PSYC 4620 1st EditionExam # 2 Study Guide1. Know the general conditions in which Reactive Attachment Disorder typically occursa. Must begin before age 5b. Cannot primarily be the result of MR or PDDc. Evidence of abnormal or negative care (lack of stimulation)d. Rare in general populationi. More common in hospitals and foster care2. Know these terms and what they are: Dyscalculia, Dyslexia, Dysgraphiaa. Dyscalculia – disorder of mathb. Dyslexia – reading disorderc. Dysgraphia – disorder of written expression3. Know what skills might be difficult for children with Mathematics Disorder a. Broadest impact on daily livingb. Mental math, word problems, complex formulas, and logical thinking all are associated with difficulty4. Know the general DSM criteria for Intellectual Developmental Disorder (IDD)a. Intellectual and Adaptive Functioningi. Bayley/Stanford Binet (IQ) ii. Vineland (adaptive functioning)5. Know features associated with Autism Spectrum Disorder (ASD)a. Impairment in social interaction, behaviors and communicationi. Refusal to follow rulesii. Unaware of impact of behaviorsiii. Black and white thinkingiv. Obsessionsv. Odd speech (sing-song)6. Know the general diagnostic characteristics associated with ASDa. Vineland to measure adaptive functioningb. Similar to above7. Know about typical etiology and characteristics of children with Reading Disordera. Most common difficulty in decoding and thus comprehensionb. Dyslexia is a common diagnosis8. Know about prevention of LDsa. Genetic Screening (prevents giving birth to children with disabilities) – more so for IDDb. Pharmacological treatments (for maladaptive behaviors)c. Educational interventionsd. Behavior modification therapies (at home and school) – reward educatione. If you start to notice any kind of difficulty, add accommodations9. Know which sleep disorder is more likely associated with trauma a. Night terrors and awakenings10. Know the difference between Mild and Severe IDDa. Mild – generally more anxiety and depression (treatment of those two improve intellectual functioning)i. Can observe more typical development appearances (more likely to have psychological symptoms like depression/anxiety)ii. More related to nonorganic factors (family, environment, often SES related)iii. More common in malesb. Severe – lower threshold of intellectual capabilitiesi. Can observe more autistic symptoms and self injurious behaviorsii. More related to organic factorsiii. Not as much as a gender difference11. Know about prevalence, diagnosis, and treatment of LDsa. Prevalence – roughly 6%b. Diagnostic considerationsi. Definitions of LDs vary, as do assessments (school – learning disability, clinical – learning disorder)c. Often comorbid with communication problemsi. As well as with both internalizing and externalizing problems, and intellectual deficitsd. Usually diagnosed after 2nd grade, even though problems are typically noted considerably earlier12. Know about the difficulties in diagnosis of Childhood-Onset Schizophrenia (COS)a. Because it is childhood, many children have imaginary friendsb. Children with wild imaginations and great creativity have similar outward symptoms as children actually diagnosed with COSc. It is pervasive – affects many areas of functioningd. Also varies so much between people13. Know about magical thinking and ideas of reference.a. Magical thinking refers to delusional belief (I can see through walls, animals are talking to me)b. Ideas of reference refers to delusional belief where there is a reference to self that is different than reality (FBI uses tv to talk to me, God is talking through me)14. Know about the prognosis of LDsa. Learning disorders never go awayi. They can get better with treatment (early intervention and accommodations, as well as IQ)ii. Symptoms can be 15. Know the age correlates associated with COSa. Very rare prior to age 12 (<.05%)b. Prevalence increases in late adolescence16. Know the various etiological explanations for IDDs, at varying rangesa. Biological – physiologicali. Structural damage – communication between two hemispheresii. Improper developmentb. Psychological – environmentali. Education is not valued or rewardedii. Stress interferes (often in lower SES and impoverished areas)17. Know about different kinds of delusions and hallucinationsa. Hallucinationsi. Sensory properties (visual, auditory, olfactory, etc)b. Delusionsi. Irrational beliefs18. Be able to recognize general characteristics of IDD 19. Know about and be able to describe positive and negative symptoms in schizophrenia (ESSAY)a. Positive – things that would not normally be present in typical developmenti. Hallucinations (sensory experiences – auditory, visual, olfactory)ii. Delusions (irrational beliefs – grandiose, paranoid, delusion of reference)iii. Bizarre behaviors (word salad – speech)b. Negative – things that are not present but should bei. Mutismii. Catatonia – catatonic stuporiii. Abolition – not doing things20. Know about IQ presentation over time, for general population and people with IDDa. IQ becomes stable around age 5, and does go up an average of 10-15 points over timeb. The average general population has increased as time goes onc. The gap between general population and people with IDD increases over timed. IDD IQ still increases, but at lower rate (plateaus over time) 21. Know about research findings discussed in class on childhood onset schizophrenia – about etiology, correlates, comorbidities, etc, 22. Know about Pica – what it is, who commonly has it, etc. a. Ingestion of non-food substances such as paint, pebbles, dirt, etcb. Often associated with MR and IDD – more in infants and toddlers23. Know what is meant by reactivity, regulation, Surgency, and other attachment-related termsa. Reactivity – infant’s excitability and responsivenessb. Regulation – infant’s control of his or her reactivityc. Surgency – extraversion d. Negative affectivity – predispositions to experience fear, frustration or angere. Effortful control – regulation of stimulation and responsef. Infant emotionality – latency to respond to emotional stimuli and the average and peak intensities of emotional response24. Know how sleep problems are commonly diagnoseda. Sleep diaries are commonb. Observation of children by parents/sleep diaries done for children25. Know the prognosis for youth with attachment-related problemsa. Tend to have problems with own