Developmental Psychology #10

Class Announcements

  • Integrative Assignment Due Date:

    • Due Thursday, February 27th.

    • Reminder to focus on integration of three components previously discussed in class.

  • Midterm Exam:

    • Scheduled for Thursday, March 6th.

    • Emphasis on prioritizing preparation for this exam after submitting assignments.

Developmental Concepts

  • Conservation:

    • Example with three-year-old Lola misunderstanding mass conservation when watching dough being rolled.

    • Key concept: understanding that mass doesn't change despite shape changes.

  • Piaget's Theory:

    • Children may struggle with different types of conservation and theory of mind.

    • Suggestions on handling children's perceptions—using the same size glasses for juice might help.

Autism Spectrum Disorders (ASD)

  • Early Signs of ASD:

    • Communication, social connections, and play integration are primary areas observed.

    • Video analysis shows behaviors in one-year-olds with neurotypical development vs. early signs of ASD.

  • Neurotypical Development Indicators:

    • Child imitates actions, shares excitement, and engages in pretend play.

    • Effective social interactions and attention to peers indicate healthy development.

  • Signs of ASD:

    • Lack of social sharing, intense focus on specific objects, lack of responsive interaction.

    • Continued issues with social connection, language use, and play with peers.

  • Diagnosis and Assessment:

    • Typically diagnosed in early childhood based on behavior observations and developmental history.

    • Specialists involved: psychologists, pediatricians, and developmental experts.

ADHD Overview

  • Prevalence and Gender Differences:

    • Boys diagnosed with ADHD more frequently than girls, skewed proportions.

  • Executive Functioning:

    • ADHD relates to underdevelopment in areas of the frontal lobes, impacting inhibition and working memory.

    • Core skills like short-term memory and the ability to inhibit impulses are crucial for managing ADHD symptoms.

  • Diagnosis Process:

    • Comprehensive evaluations including interviews, observations across environments, and behavior rating scales.

  • Common Myths:

    • Sleep deprivation and hunger can mimic ADHD symptoms.

    • Not linked to parenting styles or dietary inputs like sugar or food coloring.

Treatment Approaches

  • Behavioral Interventions:

    • Emphasis on positive reinforcement over punishment for modifying behavior and aiding executive functioning skills.

    • Speech and occupational therapies can assist in addressing communication and motor coordination issues.

  • Medications:

    • Psychostimulants prescribed to help regulate executive functioning, despite initial concerns about side effects.

    • Importance of careful monitoring and adjustment to find suitable treatment plans tailored to individual needs.

  • Risk Factors and Family Impact:

    • ADHD affects not only the individual but family dynamics, leading to stress and potential marital issues.

    • Need for additional support and understanding in families with children diagnosed with ADHD or ASD.

Conclusion

  • Wrap-Up of Key Theories:

    • Discussed Piaget's stages: focus on growth in the concrete operational stage.

    • Concrete operational thinkers can decenter in tasks and demonstrate improved perspective-taking skills.

  • Next Class:

    • Review of concrete operations and further theories in child development.