Exam #2 Child Psychopathology

Fluid and crystallized intelligence

Fluid: logical/analyzing/problem-solving intelligence

Crystallized: long-term/stored knowledge

Intelligence

Performance of basic mental tasks and higher-level tasks

Achievement test

Measures accomplishments in academic areas

Neuropsychological test

Focus on cognitive dysfunction, often from brain injury/illness

IDD Criteria

Deficits in intellectual functioning (IQ below 70), deficits in adaptive functioning (independence/social responsibility), onset during developmental period (childhood)

Adaptive functioning

Ability to master age-appropriate tasks of daily living (hygiene, food, etc.)

Levels of IQ

Mild IDD: 50-70

Moderate IDD: 35-50

Severe IDD: 20-40

Profound IDD: <20

Zigler’s model

Idea that there are two kinds of IDD; mild/familial and pathological

Causes of IDD

Genetic-chromosomal, infections/toxic agents, trauma, radiation

William’s Syndrome

Mild-moderate ID, learning problems, unique personality characteristics, distinctive facial features, cardiovascular problemsS

Stress and coping models

Showcases both positive/negative aspects of having a child w/ IDD

Wechsler intelligence test

3 IQ tests: adult, children, preschool/primary

Achievement test examples

Produce standard scores that can be compared to IQ tests, produce age/grade equivalency scores

IEP

Individualized education plan; extra assistance or accommodations for children with IDD and other conditions

Learning disorders

Dyslexia (reading)

Dyscalculia (math)

Dysgraphia (written)

Enuresis

Repeated voiding of urine into bed/clothes, involuntary or intentional, 2x a week for 3 months, child is at least 5 years old

Encopresis

Repeated passage of feces into inappropriate places such as clothing/floor, involuntary or intentional, at least 1 event for 3 months, child is at least 4

Characteristics of ASD diagnoses

Mindblindness (difficulty understanding/perceiving others’ thoughts/emotions/processes), process information one piece at a time, below-average empathizing, above-average drive to analyze, socio-emotional deficits

Social cognition

Study of how people perceive/interpret/process information about themselves/others to navigate social interactions

Theory of mind

Like mind blindness; cognitive ability to understand that others have their own mental statesA

Affective social competence

Theoretical model defining the ability to integrate emotional experience, expression, and understanding social interactions

Two-hit model

First hit: genetic and neurodevelopmental disruptions, second hit: adolescent-related developmental tasks and pubertal hormones

Overlapping conditions with ASD

Congenital heart disease, metabolic disorders, IDD, schizophrenia, epilepsy

ADOS

Assessment for autism; Autism Diagnostic Observation Schedule

ABA

Applied behavior analysis; intrusive behavioral approach involving 40+ hours of intervention per week for 2+ years

ADHD

Attention-deficit hyperactivity disorder; involves a struggle with inattention, hyperactivity, impulsivity, as well as self-regulation, effortful control, and executive function

Self-regulation

One’s own control of emotion, cognition, and behavior, includes both automatic and controlled processes (marshmallow experiment)

Effortful control

Particularly important mechanism of self-regulation

Executive function

Cognitive processes underlying goal-directed behaviorC

Comorbidities of ADHD

ODD, CD, tic disorders, mood disorders, anxiety disorders

Etiology of ADHD

High heritability, temperament and environmental factors can play a roleH

Hormones implicated in ADHD

Dopamine, serotonin, noradrenaline

Brain structures linked to ADHD

Frontal lobes, anterior cingulate cortex, corpus callous, temporal lobes, striatal regions

Gender differences in ADHD

Boys 4-5x more likely to be diagnosed with ADHD

Assessment of ADHD

Diagnostic interviews, rating scales, observations, neuropsychological testingT

Treatment

Stimulant medication, CBT, parent/family work

Prosocial behavior

Behaviors that benefit self, others, society (development of conscience underlies this)

Bullying

Negative actions intended to hurt, repeated over time with a power differential between bully and victim

Types of aggression

Instrumental: planned

Reactive: response to provocation

Overt: physical behaviors/name-calling

Covert: indirect means like rejection or exclusion

ODD

Oppositional defiant disorder; characterized by sustained pattern of negativistic behavior/hostility/defiance, usually diagnosed before 8 years old, more common in boys

CD

Conduct disorder; persistent pattern of violating social norms/rules, callous-unemotional characteristics (lack of empathy, remorse, shallow emotions)

Subtypes: child-onset, adolescent-onset

ODD, CD treatments

Effective intervention approaches, intensive/multi-modal approaches (family and school), group treatment — must be careful to avoid peer contagion