Childhood Disorders Exam 2

Neurodevelopmental Disorder

Multifaceted conditions characterized by impairments in cognition, communication, behavior, and/or motor skills, resulting from atypical brain development.

Inattention (behavioral manifestations)

Manifests behaviorally in ADHD as wandering off task, lacking persistence, having difficulty sustaining focus, and being disorganized; Not due to defiance or lack of comprehension.

Hyperactivity (behavioral manifestations)

Excessive motor activity when it is not appropriate, or excessive fidgeting, tapping, or talkativeness.

Impulsivity (behavioral manifestations)

Hasty actions that occur in the moment without forethought and that have high potential for harm to the individual. 

Predominantly Inattentive

6 or more symptoms of inattention and fewer than 6 hyperactivity/impulsivity symptoms present.

Predominantly Hyperactive/Impulsive

6 or more symptoms of hyperactivity/impulsivity and fewer than 6 inattentive symptoms present.

Combined Presentation

Person meets criteria for both inattention and hyperactivity/impulsivity.

3 Specifiers for ADHD Diagnosis

1. Predominantly Inattentive

2. Predominantly Hyperactive/Impulsive

3. Combined

Predominantly Hyperactive/Impulsive

What ADHD presentation is most common in early childhood?

Predominantly Inattentive

What ADHD presentation is most common in middle childhood?

Schoolwork becomes harder and requires more attention, focus, and organization

Why might inattention become more prominent and impairing in middle childhood?

Temperamental Risk Factors of ADHD

Struggles with self regulation and focusing on tasks.

Environmental Risk Factors of ADHD

Low birth weight and smoking during pregnancy.

Biological Risk Factors for ADHD

Genetic factors and family history.

Reduced school performance

How might ADHD impact a child’s academic functioning?

May get into trouble when trying to be helpful

How might ADHD impact a child’s social functioning?

Struggle to follow rules or complete chores

How might ADHD impact a child’s family functioning?

Comorbid Diagnosis

2 or more mental health conditions occurring in an individual.

Differential Diagnosis

Distinguishing between 2 or more disorders that share overlapping symptoms.

Conduct Problem Behaviors

Age-inappropriate actions and attitudes that violate societal norms and personal or property rights of others.

Essential Features of ODD

Frequent and persistent patterns of angry or irritable mood, argumentative/defiant, or vindictiveness.

Vindictive

Spiteful or revenge-seeking behavior. 

Covert Conduct Problem Behavior

Hidden or secretive rule-breaking rather than open defiance.

Overt Conduct Problem Behavior

Open and observable acts of defiance or aggression.

Destructive Conduct Problem Behavior

Actions that cause physical harm or damage to people, animals, or property. 

Non-Destructive Conduct Problem Behavior

Rule-breaking or defiant actions that don’t cause physical harm or damage.

Conduct Disorder

A disorder that violates basic rights of others or other major age-appropriate societal norms; Comes after an ODD diagnosis typically.

Life-Course Persistent Path

Begins early and persists into adulthood; Antisocial behavior begins early; Subtle neuropsychological deficits heighten vulnerability to antisocial elements in social environment. 

Adolescent-Limited Path

Begins at puberty and ends in young adulthood; Less extreme antisocial behaviors; Delinquent activity is often related to temporary situational factors.

Multifinality

The idea that a single risk factor or experience can lead to multiple outcomes.

Equifinality

The idea that there are multiple ways to reach a final goal, or that a given end state can be achieved through many different means. 

Behavior Features

Which feature is most often always present in an ODD diagnosis?

Angry/irritable mood, Argumentative/defiant behavior, and Vindictiveness

What are the 3 subsets of symptoms for ODD?

Coercive Cycle

A pattern of negative interactions between parents and children, often occurring in families where children display behavior problems.

Compliance

Appropriate following of an instruction to perform a specific response/task within a reasonable and/or designated time.

Noncompliance

The refusal to initiate or complete a request made by another person and/or failure to follow a previously stated rule that is currently in effect.

Positive Reinforcement Rule

When a behavior receives positive consequences immediately after it occurs, that behavior is more likely to occur in the future.

Attention Rule

If the child is not receiving positive attention, then that child will work to receive negative attention, they consider better than no attention at all. 

Attends

High rate form of positive attention in which the parents provide an ongoing verbal description of the child’s activity.

Rewards

Physical, unlabeled verbal, and labeled verbal.

Active Ignoring

Not providing attention (either positive or negative) to a specific behavior.

Differential Attention

The child displays a not ok behavior and then identify an ok behavior instead and then redirect the child to the ok behavior and explain it to them.

Command

A clear and direct instruction given to a child that requires compliance.

Accomidation

Changes to how a student learns or demonstrates knowledge, but expectations remain the same.

Modification

Changes to what a student is expected to learn, lowering the standard of institution.

Tiered Classroom Interventions

A framework used to provide differentiated support based on students’ individual needs.

Daily Report Card

A contract between a student and a teacher that is designed to enhance success in the classroom. Gives students a set of clear expectations to follow, individualized goals for success, and motivation to succeed. Provides a positive way for teachers, students, and parents to communicate about student’s behavior and progress.

Parallel Play

Playing next to another but not interacting and engaging in play with another child.

Monotropic Cognitive Style

A distinct cognitive style characterized by a strong concentration on specific interests or activities. 

Shared Enjoyment

The ability and tendency to share positive emotions or interests with another person.

Social Overture

A child’s spontaneous attempt to initiate social interaction or connect with others.

Theory of Mind

The ability to interpret the thoughts, beliefs, and emotions of others.

Intellectual Disability

Deficits in intellectual functioning and adaptive behavior.

Global Developmental Delay

Significant delay in achieving developmental milestones in multiple domains.

Social communication deficits and restricted, repetitive patterns of behaviors, interests, or activities.

What are the two main domains of symptoms for ASD