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Chapter 7
| Term | Definition |
|---|---|
| Conduct disorder | a disorder characterized by overt, aggressive, disruptive behavior, or convert antisocial acts such as stealing, lying and fire setting. may include both overt and convert acts |
| Cerebral Palsy | A condition characterized by paralysis, weakness, lack of coordination, and or other motor dysfunction: caused by damage to the brain before it has matured |
| Strauss Syndrome | behaviors of distractibility, forced responsiveness to stimuli, and hyperactivity, based on the work of Alfred Strauss and Heinz Werner with children with intellectual |
| Hyperactive child syndrome | a term used to refer to children who exhibit inattention, impulsivity, and or hyperactivity: popular int he 1960s and 1970a |
| Minimal Brain injury | a term used to describe a child who shows behavioral but not neurological signs of brain injury refers to children who exhibit inattention, impulsivity and or hyperactivity |
| Neurotransmitters | Chemicals involved in sending messages between neurons in the brain |
| Dopamine | a neurotransmitter the levels of which may be abnormal in people with ADHD |
| Norepinephrine | a neurotransmitter the levels of which may be abnormal in people with ADHD |
| Molecular genetics | study of the structure and function of genes at the molecular level |
| Toxins | poisons in the environment that can cause fetal malformation can result in cognitive impairments |
| Executive functioning | The ability to regulate one behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others: delayed or impaired in people with ADHD |
| Behavioral inhibition | the ability to stop an intended response, to stop an ongoing response, to guard an on going response from interruption and to refrain from responding immediately: allows executive functions to occur delayed or impaired in those who have ADHD |
| Sluggish cognitive tempo | a set of behaviors characterized by daydreaming, feeling confused, tiring easily, often displayed by persons with ADHD |
| Adaptive behavior skills | skills needed to adapt to ones living environment, usually estimated by an adaptive behavior survey one of two major components ( the other is intellectual functioning) of AAMR definition |
| Functional behavioral assessment (FBA) | evaluation that consists of finding out the consequences (what purpose the behavior serves) antecedents (what trigger the behavior) and setting events that maintain inappropriate behaviors. |
| Contingency based self management | rewards based on use of self-management techniques |
| Curriculum based measurement | a formative evaluation method designed to evaluate performance int he curriculum to which students are exposed |
| momentary time sampling | an interval recording procedure used to capture a representative sample of target behavior over a specified period of time |
| Psychostimulants | medications that activate dopamine levels int he frontal and prefrontal areas of the brain that control behavior inhiation and executive functions; used to treat persons with ADHD |
| Strattera | a nonstimulant medication for ADHD: affects the neurotransmitter norepinephrine |
| Ritalin | The most commonly prescribed psychostimulant for ADHD: in generic name is methylphenidate |
| Adderall | a psychostimulant for ADHD: its effects are longer acting than those of Ritalin |
| Vyvanse | a stimulant that is sometimes prescribed to treat symptoms of attention deficit hyperactivity disorder in children |
| paradoxical effect of Ritalin | the now discredited belief that Ritalin even though a stimulant, acts to subdue a persons behavior and that this effects of Ritalin is evident in people with ADHD but not in those without ADHD |
| mind wandering | difficulty in keeping a train of thought because of thinking about something other than what one is doing, sometimes accompanies by ones inability to recall what topics he or she was thinking about |
| coaching | a technique whereby a friend or therapist offers encouragement and support for a person with ADHD |
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