Exam #1: Abnormal

Abnormal

John Locke

Idiots vs. Madmen separation

David Hume

laws of humanity

should not have property

Massachusetts Legislation of 1693

idiots vs. distracted people

idiots should go to the government

“lunatics” were allowed to keep property

Benjamin Rush 

• saw IDD as a spectrum 

• imbecile become common 

Backward Children

teaching and using curriculum matertirals, that were not analogous to the grade related to the indivulas’s age, but rather to their cognitive and developmental function

Cleveland and New York Classrooms

separated from “normal children”

“holding operation” before instuitualization

vocational trainng 

 Ezra Gosney and Paul Popenoe

• serialization for the human betterment 

Woodrow Wilson

sign a bill allowing sterizlation in New Jersey 

Intellectual developmental Disorder

with an onset during the devlopmenantal period that included both intellectual and adaptive functions deficits in conceptual, social and practical domains

Severity Levels

mild, moderate, severe, prfound

Intellectual Functions

• reasing, problem solving, planning, abstract thinking, judgement, academic learning, and learning for experinaxe 

Adaptive functiong

failure to meet developmental and soicacultural staters for indeprended and social responsibility 

Concepeptual Domain

Language , r e a d i n g ,
w r i t i n g , m a t h , r e a s o n i n g ,
k n o w l e d g e , m e m o r y , a n d
p r o b l e m s o l v i n g

Social Domain

b e i n g a w a r e o f a n d
u n d e r s t a n d i n g o t h e r s ’
e x p e r i e n c e s ,
i n t e r p e r s o n a l
c o m m u n i c a t i o n s k i l l s , t h e
a b i l i t y t o m a k e
a n d k e e p f r i e n d s , s o c i a l
j u d g m e n t , a n d r e g u l a t i n g
t h e i r o w n
r e a c t i o n s i n s o c i a l
i n t e r a c t i o n s

Practical Domain

m a n a g i n g p e r s o n a l c a r e ( e . g . , m a i n t a i n i n g h y g i e n e , g r o c e r y s h o p p i n g , c o o k i n g ) , m a n a g i n g t h e i r o w n f i n a n c e s , r e c r e a t i o n , t r a n s p o r t a t i o n , a n d o r g a n i z i n g t h e m s e l v e s t o h o l d a j o b o r a t t e n d s c h o ol

Mild

• some limitations in academic or job-realted

• immature in social interactions

• limited social judgment 

• may be able to care for self (may not included leagal or health decsions

• hold competitive jods

Moderate

• delays in language dev. 

• clumsy, trouble dressing + feeding 

• not more than 2nd grade level acdemic 

• soical intrations impaired 

Server

• limited vocab

• deficits in motor dev 

• play with toys inapproaproily 

• can’t travel alone 

• lack awareness of risk 

Profound

• do not develop conceptual skills 

• sensory + motor impairments 

• depends on others 

Intelligence Assessment Should..

• use psychometrically sound tests

• min. the impact of access skills 

• consider ethic, cultural, ad linguistic background 

Adaptive Behavior assessment should..

• use standardized rating scales

• collect data from mutilple informants

• make effort to incorporate qualitative evidence of an indivulal defits

Specific learning disorder

• reading

• written expression

• mathematics 

Broca’s area

articulating and word analysis

Autism spectrum Disorder

• persistent defect in social communication and social interactions across mulpile contexts,

• Restricted reptivivte patterns of behavior, interests or activities 

Externalizing Disorders

• most  common reasons to reffer childern and adolesecnet to mental health treatment 

Conduct Disorder (CD)

• A repetitive and persistent pattern of behavior 

• aggression 

• clinically significant impairment 

• break rules

Oppositional Defiant Disorder

• a pattern of angry/irritable mood, argumatiavte/defiant behavior, or vindictiveness 

• lose temper

• blame others 

Attention Deficit Hyperactivity Disorder (ADHD)

• patterns of inattention/ or hyperactivity

• fidgets

• distracted

• talks

Major Depressive Disorder (MDD)

• 2-week period and repsrents a change from previous functions 

• depressed mood

• loss of intrest or pleasure 

Generalized Anxiety Disorder (Gad)

• Excessive anxiety and worry

•  6 months about many event and activities 

Social Anxiety Disorder (SAD)

• marked fear or anxiety about one or more social situations 

• fear of social situations

• avoided soicals 

Anorexia Nervosa

• restriction of energy intake relative to requirements 

• low body weight 

Anorexia- Restricting

• 3 months 

• no engaged in binge eating or purging 

• dieting, fasting, or exercise

Anorexia- Binge-Eating/Purging 

• 3 moths

• recurrent eposides of bingeing eating or purging behavior 

• lack of controll in eating

Bulimia Nervosa

Binge eating and purging

Binge- Eating Disorder

• binge eating

• many calories

• lack of control

Kleinerfeilter Syndrome

• appear male

• extra X Chromes

Tu

Turner Syndrome

• Look Female

• Lack of X Chromosome 

Gender incongruence

• incongruence between an individual exercise/ expressed gender and the assigned sex 

• not a mental disorder

Gender Dysphoria

• one’e experiences/expressed gender and assigned gender 

• consider mental ilness

Obsessive-compulsive Disorder (OCD)

• thoughts, urges or images that are experiences 

• ingore or suppress thought 

• reptive behavior 

Hoarding Disorser

• difficult discarding or parting with possesions 

• cultur

Body Dysmorphic Disorder (BDD)

• excessive concern about physical appearance

• preoccupied with a part of body

• one or more

• complain 

Trichotillomania

• pulling out hair 

• unaware

Excoriation

• picking at skin

• in face

• inability to stop