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diagnosing autism
1 / 3 of parents with ASD noticed differences before the child’s first birthday, 80% saw differences before 24mo
diagnosis at age 2 can be reliable and stable at age 9
many kids receive a diagnosis between the ages of 4-6
clinical diagnosis for ASD
waitlist can take 2-3yrs, important for pediatricians to check if the child is reaching their milestones, and getting screened between 18-24mo, and they then get sent to a specialistÂ
ASD assessment tools
CARS-2: clinician observes and the rates the child
ADI-R: interview style between mom, dad, teacher, child, want to see common ground
ADOS: more observation based and for children between 4-5
early symptoms of ASD
lack of eye contactÂ
lack of joint attention lack of reciprocal conversationÂ
atypical sensory (aversion to things) / motor processing
socioemotional development
how children become who they are, how they sustain relationships, how they express emotions
psychosocial developmentÂ
moral developmentÂ
peer relationshipsÂ
familiesÂ
risk and resilienceÂ
psychosocial developmentÂ
-self-concept (starts to shift from physical description— brown hair, blue eyes— to things that are more subjective— smart, popular, good looking)
-self-esteem (how we view ourselves and how others view us)
-body image (can range from positive to negative)
-achievement motivation (intrinsic)
self-conceptÂ
-children recognizes social aspects of the selfÂ
-compare themself to othersÂ
-perspective taking: ability to assume other people’s perspectives and understand their thoughts and feelingsÂ
-more skeptical
self-esteemÂ
-positive parent-child interactions and a secure attachment to parents predict a positive sense of self-esteem throughout childhoodÂ
-cultural and contextual differences in self-esteemÂ
body image
-approx. half of 8-10yr old children report dissatisfaction with at least one part of their body / /reporting dieting at least some of the timeÂ
-45% have body image issuesÂ
-correlated to poor self esteem, depression, unhealthy eating and exercise, and inadequate weight gain
achievement motivationÂ
-willingness too persist at challenging tasks and meet high standards of accomplishmentsÂ
-can be particularly difficult for all children, but especially those with disabilitiesÂ
-internal attributes
-external attributesÂ
-fixed v growth mindset
internal attributesÂ
emphasizing own role in outcome (ie. ability or study techniques)
external attributionsÂ
emphasizing causes that cannot be controlled such as luck to explain performance
moral developmentÂ
development that involves thoughts feelings and behaviors regarding rules and conventions about what people should do with their interactions with other peopleÂ
-moral feelingsÂ
-moral reasoningÂ
-moral behavior
piagets theory
-children entering 2nd stage of piagets scheme called autonomous moralityÂ
-rules are products of group agreement and toolsÂ
-children view a need for shared agreement on rules and consequencesÂ
kolhberg’s theory of moral developmentÂ
-preconventionalÂ
-conventionalÂ
-postconventional
-experiences with dealing with moral questions / conflictsÂ
-peer interaction and perspective taking are crucialÂ
difference between Piaget and Kohlberg
Piaget focuses on cognitive development and understanding of rules and moral development closely tied to cognitive development
while Kohlberg focused on the reasoning behind moral choices; moral development is influenced by social factors
peer relationshipsÂ
-friendship (companionship, stimulation, and affection); a sign of positive self development, pro-social behaviors, less peer victimization, higher self esteem / self-worth, etc.
-peers; reciprocity becomes important in peer interchanges, size of peer group increases, per interaction is less closely supervised by adults, children’s preference for same-sex peer groupsÂ
-peer acceptance; degree to which a child is viewed as a worthy social partner by his or her peers, viewed as exceptionally well-liked or exceptionally dislikedÂ
-peer rejection; those who experience it tend to be disliked and shunned by their peers, those at risk are those with poor communication, emotional control, and social information processing skills
bullying; verbal and physical intended to disturb someone less powerful, males and younger middle school students are most likely to be affected, 70-80% of victims and bullies are in the same classroom; outcomes: depression, suicidal ideation, and attempted suicide
families
parent child relationshipsÂ
siblingsÂ
only childrenÂ
all types of familiesÂ
parent child relationshipsÂ
-parents spend less time with children during middle and late childhoodÂ
-parents support and stimulate children’s academic achievementÂ
-parents use less physical forms of punishment as children ageÂ
-parents as managers: they manage children’s behavior
siblings
-by middle childhood, children spend more time with siblings than with parentsÂ
-provide social support and help each other manage academic, family and peer challenges and the anxiety and depressive symptoms
-only children; positive adjustment and high self-esteem, receive greater attention from parents and develop closer relationships than children with siblings who must share their parents’ attention. more likely than their peers to show poor interpersonal skills and difficulty with self-control and similar numbers of high-quality friendships and generally show similar rates of adjustment as their peers with siblingsÂ
cohabitating familiesÂ
families not formed by marriageÂ
divorced and divorcing familiesÂ
divorce triggers a reconfiguration of family roles, and parenting ressponsibilties shift disproportionately onto the resident parent
blended families
risk and resilinence
-parental incarceration
-exposure to community violence
parental incarcerationÂ
-can result in more psychological or behavioral problems in children, such as anxiety, health vulnerabilities, antisocial behavior, and delinquencyÂ
-children of color and low-income children are disproportionately likely to experience parental incarceration and their adjustment to parent incarceration is associated with the contextual factors that are intertwined with race and SES
exposure to community violenceÂ
-children exposed may show anxiety and symptoms of PTSD, fear of being alone, safety concerns, issues with eating, sleeping, academics, and behaviorsÂ
-tend to be socially aware, skilled and display more aggressive and disruptive behaviorsÂ
-role of parents / guardians processing trauma
child maltreatment
-physical abuse
-child neglectÂ
-sexual abuse (more common in homes with poverty, food, and housing insecurity, marital instability, and substance use and between ages 4-12. ¼ to 1/3 of US children under 17 have experienced it)
-risk factors: parental characteristics, home context, community and societal factors, mandated reporters
-developmental consequences: immediate and lifelong
resilienceÂ
-determined by individual competencies, family competencies and outside resources- social and community