HP 252 Exam

autism definition

Refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and non-verbal communication as well as unique strengths and differences

Autism DSM-5

o Impairments in Social Communication and Social interaction like social emotional reciprocity, nonverbal communicative behaviors used for social interaction
o Restricted, repetitive patterns of behaviors, interests or activities

Incidence, prevalence and risk factors of autism

Present in early childhood, limit or impair everyday functioning, inherited genetics and older parental age, 1-2% prevalence

Other early signs of autism in young children

Unusually strong interest in their toys but do not engage with people during play, no response to name, and enjoy being tickled but don't look at their mom to show enjoyment

Understanding of the term ‘neurodiversity’

“Difficulties in interactions occur because of different ways
of experiencing the world and processing information
(Davis & Crompton ‘21).”
● Diversity of the human mind
● Variation in neurocognitive functioning (Walker ‘14)

Describe the difference between person-first and identity-first language

Person first language emphasizes the person before the disability, for example “person who is blind." Identity first language puts the disability first in the description, e.g., “disabled” or “autistic."

Differences between the medical model and social model approaches

Medical Model
-The person is disabled by the abnormalities and deficits of their own body and/or brain
- Disabled people are broken, abnormal, or damaged versions of human being and should be fixed, cured, and/or prevented

Social Model
- Person is disabled by their environment and its physical, attitudinal, communication, and social barriers
- Disabled people are normal valid varieties of human being

Communication profiles of women with ASD

● Not a homogeneous group
● Manifests differently in males versus females
● Often later diagnosis
● Less restricted and repetitive interests
● Higher social motivation and capacity for friendship
● Tend to internalize emotions (leads to negative
outcomes)

The new framework for working from a neurodiversity perspective

1. The neurotypical communicative style is not the goal
2. Understanding the ND individual’s own communication style is important
3. NT and ASD communication styles are just different. One is not better than the other

Motor development in middle childhood

Gross Motor: Smoother, more coordinated.

Fine Motor: Improved, fine-tuned

Hands used as Tools: Hammering, pasting, tying shoes, and fastening clothes

Early signs of autism

- No babbling by 12 months of age
• No use of gestures by 12 months of age
• Doesn’t say single words by 16 months
• Doesn’t say two-word phrases by 24 months
• Loses language or social skills

Social and emotional development

Increased ability to understand complex emotions, understanding of multiple emotions in single situation, ability to suppress or conceal negative emotional reactions, use of self-initiated strategies for redirecting feelings

Dodge’s Social Processing Model

Encode social cues, interpret social cues, search for response, select an optimal response, enact appropriate response

Obesity in children (Prevalence, health implications, influence of diet and exercise factors)

18.5 % of children 6-19 are obese

Risk of heart disease and high cholesterol, some forms of cancer, social consequences, type 2 diabetes

Socio-economic and cultural factors (ie cup-noodles are more cost effective than an apple and are more filling) -> access to education regarding healthy eating

62% of children ages 9-13 do not participate in any organized physical activity in non-school hours, 23% do not engage in any free-time physical activity

New roles and experiences child have when transitioning to elementary school

New relationships, new reference groups, and new standards for judging themselves. Emerging concern: New evidence that early schooling proceeds mainly on the basis of negative feedback. Vygotsyky: ZPD with scaffolding.

Common impairments/conditions of children with disabilities

10% of all children in the U.S. receive special education, and of these kids 50% learning disability, 21% speech or language impairments,12% intellectual disability and 9% serious emotional disturbance.

Learning disabilities: Are of normal intelligence or above but have difficulties in at least one academic area and usually several. ADHD is considered a learning disability in the school context.

Educational issues: The IEP & LRE

IDEA spells out broad mandates for services to all children with disabilities.

IEP (individualized education plan): A written statement that spells out a program specifically tailored for the student with a disability. Should be related to a child's learning capacity.


LRE (least restrictive environment): IDEA mandates that a child with a disability must be educated in a setting as similar as possible to that of child without disability -> inclusion, mainstreaming, integration

The cognitive and social demands/experiences in the elementary school years

Children need to know what scripts to follow to get other children to be their friends, peer relations.

Definition and understanding of executive functions

In early childhood, executive function especially involves advances in cognitive inhibition, cognitive flexibility, and goal-setting.

Self-control/inhibition, working memory, flexibility in thinking strategies

Impact of executive function differences for children

- EF skills predict academic success
- Children w weak EF skills are at high risk for dropping out of school
- Children with weak EF skills are at high risk for social/behavioral problems

Inhibition

Inhibition: The ability to stop an automatic impulse
Fundamental to: Regulating attention, social adaptation, effective learning

Self-regulation

Ability to implement executive functions when you need them

Attention regulation

- Choose the focus of attention
- Keep paying attention until the task is done
- Only pay attention to what is important
- Stop paying attention and focus on something else

Working memory

Holding information in mind while performing a mental task

Planning

- Planning skills become increasingly
important throughout elementary school
- Planning relies heavily on the interaction
between working memory and inhibition

Cognitive flexibility

The ability to adapt our behaviour and thinking in response to the environment. IE: games like uno, connect four

Definition and main signs of ADHD (attention deficit hyperactivity disorder)

May or may not be comorbid with a specific learning disability

A disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity.

Signs of inattention and impulsivity/hyperactivity

Inattention:
- Often fails to give close attention to details/ makes careless mistakes
- Is often easily distracted
- Is often forgetful in daily activities
- Often does not seem to listen when spoken to directly

Impulsivity/hyperactivity:
- Often fidgets with or taps hands or feet, or squirms
- Often talks excessively
- Often has trouble waiting their turn

Supports and interventions for children with SLD and ADHD

The right educational approaches, the right strategies for learners, and context management

Educational approaches (SLD), medical management (ADHD), metacognitive strategies, context management

Puberty (Physical changes, brain development, timing)

Brain-neuroendocrine process
• Important marker of beginning of adolescence
• Ends before adolescence does

Levels of neurotransmitters increase
• Dopamine
Prefrontal cortex only finishes maturing at 18-25 years
• Reasoning, decision making, self-control
Adolescent experiences could also stimulate brain changes
• Not just all biological maturation

Physical and environmental factors influencing adolescent sleep behaviors

Delayed release of melatonin in older adolescents. Influence of screen time, caffeine, adjusted school start time

Leading causes of death in adolescents

1) Unintentional injuries
• Almost half of deaths
• Motor vehicle accidents

2) Suicide
3) Homicide

Current patterns in substance use/abuse in adolescents

• General decline in drug and alcohol use in past 50
years, including smoking (some replaced by ecigarettes)

- 30% of seniors said they’d been in vehicle with
driver under the influence of drugs or alcohol
in past two weeks

Adolescent egocentrism (Definition and components)

The heightened self- consciousness of adolescents.

Application to current/relevant contexts

Adolescents’ belief that others are as interested in them as they themselves are, as well as attention-getting behavior motivated by a desire to be noticed, visible, and “on stage.”

Frequent use of social media, such as Facebook may increase adolescents’ egocentrism

Describe aspects of social development relating to family and friend relationships

• Parenting (Access/restriction to social media, parent access to child’s information/accounts, gender and cultural differences regarding autonomy)
• Parent-adolescent conflict: May serve positive developmental function
• Sibling relationships: Predicts relationship later in life

• Quality of friendship matters
• Peer groups and identity
• Changes in social media usage (Nesi et al., 2018)
• More frequent and immediate experience
• Amplifies experiences and demands (feedback
seeking, expectations for friendship maintenance
and access)
• Alters qualitative aspects of relationship
• Can change who the relationship is with
(geographical distance)
• New behaviors – ratings, public feedback

Positive Youth Development Programs and what they aim to do

Focus on positive outcomes
• Pro-active
• All youth
• Youth as active participants
• Community response (systemic change)
• Community members

Difference between sexual orientation and gender identity

Sexual orientation refers to who we are attracted to while gender identity refers to who we are

Understanding of sexual orientation terms: gay/homosexual, lesbian, bisexual, straight/heterosexual, queer, pansexual, asexual, questioning

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Understanding of gender diversity and trans* terms: transgender, gender nonconforming, cisgender, being read, passing, stealth, deadnaming

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Impact of misgendering on individuals’ health and their healthcare experiences

Misgendering can lead to decreased self-esteem, heightened anxiety and depression.

Examples of Anti-Trans Legislation and how these impact transgender youth

Medical:
• Limit or ban gender affirming care for TGD youth
• Penalize or even criminalize gender affirming care


Sports:
• Bans trans girls/women from sports
• “Fairness in women’s sports”
- Usually don’t address trans masculine individuals

Health and social impacts of non-affirmation for transgender youth

Suicidality, attempt and self-harm, as well as EDs and substance abuse disorders.

- Substance use disorders & tobacco use
• Unprotected sex and rates of HIV transmission
• Homelessness, placement in foster care system
• Involvement in juvenile justice system

Stages and age ranges of adolescence

Early adolescence (10-13), Middle adolescence (14-17), Late adolescence (17-21), Emergent adult (18-25)

Normal changes, perceptions, experiences in adolescence

What's normal? Preoccupation with self, mood swings, body image insecurity, parental conflict, conformity with peer values, impulse control problems, experimentation with drugs and delinquency

Understanding of the types of teen dating violence

Physical violence, sexual violence, psychological aggression, stalking

Consequences of unhealthy, abusive, or violent relationships

Lead to depression and anxiety, use of drugs and alcohol, thoughts of suicide, exhibit antisocial behaviours. Youth who are victims of dating violence in high school are more likely to be victimized in college too

Risk and protective factors for teen dating violence perpetration

Individual (risk): Low self-esteem, Low education or income, Young age, Aggressive or delinquent behavior as a youth, Heavy alcohol and drug use

Individual (protective): Awareness of community services for TDV, Use of conflict management skills, Attending religious services, Grade point average, Employment

Components of the public health approach

Define the problem, Surveillance, Identify risk and protective factors, develop and test prevention strategies, assure widespread adoption