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CHILD Midterm
Advanced child clinical psychology module 1-6
| Question | Answer |
|---|---|
| How does Wakefield's "Harmful Dysfunction" define a condition as a mental disorder? | 1. It causes harm as judged by standards of that person's culture. 2. It results from "the failure of a mental mechanism to perform a natural function for which it was designed by evolution” |
| What are the key principles of the DSM-5's definition of a mental disorder? | 1. clinically significant disturbance 2. dysfunction in the psychological, biological, or developmental processes 3. significant distress or disability |
| What are the three levels of racism described in the lecture? | 1. structural/ institutional 2. personally mediated 3. internalized |
| What are three ways people of colour can experience negative exposure to police? | 1. Exposure to racial profiling 2. Exposure to police violence 3. Exposure to caregiver's encounters with police |
| Why is it particularly important to study child clinical psychology? | 1. disorders develop over time 2. startling statistics regarding disorders of childhood/ adolescence 3. relevant for many careers |
| For what age group of AFAB's is suicide the number one cause of death? | between ages of 15 and 19 |
| What is a major motivator for understanding the development of disorders over time? | early intervention to mitigate severity |
| What are two things that not all recognize are actually social constructs discussed in class? | 1. childhood: different definitions across cultures 2. race: |
| What evidence exists for creating a group between adolescence and adulthood? | emerging adulthood: |
| Children usually enter the mental health system as a result of what? Why might this be problematic? | Concerns raised by adults- children have little choice in diagnosis and treatment. |
| Interventions for children and adolescents often are intended to ________________, rather than merely to ________________. | promote further development, restore a previous level of functioning |
| In the 18th century, the Church used its strong influence to attribute children’s unusual or disturbing behaviours to.... | their inherently uncivilized and provocative nature, possession by the devil and similar forces of evil |
| What was the Massachusetts’ Stubborn Child Act of 1654? | permitted parents to put “stubborn” children to death for misbehaving |
| What was Leta Hollingworth's (1886–1939) view on mentally "defective" children? | argued that many mentally defective children were actually suffering from emotional and behavioural problems primarily due to inept treatment by adults and lack of appropriate intellectual challenge |
| Historically, what term accounted for nonintellectual forms of abnormal child behaviour? | moral insanity |
| Benjamin Rush (1745–1813), a pioneer in psychiatry, argued that children were... | incapable of true adult-like insanity, because the immaturity of their developing brains prevented them from retaining the mental events that caused in- sanity |
| What was the first disorder unique to children and adolescents? | Masturbatory insanity |
| Early attempts at biological explanations for deviant or abnormal behaviour were highly biased in favour of what? | the cause being the person's own fault |
| Who spearheaded efforts to change the plight of those with mental disorders? | Clifford Beers, recovered from sever psychosis |
| The recognition of psychological influences emerged in the ____________, when attention was drawn to the importance of major psychological disorders and to __________. | early twentieth century (1900's), formulating a taxonomy (classification) of illnesses |
| Who was the first to give meaning to the concept of mental disorder by linking it to childhood experiences? | Freud |
| Studies by René Spitz raised serious questions about the harmful impact of institutional life on children’s growth and development. What notable conclusion was drawn from these? | infants raised in institutions without adult physical contact and stimulation developed severe physical and emotional problems |
| Which period of time showed a rapid decline in the number of children in institutions? Where did these children often end up? | 1945-1965, foster homes |
| When did behaviour therapy emerge as a systematic approach to the treatment of child and family disorders? | 1950s and 1960s |
| What conclusion came from the Little Albert study? | One could develop fears through conditioning. |
| What are the mandates of the Individuals with Disabilities Education Act (IDEA)? | 1. free and appropriate public education 2. must be assessed with culturally appropriate tests 3. individualized education program (IEP) |
| A psychological disorder traditionally has been defined as... | a pattern of behavioural, cognitive, emotional, or physical symptoms shown by an individual |
| What does competence mean in the context of child psychology? | the ability to successfully adapt in the environment |
| What to considerations need to be taken when assessing competence? | 1. successful adaptation varies across culture and ethnicity 2. some children face greater obstacles than others in their efforts to adapt to their environment |
| What is a developmental pathway? | A developmental pathway refers to the sequence and timing of particular behaviours and possible relationships between behaviours over time |
| What are developmental tasks relevant to the infancy to preschool period? | attachment to caregiver(s), language, differentiation of self from environment |
| Self-control and compliance is a developmental task associated with what developmental period? | middle childhood |
| What is multi finality? | various outcomes may stem from similar beginnings |
| What is a risk factor? | a variable that precedes a negative outcome of interest and increases the chances that the outcome will occur |
| What is a protective factor? | a personal or situational variable that reduces the chances for a child to develop a disorder |
| ________________ as well as _________________ put children’s successful development at risk | Acute, stressful situations, chronic adversity |
| List three common risk factors. | Chronic poverty, serious caregiving deficits, parental mental illness, divorce, homelessness, and racial prejudice |
| What does resilience mean in the context of child psychology? | managing to achieve positive outcomes despite being at significant risk for psychopathology |
| Individual children may be ___________ with respect to some specific stressors but not others, and ____________ may vary over time and across situations | resilient, resilience |
| About what proportion of children have a mental health problem that significantly impairs functioning? | 1 in 8 |
| About what proportion of children who meet criteria for a common psychiatric disorder report major problems in young adulthood? | 6 in 10 |
| What two general barriers to treatment do young people face? | 1. very few treatment options 2. lack of funding |
| By how much in the demand for mental health services expected to increase over the next decade? | double |
| What four factors are considered interrelated causes of concerning behaviours? | 1. biological influences 2. emotional influences 3. behavioural and cognitive influences 4. family, cultural, and ethnic differences |
| What does etiology mean in the context of child psychology? | The study of the causes of childhood disorders. |
| Etiology considers how ________, ________, and ________ processes interact to produce the outcomes that are observed over time | biological, psychological, environmental |
| What does developmental psychopathology emphasize? | the role of developmental processes, the importance of context, and the influence of multiple and interact- ing events in shaping adaptive and maladaptive development |
| What are the five core principles of developmental psychopathology? | 1. abnormal dev. is nonlinear and multiply determined 2. child and environment are interdependent 3. abnormal dev. involves continuities and discontinuities 4. Typical and atypical dev. are mutually informative 5. Risk and protective factors |
| What are developmental cascades? | the process by which a child’s previous interactions and experiences may spread across other systems and alter his or her course of development, somewhat like a chain reaction |
| What is ABA? | Applied behavioural analysis, examines the relationships between behaviour and its antecedents and consequence |
| What is homotypic continuity? | when a particular psychiatric disorder predicts itself at a later time point |
| What is heterotypic continuity? | occurs when a particular disorder predicts another disorder at a later time point |
| What are sensitive periods? | windows of time during which environmental influences on development, both good and bad, are enhanced |
| What does the approach of behavioural genetics entail? | branch of genetics that investigates possible connections between a genetic predisposition and observed behaviour |
| What does "child and environment are interdependent" mean? | psychological factors interact with social contexts |
| The relationship between maladaptive parenting and conduct problems is an example of... | a transactional model |
| How do twin studies inform behavioural genetics? | Investigate differences within or between identical twins (share 100% of DNA) and fraternal twins (share 50% of DNA) |
| What do epigenetic mechanisms involve? | changes in gene activity resulting from a variety of environmental factors |
| What are the two possible paths in the G x E view? | 1. Environmental factors only lead to a psychological disorder if the person has a specific genetic makeup. 2. A person who has a susceptible genetic makeup will only develop a psychological disorder if additional environmental risk factors exist. |
| Are epigenetic alterations reversible? | Potentially, through pharmacological and behavioural interventions |
| When is the frontal lobe restructured? | adolescence |
| What are the three key functions of the frontal lobe we covered? | 1. self-control 2. judgement 3. emotional regulation |
| For what process is the HPA axis a central component? | brain’s neuroendocrine response to stress |
| The hypothalamus, when stimulated, secretes ____________, which stimulates the pituitary gland to secrete ____________ into the bloodstream | the corticotropin- releasing hormone (CRH), the andrenocorticotropic hormone (ACTH) |
| What feedback loop is at play in regards to the HPA axis? | Cortisol modulates the stress response by acting on the hypothalamus to inhibit the continued release of CRH |
| What neurotransmitter reduces arousal and moderates emotional responses, such as anger, hostility, and aggression? | GABA |
| What neurotransmitter may act as a switch that turns on various brain circuits, allowing other neurotransmitters to inhibit or facilitate emotions or behaviour? | Dopamine |
| What neurotransmitter is involved in exploratory, extroverted, and pleasure-seeking activity? | Dopamine |
| What neurotransmitter is linked to feelings of anxiety and discomfort? | GABA |
| What neurotransmitter facilitates or controls emergency reactions and alarm responses? | Norepinephrine |
| What neurotransmitter plays a role in emotional and behavioural regulation? | Norepinephrine |
| What neurotransmitter plays a role in information and motor coordination? | Serotonin |
| What neurotransmitter inhibits children’s tendency to explore their surroundings? | Serotonin |
| What neurotransmitter moderates and regulates a number of critical behaviours, such as eating, sleeping, and expressing anger? | Serotonin |
| What key neurotransmitter(s) is/are associated with anxiety disorders? | GABA |
| What key neurotransmitter(s) is/are associated with schizophrenia? | Dopamine Serotonin |
| What key neurotransmitter(s) is/are associated with mood disorders? | Dopamine Serotonin |
| What key neurotransmitter(s) is/are associated with ADHD? | Dopamine |
| What key neurotransmitter(s) is/are associated with regulatory problems (e.g.: sleep disorders)? | Serotonin |
| What key neurotransmitter(s) is/are associated with OCD? | Serotonin |
| What neurotransmitter acts generally to modulate behavioural tendencies? | Norepinephrine |
| What is emotional reactivity? | individual differences in the threshold and intensity of emotional experience |
| What is emotional regulation? | enhancing, maintaining, or inhibiting emotional arousal |
| What is temperment? | the child’s organized style of behavior that ap- pears early in development |
| Temperament is to early childhood as personality is to ___________. | late adolescence and adulthood |
| What are the three primary dimensions of temperament are linked to normal and abnormal child development? | 1. Positive affect and approach 2. Fearful or inhibited 3. Negative affect or irritability |
| What do we call the balance between emotional reactivity and self-control? | self-regulation |
| What concept describes how children think about themselves and others, resulting in the formation of mental representations of themselves, their relationships, and their social world? | social cognition |
| What is the centre of Bronfenbrenner’s ecological model? | the individual |
| What core concept underlies Bronfenbrenner’s model? | Social settings also affect the child even when the child does not directly experience these influences. |
| Infant readily separates from caregiver and likes to explore. When wary of a stranger or distressed by separation, the infant seeks contact and proximity with caregiver; the infant then returns to exploration and play after contact. | secure attachment |
| Infant engages in exploration, but with little affective interaction with caregiver. Infant shows little wariness of strangers, and generally is upset only if left alone. As stress increases, avoidance increases. | insecure attachment- anxious avoidant type |
| Infant shows disinterest in or resistance to exploration and play, and is wary of novel situations or strangers. Infant has difficulty settling when reunited with caregiver, and may mix active contact-seeking with crying and fussiness. | insecure attachment- anxious resistant type |
| Infant lacks a coherent strategy of attachment. Appears disorganized when faced with a novel situation and has no consistent pattern of regulating emotions. | disorganized, disoriented type |
| Individuals with ________ attachment histories tend to seek out and make effective use of supportive relationships. | secure |
| As children and adults, individuals with an ____________ pattern of early attachment tend to mask emotional expression. | insecure, avoidant |
| Individuals with ________ attachment histories often believe they are vulnerable to hurt, and others are not to be trusted. | insecure, avoidant |
| As children and adults, individuals with an __________ pattern of early attachment have difficulties managing anxiety. | insecure, resistant |
| What do family systems theorists argue? | it is difficult to understand or predict the behaviour of a particular family member, such as a child, in isolation from other family members |
| What is the ultimate goal of clinical assessment? | achieve effective solutions to the problems children and their families face, and to promote and enhance their well-being |
| What is idiographic case formulation in the context of child psychology? | the focus of clinical assessment is to obtain a detailed understanding of the individual child or family as a unique entity |
| What is nomothetic formulation in the context of child psychology? | emphasizes broad general inferences that apply to large groups of individuals (e.g., children with a depressive disorder) |
| Is ADHD more common among AFAB children or AMAB children? | AMAB |
| Is ASD more common among AFAB children or AMAB children? | AMAB |
| Is childhood conduct disorder more common among AFAB children or AMAB children? | AMAB |
| Is intellectual disability more common among AFAB children or AMAB children? | AMAB |
| Is language disorder more common among AFAB children or AMAB children? | AMAB |
| Is specific learning disorder more common among AFAB children or AMAB children? | AMAB |
| Is enuresis more common among AFAB children or AMAB children? | AMAB |
| Are anxiety disorders more common among AFAB children or AMAB children? | AFAB |
| Is adolescent depression more common among AFAB children or AMAB children? | AFAB |
| Are eating disorders more common among AFAB children or AMAB children? | AFAB |
| Is sexual abuse more common among AFAB children or AMAB children? | AFAB |
| Is adolescent conduct disorder more common among AFAB children or AMAB children? | equal |
| Is feeding disorder more common among AFAB children or AMAB children? | equal |
| Is childhood depression more common among AFAB children or AMAB children? | equal |
| Is physical abuse and neglect more common among AFAB children or AMAB children? | equal |
| What are cultural syndromes? | a pattern of co-occurring, relatively invariant symptoms associated with a particular cultural group, community, or context |
| Isolated symptoms of behavioural and emotional problems generally show little correspondence with children’s overall adjustment. What three factors related to symptoms do? | 1. age inappropriateness 2. severity 3. pattern |
| What are the two purposes of clinical assessment? | 1. Description and Diagnosis 2. Prognosis and Treatment Planning |
| What is a clinical description? | summarizes the unique behaviours, thoughts, and feelings that together make up the features of the child’s psychological dis- order |
| If you conducted an evaluation of a patient, what information would be most important to include in your clinical description? | 1. intensity, frequency, and severity of the problem 2. age at onset and duration of difficulties 3. full picture of the different symptoms and their configuration |
| Diagnosis has acquired two separate meanings, which can be confusing. What are they? | 1. taxonomic diagnosis 2. problem-solving analysis |
| What is taxonomic diagnosis? | focuses on the formal assignment of cases to specific categories drawn from a system of classification such as the DSM-5 or from empirically derived traits or dimensions |
| What is problem-solving analysis diagnosis? | views diagnosis as a process of gathering information that is used to understand the nature of an individual’s problem, its possible causes, treatment options, and outcomes |
| What is prognosis? | the formulation of predictions about future behaviour under specified conditions |
| What is the ideal approach for the clinical assessment of children experiencing difficulties? | multi-method assessment approach |
| What clinical assessment use a flexible, conversational style that helps the child or parent to present the most complete picture possible? | clinical interview |
| What factors inform choosing between a structured and unstructured clinical interview? | Unstructured interviews are a rich source of clinical hypotheses but lack of standardization may result in low reliability |
| What is a behavioural assessment? | a strategy for evaluating the child’s thoughts, feelings, and behaviours in specific settings, and then using this information to formulate hypotheses about the nature of the problem and what can be done about it |
| Using behavioural assessment, the clinician or another person who sees the child regularly identifies ________, which are the primary problems of concern. | target behaviours |
| What are the "ABCs" of assessment? | Functional analysis: antecedents, behaviors, consequences |
| What scale developed by Thomas Achenbach and his colleagues is a leading checklist for assessing behavioural problems in children and adolescents ages 6 to 18 ? | The Child Behaviour Checklist (CBLC) |
| What scale can be used to create a profile that gives the clinician an overall picture of the variety and degree of the child’s behavioural problems? | The Child Behaviour Checklist (CBLC) |
| What are the 8 syndromes of The Child Behaviour Checklist (CBLC) | 1. anxious/ depressed 2. withdrawn/ depressed 3. somatic complaints 4. social problems 5. thought problems 6. attention problems 7. rule-breaking behaviour 8. aggressive behaviour |
| What percentile on The Child Behaviour Checklist (CBLC) indicates critical range? | percentile score of 93 and up |
| What are the five types of psychological testing discussed in the textbook? | 1. developmental testing 2. intelligence testing 3. projective testing 4. personality testing 5. neuropsychological testing |
| __________ tests present the child with ambiguous stimuli such as inkblots or pictures of people, and the child is asked to describe what she or he sees. | projective |
| __________ tests are used to assess infants and young children, and are generally carried out for the purposes of screening, diagnosis, and evaluation of early development. | developmental |
| __________ tests are primarily used in clinical settings to identify children who may have difficulty succeeding in a regular classroom and to plan interventions. | intelligence |
| __________ tests are objective inventories focus specifically on personality, using either the child or a parent as the informant | personality |
| __________ tests attempt to link brain functioning with objective measures of behaviour known to depend on an intact central nervous system. | neuropsychological |
| What is the name of the process for identifying children at risk, who are then referred for a more thorough evaluation? | screening |
| What is the most populate intelligence test for children? | The Wechsler Intelligence Scale for Children (WISC-V) |
| What test is made up of 10 mandatory and 6 supplementary subtests that span the age range of 6 to 16 years? | WISC-V |
| What do the WISC subsets test? | assess the child’s global capacity in different ways, but do not represent different types of intelligence |
| What intelligence three intelligence tests assess intelligence in younger children? | 1. the Wechsler Preschool and Primary Scale of Intelligence, fourth edition (WPPSI-IV) (Wechsler, 2012) 2. the Stanford–Binet intelligence scales, fifth edition (SB5) 3. the Kaufman Assessment Battery for Children (K-ABC-II) |
| The WISC-V produces a Full Scale IQ (FSIQ) score derived from five Primary Index scales: | 1. Verbal Comprehension 2. Visual Spatial 3. Fluid Reasoning 4. Working Memory 5. Processing Speed |
| When interpreting the WISC-V, the ________ should be considered first over the ________. | overall general intelligence score (FSIQ), individual indices |
| On the WISC, Felicia obtained a Verbal Comprehension score of 107, a Visual Spatial score of 105, a Fluid Reasoning score of 105, a Working Memory score of 104, a Processing Speed score of 105, and a Full Scale IQ score of 106. What can we conclude? | Felicia is of average intelligence |
| What is the hypothesis behind projection tests? | the child will “project” his or her own personality— unconscious fears, needs, and inner conflicts—onto the ambiguous stimuli of other people and things. |
| What is the most controversial of the testing types discussed in the textbook? | projection testing |
| What are the "Big 5" personality traits discussed in the textbook? | 1. timid or bold 2. agreeable or disagreeable 3. dependable or undependable 4. tense or relaxed 5. reflective or unreflective |
| What are the two personality inventories frequently used with children? | 1. the Minnesota Multiphasic Personality Inventory—Adolescent (MMPI-A) 2. the Personality Inventory for Children, Second Edition (PIC-2) |
| What is the premise underlying neuropsychological testing? | behavioural measures can be used to make inferences about central nervous system dysfunction and, more important, the consequences of this dysfunction for the child |
| What are the two main approaches to diagnosing child psychopathology discussed in the textbook? | 1. categorical classification 2. dimensional classification |
| What classification style is based primarily on informed professional consensus? | categorical |
| What classification system assumes that every diagnosis has a clear underlying cause? | categorical |
| What are two arguments against categorical classification? | 1. children’s behaviour seldom falls neatly into established categories 2. categories of behaviour (as opposed to some medical diseases) do not typically share the same underlying causes |
| What classification system assumes that many independent dimensions or traits of behaviour exist, and that all children possess them to varying degrees? | dimensional |
| What classification approach may be insensitive to contextual influences? | dimensional |
| What classification approach is dependent on sampling, method, and informant characteristics, as well as on the age and sex of the child? | dimensional |
| What are the two major dimensions of the dimensional approach to classification? | externalizing behaviour and internalizing behaviour |
| What are the two groupings for disorders affecting children and adolescents in the DSM-5? | 1. Neurodevelopmental Disorders 2. Other Selected Disorders of Childhood and Adolescence |
| What are the 6 neurodevelopmental disorders in the DSM-5? | 1. Intellectual Disabilities 2. Autism Spectrum Disorder 3. Communication Disorders 4. Specific Learning Disorder 5. Attention-Deficit/Hyperactivity Disorder 6. Motor Disorders |
| What are specifiers used for? | used to describe more homogeneous sub- groupings of individuals with the disorder who share particular features and to communicate information that is relevant to treatment of the disorder |
| Felicia's symptoms: depressed mood, loss of interest, significant weight loss, insomnia, and feelings of worthlessness. Symptoms persisted for more than two weeks and represented a change from her previous functioning. What is your diagnosis? | Major Depressive Disorder (MDD) |
| ________________ is a broad concept that encompasses many different theories and practices directed at helping the child and family adapt more effectively to their current and future circumstances. | intervention |
| What is the difference between prevention, treatment, and maintence? | prevention: decreasing chances that undesired outcomes occur treatment: corrective actions that reduce the impact of an undesired problem or outcome that has already occurred maintenance: efforts to increase adherence to treatment to prevent relapse |
| What is the cultural compatibility hypothesis? | treatment is likely to be more effective when it is compatible with the cultural patterns of the child and family |
| What are the three primary treatment outcomes of crucial importance? | 1. outcomes related to child functioning 2. outcomes related to family functioning 3. outcomes of societal importance |
| What are the 8 general approaches to treatment? | 1. psychodynamic treatments 2. behavioural treatments 3. cognitive treatments 4. cognitive-behavioural treatments 5. client-centered treatments 6. family treatments 7. neurobiological treatments 8. combined treatments |
| _____________ treatments view child psychopathology as determined by underlying unconscious and conscious conflicts. | psychodynamic |
| _____________ treatments focus on helping the child develop an awareness of unconscious factors that may be contributing to their problems. | psychodynamic |
| _____________ treatments assume that many abnormal child behaviours are learned. | behavioural |
| The focus of ____________ treatment is on re-educating the child, using procedures derived from theories of learning or from research. Such procedures include positive reinforcement, time-out, modeling, and systematic desensitization. | behavioural |
| ____________ treatments often focus on changing the child’s environment by working with parents and teachers. | behavioural |
| ____________ treatments view abnormal child behaviour as the result of deficits and/or distortions in the child’s thinking, including perceptual biases, irrational beliefs, and faulty interpretations. | cognitive |
| ____________ treatments emphasize on changing faulty cognitions. | cognitive |
| ____________ treatments view psychological disturbances as the result of both faulty thought patterns, and faulty learning and environmental experiences. | cognitive-behavioural |
| ____________ treatments view child psychopathology as the result of social or environmental circumstances that are imposed on the child and interfere with his or her basic capacity for personal growth and adaptive functioning | client-centered |
| In ____________ treatments, therapists empathetically relate to the child, providing unconditional, nonjudgmental, genuine acceptance of the child as an individual, through play with younger children and verbal interaction with older youths. | client centered` |
| In ____________ treatments does the therapist respect the child’s capacity to achieve his or her goals without the therapist’s serving as a major adviser or coach—the therapist respects the child’s self-directing abilities. | client-centered |
| In ____________ treatments, faulty thought patterns that are the targets of change include distortions in both cognitive content (e.g., erroneous beliefs) and cognitive process (e.g., irrational thinking and faulty problem solving). | cognitive-behavioural |
| ____________ treatments may also involve how others respond to the child’s maladaptive behaviour. | cognitive-behavioural |
| ____________ treatments challenge the view of psychopathology as residing only within the individual child and, instead, view child psychopathology as determined by variables operating in the larger family system | family |
| ____________ treatments involves a therapist (and sometimes a co-therapist) who interacts with the entire family or a select subset of family members, such as the parents and child or the husband and wife. | family |
| ____________ treatments typically focuses on the family issues underlying problem behaviours. | family |
| ____________ treatments view child psychopathology as resulting from neurobiological impairment or dysfunction and rely primarily on pharmacological and other biological approaches to treatment. | neurobiological |
| ____________ treatments refer to the use of two or more interventions, each of which can stand on its own as a treatment strategy. | combined |
| The use of ____________ treatments is reflected in recent efforts to use several evidence-based interventions for youths with depression, anxiety, or conduct problems within a framework of five core principles of therapeutic change. | combined |
| What are the five core principles of therapeutic change? | 1. feeling calm 2. increasing motivation 3. repairing thoughts 4. solving problems 5. trying the opposite. |
| Which of the five core principles of therapeutic change is this: Using muscle relaxation or other calming techniques to reduce tension and emotional arousal. | feeling calm |
| Which of the five core principles of therapeutic change is this: Using environmental contingencies such as differential attention, praise, or tangible rewards to increase adaptive behaviours. | increasing motivation |
| Which of the five core principles of therapeutic change is this: Identifying and changing biased or distorted cognitions such as overly pessimistic or self-blaming thoughts in depression. | repairing thoughts |
| Which of the five core principles of therapeutic change is this: Building problem-solving skills such as problem identification, goal setting, and generating and selecting solutions. | solving problems |
| Which of the five core principles of therapeutic change is this: Engaging in activities that directly counter the problem behaviour, such as activity scheduling or breaking activities into smaller, more manageable steps in depression. | trying the opposite |
| Define best practice guidelines: | systematically developed statements to assist practitioners and patients with decisions regarding appropriate treatment(s) for specific clinical conditions |
| What two main approaches have been used to develop best practice guidelines? | 1. scientific approach 2. expert consensus approach |
| The ____________ approach derives guidelines from a comprehensive review of current research findings. | scientific |
| The ____________ approach emphasizes evidence- based treatments (EBTs), which are clearly specified treatments shown to be effective in controlled research with specific populations. | scientific |
| The ____________ approach uses the opinions of experts to fill in the gaps in the scientific literature—for example, when research is inconclusive or when there is a lack of information about multicultural issues. | expert-consensus |
| What is the probability that a youth who receives psycho- therapy fares better following treatment than a youth in a control condition? | 63% |
| ____________ has been shown to be effective for youths with a wide range of problems, including both internalizing and externalizing disorders. | psychotherapy |
| Effects are about ________ as large for problems that are specifically targeted in treatment as they are for changes in nonspecific areas of functioning. | twice |
| What factors discussed in the textbook have been found to moderate the effectiveness of psychotherapy for youths? | 1. the impact of therapy differs markedly depending on the problem being treated 2. the person reporting the outcome |
| ____________ is a complex neurodevelopment disorder characterized by abnormalities in social communication and unusual behaviours and interests. | autism |
| ____________ is a DSM-5 disorder characterized by significant and persistent deficits in social interaction and communication skills and by restricted and repetitive patterns of interests and behaviours. | autism |
| In regards to ASD, what do we call an anxious and obsessive insistence on the maintenance of sameness in daily routines and activities, which no one but the child may disrupt? | preservation of sameness |
| What is the literal definition of autism? | within oneself |
| Historically, ____________ and ____________________ were lumped together as a single condition; now recognized as separate disorders, recent research suggests that there may be more overlap of the two disorders than was previously thought. | autism and childhood-onset schizophrenia (COS) |
| The core features of ASD are represented by two symptom domains: | 1. social communication and interaction 2. restricted, repetitive patterns of behaviour, interests, or activities |
| True or false: To receive a diagnosis of ASD the child must display symptoms in both domains. | True |
| DSM-5 lists three symptom types in Social Communication and Interaction, with all three required for an ASD diagnosis: | 1. deficits in social–emotional reciprocity 2. deficits in nonverbal communication behaviours used for social interaction 3. deficits in developing, maintaining, and understanding relationships |
| Four types of symptoms are specified in the Restrictive and Repetitive Behaviours category, with at least two types required for an ASD diagnosis: | 1. stereotyped/ repetitive behaviour or speech 2. insistence on sameness, inflexible adherence to routines, or ritualized patterns of behaviour 3. restricted, fixated interests of abnormal intensity/ focus 4. hyper- or hypo- reactivity to sensations |
| How are more server deficits rated in regards to ASD? | More severe deficits are rated as requiring greater levels of support, as follows: - level 1: requiring support - level 2: requiring substantial support - level 3: requiring very substantial support |
| True or false: Severity level ratings of ASD should help in guiding the types of programs and services needed to help the child and family. | True |
| True or False: Severity ratings of ASD are intended for use in deter- mining the child’s eligibility for services. | False |
| Why were subtypes of ASD removed from the DSM-5? | - increase the consistency of diagnosing ASD - changes in developmental level can lead to changes in symptom presentation |
| Why is ASD defined as a spectrum disorder? | Because its symptoms, abilities, and characteristics are expressed in many different combinations and in any degree of severity. |
| What three critical factors contribute to the differences between children with ASD? | 1. level of intellectual ability 2. severity of language problems 3. behaviour changes with age |
| What are the five social interaction deficits outlined in the DSM-V for ASD? | 1. lack of monitoring others' social activities 2. lack of social and emotional reciprocity 3. unusual nonverbal behaviours 4. lack of interest/ difficulty relating to others, especially children 5. failure to share enjoyment and interests with others |
| Notably, children with ASD have been found to make more eye contact with a ____________ than with a ________ when interacting during a play task. | social robot, human |
| True or False: Children with ASD display atypical processing of faces and facial expressions. | True |
| Children with ASD also display deficits in recognizing facial expressions of emotion, particularly in detecting ________. | fear |
| What is a possible explanation for children with ASD not detecting fear? | Children with ASD focus less on the eyes than typical children -> identification of fear relies more heavily on the eye region than other emotions |
| What is joint attention? | the ability to coordinate attention to a social partner and an object or event of mutual interest |
| When does joint attention emerge in children? | between 9 and 14 months |
| True or False: Children with ASD do not have a global deficit in their ability to form attachments. | False |
| True or False: Preschool-age children with ASD often look for or attend to the emotional cues provided by other people. | False |
| A child with ASD is exhibiting limited spontaneous use of expressive gestures and bizarre, rigid, or mechanical facial expressions . What concept does this illustrate? | children with ASD have difficulties understanding their own bodily expressions of emotions |
| Children with ASD both ____________ and ____________ emotional information in unusual ways. | process, express |
| Most children have passed predictable milestones on the path to learning language by age ___. | 3 |
| What is one of the earliest signs of language impairments? | Inconsistent use of early preverbal communication. |
| What are protoimperative gestures? | gestures or vocalizations that are used to express needs |
| What are protodeclarative gestures? | gestures or vocalizations that direct the visual attention of other people to objects of shared interest |
| A child with ASD has no impairments displaying ____________ gestures but lacks the foundation for ____________ gestures. | protoimperative, protodeclarative |
| The primary purpose of ____________ gestures is to engage other people in interaction. | protodeclarative |
| A toddler excitedly points to a dog to direct her moth- er’s attention to this fascinating creature that she sees. What type of gesture is this? | a toddler excitedly points to a dog to direct her moth- er’s attention to this fascinating creature that she sees |
| A child points to a stuffed animal she wants that is out of reach. What type of gesture is this? | protoimperative |
| As many as ___% to ___% of all children with ASD do not develop useful language. | 30% to 40% |
| Some children who begin to speak and then regress in their speech development, usually between __ and __ months of age. | 12 and 30 |
| They may use ____________ gestures to get someone else to do something for them immediately, but they fail to use ____________ gestures to convey feelings. | instrumental, expressive |
| Define pronoun reversal. | when the child repeats personal pro- nouns exactly as heard, without changing them to suit the situation |
| A child with ASD named Tim when asked, “What’s your name?” answered, “Your name is Tim,” rather than “My name is Tim.” What concept does this illustrate? | pronoun reversal |
| Although children with ASD experience problems with the computational or the semantic use of language these are not their primary problems. What is? | pragmatics |
| What is the computational use of language? | sounds, words, and grammar |
| What is the semantic use of language? | meaning |
| What is the pragmatic use of language? | the appropriate use of language in social and communicative contexts |
| What has been suggested as being the common element underlying all the communication deficits in ASD? | a general failure to understand that language can be used to inform and influence other people |
| A child with ASD displays a fascination with arithmetic, lining up toys, or insistence on driving the same route to school. What category of diagnostic criteria does this fall under? | restricted and repetitive behaviours and interests |
| What is echolalia? | the child’s parrot-like repetition of words or word combinations that she or he has heard, either immediately after hearing them, or at a later time |
| A child with ASD who is asked the question “Do you want a cookie?” responds by repeating, “Do you want a cookie?” What concept does this illustrate? | echolalia |
| What is a common type of repetitive speech in children with ASD described in the textbook? | echolalia |
| What is the term used for incessant talking about one topic and incessant questioning? | perseverative speech |
| Research has identified two dimensions of restricted repetitive behaviours in children with ASD: | 1. repetitive sensory and motor behaviours 2. insistence on sameness behaviours |
| In the context of restricted repetitive behaviours in children with ASD, the frequency of __________ remains relatively high over time, whereas ________ starts low and increases or worsens over time | repetitive sensory and motor behaviours, insistence on sameness behaviours |
| What are self-stimulatory behaviours in children with ASD? | stereotyped and repetitive body movements or movements of objects |
| A child with ASD is often seen hand flapping. Another is almost always pencil spinning. What concept does this illustrate? | self-stimulatory behaviours |
| Although self-stimulatory and repetitive behaviours also occur in typically developing children and children with other forms of neurodevelopmental disorders, they are more ____________ and ____________ in those with ASD. | frequent, persistent |
| What are the four theories behind self-stimulatory behaviour in people with ASD? | 1. serves to excite their nervous system 2. a way of blocking out and controlling unwanted stimulation 3. maintained by the sensory reinforcement it provides 4. a way of regulating extreme levels of emotion 5. may be linked to genetic disorders |
| True or False: Many sights, sounds, smells, or textures that most children find normal can be confusing or even painful to children with ASD. | True |
| A child with ASD said that it wasn’t that she didn’t want contact with her mother but “the sensory overload of a hug shorted out my nervous system”. What concept does this illustrate? | sensory overresponsivity |
| Define sensory overresponsivity. | a negative response to or avoidance of sensory stimuli |
| Intellectual deficits and strengths, cognitive and motivational deficits, and medical conditions and physical characteristics are examples of ______________________________ of ASD. | associated characteristics |
| ___% of children with ASD have been estimated to have co-occurring ID. | 70% |
| Approximately ___% of children with ASD have severe to profound ID, and ___% have mild to moderate ID. | 40%, 30% |
| What are two possible explanations for lowering rates of ID in children with ASD? | 1. increased diagnosis of ASD 2. more early intervention |
| What test had typically been used to assess the intelligence of children with ASD? | Wechsler Intelligence Scale for Children (WISC) |
| How do children with ID without ASD perform differently on intelligence tests that children with ID with ASD? | 1. WISC: children with ID without ASD show general delay while those with ASD tend to be uneven across subsets 2. IQ: children with ID without ASD show a distinctive profile while those with ASD score better on tests emphasizing non-verbal abilities |
| As many as ___% of children with ASD display a special cognitive skill that is above average for the general population and well above their own general level of intellect. | 25% |
| What are the two names used in the textbook for the special talents children with ASD may develope? | splinter skills, islets of ability |
| About __% of children with ASD develop an isolated and often remarkable talent that far exceeds normally developing children of the same age. | 5% |
| What does the textbook call children who display super-normal abilities in calculation, memory, jigsaw puzzles, music, or drawing. | autistic savants |
| One boy with ASD had an IQ of 60 but could recite the daily lottery numbers for the past 5 years. Another boy learned to play the piano by reproducing any tune he heard. What concept does this illustrate? | autistic savants |
| What are the two types of cognitive limitations proposed to underlie ASD? | 1. specific cognitive deficits in processing social-emotional information 2. general cognitive deficits in information processing, planning, and attention |
| What are some examples of social emotional information? | emotional expressions, voice and facial cues, and internal mental states |
| At around what age can most normally developing infants can tell when they and another person are attending to the same thing? | 12 months |
| A normally developing child may give a doll a drink of water from an empty cup while making the appropriate slurping sounds, whereas a child with ASD may simply spin the cup repetitively. What concept does this illustrate? | young children with ASD seldom engage in pretend play |
| What hypothesis has been concluded from the deficits in spontaneous pretend play in young children with ASD? | children with ASD would also display impairments in theory of mind |
| What is another term for theory of mind? | metallization |
| What is theory of mind? | the understanding of beliefs and desires or other mental states in themselves or others that cannot be seen directly |
| By what age can most children can comprehend what others might know, think, and believe? | 4 years old |
| What was the original test used to determine children’s ability to detect mental states of others? | the Sally-Anne test |
| Describe the Sally-Anne test | Sally has a basket; Anne has a box. Sally puts a marble in her basket and covers it, then leaves. Anne takes the marble from the basket and hides it in her own box. Sally comes back and wants to play with her marble. Where will Sally look for her marble? |
| How do children with and without ASD respond differently to the Sally-Anne test? | Children without ASD (even with ID) will realize that Sally will think that the marble is where she had left it, children with ASD will not. |
| What key concepts does the Sally-Anne test illustrate? | theory of mind, false beliefs |
| What does success on theory of mind tests (such as the Sally-Anne test) indicate about children with or without ASD? | better verbal and communication abilities: understanding of metaphors, irony, and a range of speaker emotions, such as the intention to lie or tell a joke |
| What does the textbook call the general deficit in higher order planning and regulatory behaviours exhibited by children with ASD? | executive functions |
| Typically, children with ASD display executive function deficits that are more ____________ and ____________ than those seen in ADHD. | generalized, profound |
| What are some examples of executive function deficits shared by children with ADHD and ASD? | vigilance, inhibitory |
| What is an example of executive function deficits different amongst children with ADHD and ASD? | cognitive flexibility/switching |
| What does is a drive for central coherence? | the strong tendency of humans to interpret stimuli in a relatively global way that takes the broader context into account |
| Do children with ASD have a weak or strong drive for central coherence? | weak |
| An adult with ASD reports: It's hard to care about what a person feels when you perceive a body, then a hand, an eye, a nose and other bits all moving but not in any connected way, with no perception of the context. What concept does this illustrate? | weak drive for central coherence |
| Individuals with ASD may have the ability to integrate information into a meaningful whole, but are limited by the speed with which they process the bigger picture. What concept does this illustrate? | weak drive for central coherence |
| What is the Embedded Figures Test? | identification of the figure embedded in the whole pattern |
| Do children with or without ASD generally perform better on the Embedded Figures Test? | with ASD |
| Do children with or without ASD generally perform better on the Sally-Anne Test? | without ASD |
| Of the cognitive deficits that we have described, _________________ seems to be the one most specific to children with ASD as compared with children with ID or specific language deficits. | lack of Theory of Mind |
| Describe an impairment in social motivation: | failiure to find social stimuli intrinsically rewarding |
| Most infants find the mutual exchange of positive emotions during social interactions involving eye-to-eye contact rewarding, and it motivates them to notice and attend to social and emotional cues. What concept does this illustrate? | social motivation |
| Infants who are later diagnosed with ASD initially show as much eye contact as infants who do not go on to develop ASD, but then show a decline in eye contact from ___ to ___ months of age | 2 to 6 |
| Motivational theories remind us that the poor perspective-taking skills of children with ASD are not only manifestations of a cognitive deficit in their perspective-taking abilities, but may also reflect ___________________________________. | their disinclination to shift their perspective |
| About ___% of children with ASD have a coexisting medical condition that may play a causal role in their disorder. | 10% |
| About ___% of individuals with ASD experience seizures/ | 25% |
| Seizure onset in individuals with ASD usually occurs either in early childhood or more often in ___________________. | late adolescence or early adulthood |
| Early-onset seizures in individuals with ASD is typically associated with... | 1. greater ID 2. poorer outcomes |
| Sleep disturbances occur in about ___% of children with ASD. | 65% |
| Gastrointestinal symptoms such as abdominal pain, constipation, bloating, diarrhea, and nausea, occur in about ___% of children with ASD. | 50% |
| What are the three possible explanations mentioned in the textbook for the gastrointestinal symptoms sometimes observed in children with ASD? | 1. food selectivity 2. allergies 3. unusual eating habits/ obsession |
| True or False: Children with ASD are usually described as having abnormal or unattractive physical appearance. | False |
| True or False: Children with ASD may have subtle but distinctive minor physical anomalies such as facial asymmetries. | True |
| What etiological explantation for ASD is supported by the subtle but distinctive minor physical anomalies such as facial asymmetries that children with ASD may have? | genetic etiological theory |
| Many individuals with ASD have a head size that is above or significantly larger than average. What types of individuals with ASD usually posses this trait? | those without ID, language disorder, or ADHD |
| What neurobiological process has been proposed as a mechanism for the abnormal neurodevelopment seen in children with ASD? | atypical synaptic pruning |
| What is atypical synaptic pruning? | the unusual elimination of synapses in the brain |
| Over ___% of individuals with ASD have a co-occurring disorder, and as many as 50% have_____________ co-occurring disorders | 90%, four or more |
| What disorders are most often accompany ASD? | 1. ID 2. epilepsy 3. anxiety disorders 4. ADHD 5. learning disabilities 6. oppositional and conduct problems 7. mood disorders |
| What does the textbook call any self-inflicted behaviour that can cause tissue damage to the child’s own body? | self-injurious behaviour (SIB) |
| What are the three most common forms of SIB in children with ASD? | 1. head banging 2. hand or arm biting 3. excessive scratching and rubbing |
| SIB may occur for a variety of reasons or it may occur for no apparent reason. What are some of the reasons it may occur? | self-stimulation, to gain attention, or to eliminate unwanted demands |
| Rates of emergency/ hospital treatment for self-inflicted injuries in children with ASD are ______ times greater than for typically developing children | five |
| True or False: SIB may occur more frequently in young children with ASD than in those with other forms of developmental delay. | False |
| What are the five strongest risk factors for SIB in children with ASD? | 1. intellectual disability 2. atypical sensory processing 3. need for sameness 4. repetitive behaviours 5. impulsivity |
| As many as between __% and __% have ASD. | between 1% and 2% |
| ASD affects over ___________ individuals in the United States. | 2 million |
| What is the total estimated annual societal costs of caring for children with ASD in the United States? | $11.5 billion or more |
| What are some of the most probable causes for the rise in prevalence rates of ASD? | 1. a greater awareness among parents and professionals 2. a broadening of the concept and its definition over the years 3. a greater recognition and diagnosis of milder forms of ASD 4. changes in diagnostic criteria 5. diagnostic substitution |
| It is about ______ to ______ times more common in boys than in girls, a ratio that has remained fairly constant over the years. | four to five |
| True or False: As prevalence rates increase, the gap between boys being diagnosed with ASD and girls being diagnosed with ASD has narrowed. | False |
| True or False: among children with ASD and profound ID, the numbers of boys and girls are similar. | True |
| What conclusion can be drawn based on the prevalence rates of ASD, specifically how sex differences interact with ID? | Although girls are less often affected by ASD than are boys, when they are affected, they tend to have more severe intellectual impairments. |
| What are the two strongest. specific pieces of evidence towards a gender bias in the diagnosis of ASD? | 1. Girls with ASD who do not have an intellectual impairment are more likely to be formally diagnosed at a later age than boys 2. Girls with comparable high levels of ASD symptom severity as boys are also less likely to be diagnosed |
| What is pretense in the context of child clinical psychology? | make-belief, e.g.: pretend play |
| _________ but not ________ with ASD show reduced neural activation in key areas of the brain associated with mentalizing while processing social information. | males, females |
| Describe the "extreme male brain theory of ASD": | Frequent interests and behaviours that occur among individuals with ASDare presumed to reflect an extreme on the systemizing dimension of the male brain, and a relative absence of empathizing. |
| True or False: There are lower rates of children with ASD from culturally and linguistically diverse or economically vulnerable backgrounds. | False |
| During which period is the diagnosis of ASD usually made: infancy, preschool, early-elementary, late-elementary, middle school, or later? | preschool or later |
| During which period do the parents of children with ASD typically become seriously concerned that their child may have ASD? | during the months before the age of 2 |
| At present, the period from ___ to ___ _________ seems to be the earliest point in development at which ASD can be reliably detected. | 12 to 18 months |
| About ___% or more of children with ASD show seemingly normal development for the first year or longer followed by regression. | 25% |
| Define regression in the context of ASD. | the loss of previously acquired language and social skills |
| What symptoms of ASD generally worsen during adolescence? | hyperactivity, self-injury, and compulsivity |
| True or False: Most symptoms experienced by children with ASD gradually improve with age. | True |
| True or False: Children with ASD experience more health problems prenatally, at birth, or immediately following birth than do other children. | True |
| One study found that very preterm birth (gestational age of < 26 weeks) was associated with a much higher rate of ASD, with a prevalence of ___% diagnosed by age 11 | 8% |
| Other risk factors that affect the prenatal environment may place the fetus at increased risk for ASD. What are some of these? | 1. increased maternal/ paternal age 2. in vitro fertilization 3. maternal use of prescription/ nonprescription drugs 3. toxic chemicals in the environment 4. maternal fever during pregnancy 5. chronic hypertension 6. pre-pregnancy obesity |
| An increase of ___ years in maternal age was associated with a ___% greater risk of ASD and that the same increase in paternal age was associated with a ___% greater risk. | 10, 38%, 22% |
| True or False: pregnancies in very young mothers is associated with an increase in prevalence of ASD. | True |
| Exposure to antidepressant medication (SSRIs) during the _______ trimester of pregnancy has also been found to ____________ the risk of ASD. | first, increase |
| What two hypotheses brought the most traction to the false belief that vaccination is responsible for the development of ASD in some children? | 1. the measles components of combination vaccines for measles–mumps–rubella 2. exposure to ethyl mercury (thimerosal), a preservative used in other vaccines |
| True or False: The genetic architecture of ASD remains largely unknown. | True |
| __% to __% of children with ASD have the fragile-X anomaly. | 2% to 3% |
| What is tuberous sclerosis? | a rare single-gene disorder whose symptoms may include neural deficits, seizures, and learning disabilities |
| With which disorder is tuberous sclerosis associated? | ASD |
| About ___% or more of children with tuberous sclerosis also have ASD. | 25% |
| What is neurofibromatosis type 1 (NF1)? | a rare tumor syndrome that typically begins in childhood caused by mutations in a single gene |
| With which disorder is neurofibromatosis type 1 (NF1) associated? | ASD |
| Some studies have found that as many as ___% to ___% of siblings of individuals with ASD also have the disorder. | 15% to 20% |
| What is the broader autism phenotype? | higher-than-normal rates of social and language deficits and unusual personality features that are very similar to those found in ASD but are less severe |
| True or False: Family members with the broader phenotype display the atypical language, extreme stereotyped repetitive behaviour, or the ID and epilepsy that are often associated with a formal diagnosis of ASD | False |
| What are the concordance rates for ASD in identical twins? | 70% to 90% |
| What are the concordance rates for ASD in fraternal twins? | near 0 |
| What can be concluded from the results of twin studies regarding children with ASD? | 1. the heritability of an underlying liability for ASD may be extremely high 2. most of the variance in the expression and stability of ASD over time can be attributed to inherited genetic influences |
| What explanation for the variance in susceptibility to ASD is more supported: shared environmental experiences or heritability? | shared environmental experiences |
| True or False: The major focus of research on ASD has been on genetic influences, with minimal attention paid to environmental factors. | True |
| What are susceptibility genes and what do they say about the development of ASD? | Susceptibility genes are causally implicated in the susceptibility to ASD but do not cause it directly on their own. |
| True or False: No single gene has been found to be relevant for most cases of ASD | True |
| Define epigenetic dysregulation. | changes in gene expression caused by mechanisms other than changes in the underlying DNA sequence |
| In terms of localized brain abnormalities, studies have consistently identified structural abnormalities where? | 1. the cerebellum 2. the medial temporal lobe 3. related limbic system structures |
| The cerebellum, a relatively large part of the brain located near the brain stem, is most frequently associated with ____________. | motor movement |
| What relatively large part of the brain located near the brain stem, is most frequently associated with motor movement? | cerebellum |
| Specific areas of the cerebellum are found to be significantly _________ than normal in young people with ASD, particularly in those with a higher level of functioning. | smaller |
| What problem is hypothesized to be related to cerebellar abnormalities in the brains of children with ASD | problem in rapidly shifting their attention from one stimulus to another |
| What problem is hypothesized to be related to abnormalities in the medial temporal lobes and related limbic structures of children with ASD | deficits in learning, memory, and emotion regulation |
| The ____________ plays an especially important role in recognizing the emotional significance of stimuli, in orienting toward social stimuli, in the perception of eye gaze direction, and, along with the hippocampus, in long-term memory. | amygdala |
| Findings from brain scan studies suggest that there are both ____________ and ____________ abnormalities in the amygdala of those with ASD. | structural, functional |
| Studies of brain metabolism in individuals with ASD suggest ____________ blood flow in the frontal and temporal lobes | decreased |
| Describe the default model network (DMN): | a network of brain regions that are active when the individual is not focused on the external world and the brain is at wakeful rest |
| What concept is illustrated by the following tasks: focusing on internal tasks such as daydreaming, thinking about the future, retrieving autobiographical memories, and assessing others’ perspectives. | the default model network (DMN) |
| What key factor mediates the relationship between the child’s early risk for ASD and later outcomeS? | alterations in how the child interacts with and adapts to his or her environment |
| The quality of interaction between infants at risk for ASD and their caregivers at 12 to 15 months is correlated with an ASD diagnosis at what age? | 3 years of age |
| What are the three main goals of ASD treatments? | 1. minimize the core problems of ASD, 2. maximize the child’s independence and quality of life 3. help child and family cope more effectively with the disorder |
| Children with ASD must learn to sit in a chair, come when called, and attend to their teacher if they are to progress. What key concept does this illustrate? | learning–readiness skills |
| What are two approaches to teaching learning–readiness skills to children with ASD? | 1. discrete trial training 2. incidental training |
| Describe discrete trial training: | a step-by-step approach to presenting a stimulus and requiring a specific response |
| Describe incidental training: | strengthen behaviour by capitalizing on naturally occurring opportunities |
| Many procedures are effective in eliminating disruptive behaviour. What are the three mentioned in the textbook? | 1. rewarding competing behaviours 2. ignoring the behaviour 3. mild forms of punishment |
| A therapist is performing a step-by-step approach that first increases the child’s vocalizations, then teaches imitation of sounds and words, meanings of words, labeling objects, making verbal requests, and expressing desires. What are they performing? | operant speech training |
| Children with __________ display persistent age- inappropriate symptoms of inattention, hyperactivity, and impulsivity that are sufficient to cause impairment in major life activities. | ADHD |
| In addition to inattention and hyperactivity–impulsivity, what are some of the key problems of children with ADHD? | poor self-regulation, difficulty inhibiting behaviour, reward/ motivational deficits |
| Why is ADHD included in DSM-5 as a neurodevelopment disorder? | 1. early onset and persistent course 2. lasting alterations in neural development 3. often accompanied by subtle delays and problems in language, motor, and social development that overlap with other neurodevelopmental disorders |
| Do children need both (1) inattention and (2) hyperactivity-impulsivity diagnostic criteria to be diagnosed with ADHD? | no, only one is needed |
| What is attentional capacity? | the amount of information we can remember and attend to for a short time |
| What is selective attention? | the ability to concentrate on relevant stimuli and ignore task-irrelevant stimuli in the environment. |
| Distractibility is a term commonly used to indicate a deficit in ____________________. | selective attention |
| What is sustained attention? | the ability to maintain a persistent focus over time on unchallenging, uninteresting tasks or activities or when fatigued |
| What is alerting? | an initial reaction to a stimulus- involves the ability to prepare for what is about to happen |
| What does hyperactivity-impulsivity involve? | 1. the under-control of motor behaviour 2. poor sustained inhibition of behaviour 3. the inability to delay a response or defer gratification 4. an inability to inhibit dominant responses in relation to ongoing situational demands |
| What is behavioural impulsivity? | impulsively calling out in class or acting without considering the consequences. |
| A child is having difficulty inhibiting their response when the situation requires it and is insensitive to the negative consequences of their behaviour. What key concept does this illustrate? | behavioural impulsivity |
| What are characteristics of cognitive impulsivity? | disorganization, hurried thinking, and the need for supervision |
| John did not hand in his homework even though it was done. What key concept does this illustrate? | cognitive impulsivity |
| What are the three subtypes of impulsivity? | 1. cognitive 2. behavioural 3. emotional impulsivity/ dysregulation |
| What are some ways emotional impulsivity/ dysregulation can be demonstrated? | impatience, low frustration tolerance, hot temper, quick- ness to anger, and irritability |
| What are the three presentation types of ADHD? | 1. ADHD-PI: describes children who meet symptom criteria for inattention but not hyperactivity–impulsivity 2. ADHD-HI: meet symptom criteria for hyperactivity–impulsivity but not inattention 3. ADHD-C: combined presentation |
| Describe sluggish cognitive tempo (SCT): | a cluster that includes symptoms such as: - daydreams, drowsy, underactive, lethargic - easily confused, stares blankly, lost in thoughts, in a fog, slow thinking and responding - spacey/alertness changes - apathetic, or low initiative/ persistence |
| What are the two main limitations of the DSM-5 criteria for ADHD? | 1. developmentally insensitive 2. categorical view |
| What distinguishes children with ADHD and those without who have a similar energy or activity level? | children with ADHD accomplish very little |
| A diagnosis of ADHD requires the appearance of symptoms before age ___. | 12 |
| What is positive bias or positive illusory bias? | exaggeration of one’s competence |
| Children with ADHD score slightly ________ on IQ tests, but most are of normal intelligence. | lower |
| As many as ___% of clinic-referred children with ADHD have a co-occurring psychological disorder, and up to ___% have two or more disorders. | 80%, 50% |
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