Abnormal Child Psych Study Guide Exam 2

General Overview of Disorders/Disabilities

Each disorder/disability should be studied with key areas in mind:

• Primary and Secondary Features: Understand the defining characteristics as outlined in the DSM (Diagnostic and Statistical Manual of Mental Disorders) for diagnosing and classifying disorders.

• Common Co-occurring Disorders: Identify other disorders that frequently occur alongside the primary disorder, which may complicate diagnosis and treatment strategies.

• Epidemiology: Investigate prevalence (how many people in a population are affected) and incidence (new cases in a specific time frame) of the disorder.

• Developmental Course: Examine how symptoms and severity change over time, from infancy through adulthood.

• Etiology and Contributing Factors: Explore the root causes and risk factors, both environmental and biological, that may contribute to the development of the disorder.

• Environmental and Genetic Factors: Consider how genetics and environment interact to affect disorder manifestation.

• Common Assessments, Interventions, and Preventative Measures: Review established methods for assessing the disorder, treatment options including therapy and medication, and preventive strategies to minimize onset or severity.

Attention-Deficit/Hyperactive Disorder (ADHD)

• Impacts on Relationships: Analyze how ADHD affects interactions with peers, teachers, and family members, including social skills deficits and communication issues.

• Gender Differences: Investigate how ADHD symptoms and prevalence can differ between genders, noting that males are often diagnosed more frequently.

• Variability in Demographics: Understand how ADHD presents differently across social classes, races/ethnicities, and cultures, influencing diagnosis and treatment accessibility.

• Developmental Course: Recognize how ADHD symptoms manifest from early childhood into later developmental stages, and the potential for symptom changes as the child grows.

• Neuropsychological Theories: Review various theories, including executive function deficits and reward processing, that explain the cognitive aspects of ADHD.

Conduct Problems/Substance Use Disorder

• Required Familiarity: Study Table 9.1 in the textbook for detailed categorizations of conduct problems.

• Understanding Disorders: Become well-versed in classifications such as intermittent explosive disorder and antisocial personality disorder, including diagnostic criteria.

• Definitions: Clarify terms like externalizing behavior – actions that demonstrate disregard for societal norms, typically seen in conduct disorders.

• Gender Differences: Highlight the differences in prevalence and behavioral presentations of conduct problems between genders, including aggression and defiance.

• Onset Types: Differentiate between child-onset and adolescent-onset conduct disorder, noting the implications for intervention strategies.

• Developmental Pathways: Explore theoretical models outlining how conduct problems may evolve, including potential predictors and outcomes.

Communication and Learning Disorders

• Historical Context: Examine the evolution of understanding language and learning difficulties, including previous definitions, concerns regarding educational criteria, and debates on IQ vs. achievement assessment.

• Response to Intervention (RTI): Discuss the RTI framework that supports early identification and support for learning difficulties in educational settings.

• Normal vs Atypical Development: Utilize Table 11.3 to define and differentiate typical language development milestones from atypical patterns that may signal a disorder.

• Disabilities in Academic Skills: Delve into various learning disabilities such as dyslexia, dyscalculia, and dysgraphia, including their epidemiology and developmental trajectories.

• Social and Motivational Challenges: Address how learning disabilities can lead to social isolation and motivational issues, impacting self-esteem and academic performance.

• Brain Abnormalities: Investigate neurological studies that reveal brain structure/function differences in individuals with communication and learning disorders.

• Educational Services: Identify the range of services offered in schools, including special education, individualized education plans (IEP), and assistive technology for students with these disorders.

Intellectual Disability (ID)

• Defining ID: Understand various definitions and criteria used by organizations such as AAIDD (American Association on Intellectual and Developmental Disabilities) and DSM.

• Risk and Etiology: Familiarize yourself with the four categories of risk and etiology as detailed in Table 11.6, including biological, social, behavioral, and environmental factors.

• Levels of Support: Comprehend the levels of support required by individuals with ID, recognizing that different individuals may need varying levels of assistance depending on their functional abilities.

• Measurement of Intelligence: Discuss different concepts for measuring intelligence, such as mental age and IQ, and how these measures influence understanding of ID.

• Flynn Effect: Examine the phenomenon where IQ scores have been shown to increase over generations, presenting implications for how ID is understood and assessed.

• Adaptive Behaviors: Analyze the types of adaptive behaviors typically observed in children and adolescents with ID, including both strengths and weaknesses in daily functioning.

• Levels of ID: Be familiar with descriptions for various levels of ID, as discussed in Table 12.3, and understand how these levels influence educational strategies.

• Genetic Syndromes: Review examples of genetic syndromes associated with ID such as Down syndrome, Fragile X Syndrome, Williams Syndrome, and Prader-Willi Syndrome, including their distinctive features and interventions.

• Family Impact: Reflect on the profound effects that raising a child with ID can have on family dynamics, encompassing challenges and unexpected rewards.

Autism Spectrum Disorder (ASD)

• Signs and Symptoms: Discuss the age-related variation in signs and symptoms of ASD, referencing Table 13.1 for specifics.

• Key Concepts: Emphasize essential concepts such as:

  • Joint Attention: The capacity to share focus on an object or event with another person, critical for social interaction and communication.

  • Theory of Mind: The ability to understand others' mental states and perspectives, often impaired in individuals with ASD.

  • Central Coherence: The tendency to think about wholes and patterns rather than getting lost in details, which can vary among individuals with ASD.

  • Executive Function: Understanding the roles of working memory, planning, and cognitive flexibility in the daily functioning of individuals with ASD.

• Primary and Secondary Features: Differentiate primary features (core symptoms of ASD) from secondary features (associated behavioral issues or co-occurring conditions).

• Related Disorders: Review comorbid diagnoses often seen alongside ASD, such as anxiety disorders, attention issues, and intellectual disabilities.

• School Accommodations: Identify specific school accommodations and educational opportunities that can promote successful learning and integration for individuals with ASD, including individualized teaching strategies and social skills training.