Childhood Disorders Exam 1

behavioral indicators of disorders

- developmental delay, social or physical
- developmental regression or deterioration
- extreme high or extremely low frequency in behavior
- behavioral difficulty persisting over time
- behavior inappropriate to the situation
- abrupt changes in behavior
- several problem behaviors
- behavior quality different from normal

How common are problems

- Approximately 20% of children have mental health concerns. 10% have severe. 10% have mild or moderate problems
- kids don't get diagnosed much because they may not understand how ro explain how they feel. unable to label a new feeling.
- internalizing vs. externalizing problems

Impact of sex and gender

- boys are more at risk for Manu disorders
- biological vulnerability, different experiences
- higher for females: anxiety, depression, eating disorder
- higher for males: autism, drug abuse, oppositional disorder, intellectual disability ....

Freud

importance of early childhood experiences
- internal events

Watson

enviornment effects behavior
- behaviorism

Skinner

developed the theory of operant conditioning, emphasizing the role of reinforcement and punishment in shaping behavior.

Bandura

- Observational learning
- Bobo dolls
- social-cognitive theory
- recripiral determinism (personal, behavioral, enviornmental)

Hall

emphasized importance of studying youth.
- helped to establish APA

Binet

intelligence test development

Gesell

developed developmental norms (physical, social, and motor norms)

Presmises central to the field

- disorders stem from multiple causes
- normal and abnormal behavior go hand in hand
- can be different depending on variables
- to understand behavior we need to base evidence on scientific evidence
- need progress in treatment and prevention
- advocacy right to high quality care

chess and Thomas 3 types of temperament

easy, difficult, slow to warm up

goodness of fit

- how does the parent respond to the child
- might have to adapt environment
- are you meeting their needs from the temperament levels

emotionality

quality and intensity of mood

activity level

level and intensity of motor activity

attention and regulatory behaviors

reactivity and attention
- may be harder for someone to "suck it up" because we have different levels of emotionality

emotional expressiveness

ability to respond to situations with a full range of emotions and can communicate effectively and appropriately tp the situation
- are they able to solicit their reinforcement
- personality variables

emotional understanding

the ability to understand emotions of yourself and others it involves
- awareness
- perception (match the room. slap kid to see the water come out of eyes)
- knowledge of rules (cry in interview)
- empathy (compassion toward others)
- theory of mind (people are different than you and the way you feel. being challenged by diff ideas)

emotional regulation

behaviors, skills, or strategies that modulate, inhibit, or enhance emotional experiences and expressions

emotional dysregulation

dysfunctional emotional regulation
- ineffective, interfere with appropriate behavior, inappropriate to the context, or change too abruptly or slowly

social cognitive processing

how we think about the social world
- how we take in, understand and interpreted social situations

bioecological model bronfenbrenner

suggest multiple sources that influence a Childs development

microsystems

elements of the person's immediate surroundings, such as family, religion, and peer group

mesosystem

the interconnections among immediate, or microsystem, settings
- family and school
- family and friends
- siblings and friends
- family and community

Exosystem

environmental settings that a person does not directly experience but that can affect the person indirectly
- media
- school system
- community
- medial institution

macrosystem

economic patterns, political philosophy, social conditions, cultural values, national customs

chronological system

across time
- how things are interpreted based on age
- significant events that influence society

personal factors

age, race, sex, physical characteristics

developmental risk factors

-heredity influence, gene abnormalities
- prenatal or birth complications
- below average IQ or learning difficulties
- psychological/ social skills
- poor parenting and family abuse
- poverty
- disorganized neighborhood
- racial, ethnic, or gender injustice
- nonnormative stressful events (divorce, death, moving)

developmental resilience factors

- positive outcome in the face of risk
- can occur with one protective factor or may require more
- can occur in one domain (emotion) and not another (academic)
- can occur in one setting (friendship) but not another (school)
- can wax and wane over time ( variables change)
- can be linked to neurobiology ( how you present yourself and how you see the world)

risk and resilience

- multiple risks are particularly harmful
- risks tend to cluster
- intensity, duration, timing of risk is important (parent dying)
- effects of many risk factors appear nonspecific
- risk factors may be different for the onset of a disorder than for its persistence
- risk may increase likelihood of future risk

resiliency factors

- problem-solving skills
- self-regulation skills
- positive views of the self (peek in elementary, self-doubt is in 3rd grade
- achievement motivation (need to praise effort and not smartness)
- perceived self-efficacy and control (perception is reality for some people)
- active coping strategies
- close, caring family relationships
- supportive relationships with adults friends or romantic partners
- spirituality, finding meaning in life

inter rater

two people test the same thing and get the same result

test retest

if you test the same things on different days you still get the same results

standardized assessment

intellectual education assessment. tells us what you should be able to do
- IQ score average is 100

observational assessment

can occur in natural or lab setting
- can be conducted by child, parent, teacher, or clinician
- observer drift is why we have inter rater

frequency data

the number of times the behavior occurs in an observational period

duration data

the total amount of time the behavior occurs from start to finish

latency data

how long It takes for behavior to begin
- why people either adhd may take longer

interval recording

just recording if it occur or does not occur within a certain period. yes, no

whole interval

only record if behavior lasted whole interval
- could underestimate behavior
- use if want to be on task the whole time

partial interval

record if behavior occurred at any point during interval
- could overestimate behavior
- use if want task to go down E.G. stuttering

time sample recording

you divide the observation period into intervals but only observe and record behavior during a part of each interval
- observe behavior in the 1st min of every 15 min interval

common functions of problem behavior: to get something

positive reinforcement
- attention
- tangible (toy, item, or activity
- control, escape , demand

common functions of problem behavior: to get out of something

negative reinforcement
- sensory stimulation (automatic reinforcement) eg. hitting head on wall lightly
- common with individuals Edith developmental disabilities
- hardest to assess and hardest ti read
- can't really describe how they're feeling or what's going on

other reasons for problem behaviors

- communication = tantrum
- power: don't v. do requests- instead say "please stay in your seat" so they feel like they have a choice
- pain= more likely to engage
- tired
-hungry= easy fix, give a snack

functional assessment strategies: indirect

- behavioral interview/ questionnaire
- behavioral rating scales

functional assessment strategies: direct

- ABC descriptive analysis. get to work, spreading paper, give another sheet. if done again then escape but want to pay attention to the response so can assess function
- scatter plot analysis. map out the patterns to see which behaviors occur when to assess why. Are they hungry tried or is that time of day triggering

functional assessment

systematically manipulate antecedents and consequences to determine their effect on eliciting and maintaining target behavior

attention condition

assess weather or not a child engages in the behavior to gain attention

demand condition

adult in room with child, places demand on child at scheduled intervals
- if child has a behavior, they get a break

alone condition

this setting contains no materials or other sources of stimulation and no other person
- will they still engage in behavior

tangible condition

- assess whether or not a child engages in behavior to gain access to a preferred item or activity
- adult presents child toy, lets them play briefly, then takes it away

play condition

control condition: child is placed in enriched environment
- access toys and attention, and no demands are placed on child
- inappropriate behavior in this condition should be low or non existent is environmentally maintained