound in diff words), categorization (what doesn't belong), blending, segregation, deletion (recognizing the word that remains when the phoneme is deleted |
| Reading SLD: Risk and Resiliency Factors | -Mother’s reading ability -Initial severity of reading problems -Instruction -Ability to attend -Reading models |
| Reading SLD: Course | -parents often think problems will pass -early academic failure can start a cycle of negative thinking and low self-esteem -Increased risk of anxiety, suicidal ideation, school dropout, antisocial behaviors -Worse prognosis with comorbid ADHD |
| Math Skills Normal | -can count by 5 -more complex skills and short-cut strategies develop later -More advanced strategies free up working memory, allowing children to perform more complex calculations in their heads |
| Math SLD Characteristics Continued | -slower to obtain advanced strategies and when they get it, they do it less frquently, less well, and less quickly -deficits may be seen in underlying cog proc. like WMem -often CMD with Reading SLD |
| SLD: Social and Cognitive Continued | -lower social competence -difficulty reading but also diffi reading people (ABR and more is also important for emotional prosody (music of speech) -risk for peer rejection, poor relationships, and bullyin -teachers associate SLD w/ problem behaviors |
| SLD: Social and Cog Continued #2 | -lowered sense of self-worth -Teacher criticism -Greater likelihood of helplessness orientation -Math anxiety and stereotype threat -Avoidance and lack of practice -cycle of failure and disbelief in self and giving up |
| SLD: Social and Cognitive Continued #3-Parents | -parents interact with kids less and ask them less & in simpler manner (more words spoken to child, better their language ability) -parents can also provide motivation to read and modeling for kids |
| SLD: Cognitive Approach | -emphasizes executive processes and metacognition -Increasing child’s awareness of task demands -Increasing use of appropriate strategies -Monitoring success of strategies -Switching to new strategies as needed |
| Attentional Capacity | the amount of info that can be remembered and attended to for a short time (not an issue on ADHD patients) |
| Selective attention | ability to focus on relevant stimuli and not be distracted by irrelevant stimuli |
| Sustained attention | ability to maintain persistent focus on a task over a period of time, or when fatigued |
| ADHD Overarching Symptoms and Presentation Types | -Hyperactivity (more active esp at night), Impulsivity, and Inattention -Types: Predominantly Inattentive Presentation, Predominantly Hyperactive-Impulsive Presentation, Combined Presentation |
| ADHD-Predominantly Inattentive Presentation (DSM-5) | -at least 6/9 symptoms (eg. careless mistakes, diffi and dislikes sustaining attention, doesn't seem to listen when spoken to directly, doesn't follow through on instructions, diffi organizing stuff, loses things, easily distracted, forgetful) |
| ADHD-Predominantly Hyperactive-Impulsive Presentation (DSM-5) | -at least 6/9 -fidgets or squirms , leaves seat when sitting is expected, runs/climbs when inappropriate, unable to have fun quietly, often on the go, talks a lot, blurts out answers for question is completed, cant wait, interrupts or intrudes on others |
| ADHD- Combined Presentiation (DSM- 5) | -at least 6/9 of Inattentive Presentation and 6/9 of Hyperactive-Impulsive Presentation |
| ADHD Overall DSM-5 | -several symptoms before age 12, present for at least 6 months, and occur in at least 2 settings -at least 5 for adolescents and adults -inconsistent w/ developmental level -make sure differential diagnosis doesn't work better |
| Associated ADHD Characteristics | -sleep difficulties -more accidental injuries -not well liked/accepted OR neglected(if inattentive presentation)OR rejected (hyperactive-impulsive) -may seek friendships with other rejected kids |
| ADHD Prevalence | -9% kids -combined pres is most common -boys>girls -girls: inattentive> H-I -prevalence varies according to cultural norms -may be higher w/ lower SES -CMD: SLD, ODD, CD, SUD (mediated by CD), anx, dep, DMDD -ADHD->ODD->CD |
| ADHD Course | -diagnosis decreases from childhood to adolescene -a good amount (less than majority) maintain symptoms as adult -hyperactive symptoms become less obvious into adol. -increased risk for child w/ less B inhib, effortful control & more novelty seeking |
| ADHD Theories | -under-arousal -motivation deficits (immediate gratification) -behavioral inhib deficits -self-reg deficits |
| ADHD Causes: Neurobiology | -smaller frontal lobe -longer maturation time and less pruning with basal ganglia -NTs: dopamine (too little) (receptors located at basal ganglia) and NE |
| ADHD Causes: Genetics | -runs in families (similarity to bi parents over adoptive parents) -likely gene associated with dopamine system |
| ADHD Causes: Birth-Related | -low birth weight -injury at birth -prenatal drugs |
| ADHD Causes: Psychosocial | -Affect severity, continuity and nature of symptoms -family factors (hostile-intrusive parenting does not help-from ADHD or for ADHD) |
| ADHD Assessment | -consider dev. history, multiple info sourcesm ad differential diagnosis -interviews (for parents, teachers, and parent-child) -ratign scales -standardized tests of intelligence, procedures to evaluate inattention and impulsivity |
| ADHD Asessment: Continued PerformanceTest (CPT) | -subject is told to follow specific instructions on computer program -press button too early->impulsivity, don't press on time-> inattention -no testing for hyperattention |
| ADHD Treatment | -medications: stimulants(increase dopamine activity), non-stimulants (SNRIs) to block NE reuptake *mainly for core symptoms and for school kids *BUT not permanent, not effective for all, side effects,over-prescribed poss., inapprop prescription fears |
| ADHD Treatment: Psychosocial | -behavior mgmt (imm, tangible rewards -parent training: get parents more involved -multimodal Psychosocial Therapy (MPT) : educational and social skills training -WM training: could reduce inattentiveness -combining pharm & psychosoc is most effective |
| ADHD: Associated Characteristics Continued | -deficits in executive fning(goals, WM, self-reg, inhib, plans) -deficits in adaptive fning and academic achievement |
Created by:
ymazil
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