Chapter 14: Disorders Of Childhood and Adolescence

Study online at https://quizlet.com/_eqfzv

1. Childhood Anxi- - separation anxiety disorder

ety Disorders - school phobia
- overanxious disorder= GAD

2. Separation Anxi- - Excessive, enduring fear in some children that harm will
ety Disorder come to them or their parents while they are apart
- Begins as early as preschool and is displayed by 4% of
all children

3. School Phobia - Unrealistic fear of going to school; may be a form of

separation anxiety disorder or social phobia.

4. Treatments for - Cognitive-Behavioral Therapy has fared the best across

Childhood Anxi- a number of studies
ety Disorders - Psychodynamic, cognitive, behavioral, family, group ther-
apies
-Psychoeducation, parent training, school interventions
-Drug therapy
-Play therapy

5. Play Therapy - treatment in which a child, through use of toys in a

playroom setting, expresses conflicts and feelings unable
to be communicated in a direct manner

6. Hypnotherapy - A method of therapy in which hypnosis is used for vari-

ous purposes, such as helping a person recall repressed
memories.

7. Childhood Mood - Major Depressive Disorders

Disorders - Bipolar Disorder

8. Childhood Major - Very young children lack some of the cognitive skills that
Depressive Dis- help produce clinical depression, so low rate among very
orders young
- Characterized by headaches, stomach pain, irritability,
and disinterest in toys and games
- More common in adolescents
- Girls 2x as likely

9.
1/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv
Childhood Bipo- - 7 percent of child patients meet criteria for childhood
lar Disorder bipolar disorder.
- Bipolar shows itself as early as 5 years old.
- Involve irritability, distractability and hyperactivity.
- Best indicator of bipolar would be the indication of MA-
NIA.
- Severe irritable mood in bipolar. low irritability in ADHA.
- Response to medication.

10. Oppositional De- - recurrent pattern of negativistic, defiant and hostile be-
fiant Disorder haviors toward authority figures. Loses temper, argues
with adults, actively defies or challenges the rules or
requests of adults, deliberately annoys people, blames
others for their mistakes

11. Conduct Disor- - Repetitive and persistent pattern of behavior in which

der the basic rights of others, or societal norms or rules, are
violated: aggression toward people or animals, destruction
of property, deceitfulness or theft and serious violations of
rules.
- Linked to genetic and biological factors, drug abuse,
poverty, traumatic events, exposure to violence, but mostly
linked to troubled parent-child relationships, inadequate
parenting, family conflict, marital conflict, and family hos-
tility.
- Overt-Destructive Pattern
- Overt-Nondestructive Pattern
- Covert-Destructive Pattern
- Covert-Nondestructive Pattern

12. Overt-Destruc- - individuals display openly aggressive and confrontational

tive Pattern behaviors

13. Overt-Nonde- - dominated by openly offensive but non-confrontational

structive Pattern behaviors such as lying

14. Covert-Destruc- - characterized by secretive destructive behaviors such as

tive Pattern breaking and entering and setting fires

15.
2/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv
Covert-Nonde- - individuals secretly commit nonaggressive behaviors,
structive Pattern such as being truant from school

16. Juvenile Delin- - a child or teenager who commits a serious crime or

quent repeatedly breaks the law

17. Treatment for - Medication is only indicated if the child or adolescent has
Conduct Disor- other Axis I disorders.
der - Treatment is difficult and long term. Treatment must in-
volve behavior therapy and psychotherapy.
- Parents need training on how to help their child manage
this disorder as well.

18. Sociocultural - Parent-Child Interaction Therapy

Treatments - Parent Management Training
- Treatment Foster Care
- Juvenile Treatment Centers

19. Child-Focused - particularly cognitive-behavioral interventions

Treatments - problem solving skills training, including modeling, prac-
tice, role-playing & systematic rewards to help child con-
structive thinking and + behavior.
- anger management therapy
- occasionally drug therapy used

20. Prevention Pro- - Reduce likelihood of problems by strengthening protec-

grams tive factors and reducing risk factors in individuals, fami-
lies, schools, organizations, and communities.

21. Attention-Deficit - an inability to pay attention, often with hyperactivity and

Hyperactivity poor impulse control
Disorder - ADHD is often diagnosed in children younger than 7. It
interferes with home life, schoolwork, or other functions
- ~5% of school children display ADHD, 90% of them are
boys
- 35%-60% continue to have ADHD into adulthood

22. Causes of ADHD - abnormal activity of dopamine, abnormalities in the

frontal-striatal regions of the brain, high levels of stress
and family disfunctioning, and interpersonal problems
3/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv

23. Treatment for - Ritalin, behavioral therapy, combination of the two

ADHD

24. Multicultural Fac- -African American, Hispanic American children with atten-
tors and ADHD tion/hyperactivity problems less likely to be assessed for
ADHD. Less likely to be treated with stimulant drugs. Less
likely to receive the long-acting stimulant drugs.
-Tied to economic factors, racial differences in diagno-
sis/treatment/social bias/racial stereotyping

25. Elimination Dis- - disorders in which a child shows frequent, uncontrolled

orders urination or defecation far beyond the age at which chil-
dren usually develop control over these functions
- Enuresis and Encopresis
- Ex. Nocturnal enuresis, bed wetting, usually treated with
behavior modification

26. Enuresis - involuntary discharge of urine after the age by which

bladder control should have been established. In children,
voluntary control of urination is usually present by age 5.
Also called bed-wetting at night.

27. Bell and Battery - in this example of classical conditioning, a bell and a
Technique battery are wired to a pad, which is sensitive to even a
single drop of urine waking the child up with the ringing of
the bell when he or she starts to wet the bed

28. Dry Bed Training - children receive training in cleanliness and retention con-
trol, are awakened periodically during the night, practice
going to the bathroom, and are appropriately rewarded

29. Encopresis - a childhood disorder characterized by repeated defecat-

ing in inappropriate places, such as one's clothing
- Requires behavioral and medical approaches to treat-
ment, family therapy, biofeedback training, high fiber diets

30. Pervasive Devel- - group of childhood disorders characterized by delays

opmental Disor- in socialization and communication skills; autism and As-
ders perger syndrome are examples
4/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv

31. Mental Retarda- - a condition of limited mental ability, indicated by an

tion intelligence score of 70 or below and difficulty in adapting
to the demands of life; varies from mild to profound

32. Autistic Disorder - a childhood disorder characterized by a failure to devel-

op normal patterns of communication, social interactions,
and emotional responses
- Lack of responsiveness: extreme aloofness, lack of in-
terest in other ppl, low empathy, and inability to share
attention with others
- Language and Communication Problems: fail to speak or
develop language skills
- Echolalia: automatic and immediate repetition of what
others say (delayed echolalia: repeating something days
after hearing it)
- pronominal reversal: confusion of pronouns
- Limited imaginative play/very repetitive and rigid be-
havior/perseveration of sameness/ unusual motor move-
ments/ self-stimulatory behaviors/ self-injurious behav-
iors/ overstimulation/ understimualtion

33. Asperger's Dis- - A milder form of autism. Characterized by all-absorbing

order interests, repetitive behaviors, and problems with social
relationships. Children are of normal intelligence and lack
verbal or cognitive deficits. No language impairment.

34. Rule Boys - Asperger's Disorder patients who need to have a set of
rules to live by and are extremely stubborn and anxious
about these rules

35. Logic Boys - Asperger's Disorder patients who are interested in the
REASONS behind the rules. The question everything as
well as others' reasoning. They are often overanalytical

36. Emotion Boys - Asperger's Disorder patients who are run by their feel-
ings. They have more tantrums than the other types. They
are hard to be swayed by rules or reason, and they act out

37.
5/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv
Causes of Per- -cognitive limitations and brain abnormalities are the pri-
vasive Develop- mary causes of the disorder
mental Disorders -sociocultural causes= high degree of social and environ-
mental stress, family dysfunction
-psychological causes= have a central perceptual or cog-
nitive disturbance. early bio problems prevented proper
cog development (mirror neurons)
-biological causes= genetic factor, prenatal difficulties,
birth complications, abnormalities in cerebellum
- Failure to develop theory of mind

38. Theory of Mind - an awareness that other people's behavior may be in-
fluenced by beliefs, desires, and emotions that differ from
one's own

39. Cerebellum - part of the lower brain located behind the pons that
controls and coordinates involuntary, rapid, fine motor
movement
- Perhaps helps control a person's ability to shift attention
rapidly

40. Treatment of Per- -current treatments are limited in their effectiveness

vasive Develop- -psychosocial "behavioral" treatments focus on:
mental Disorders --skill building
--reduction of problem behaviors
--socialization deficits
-early intervention is important
-integrated treatments: The preferred model
--focus on children, their families, schools, and home
--build in appropriate community and social support
LEAP: Learning Experiences... an Alternative Program
- Behavioral Therapy, Communication Training, Parent
Training, Community Integration

41. Augmentative - a method for enhancing the communication skills of indi-

Communication viduals with autism, mental retardation, or cerebral palsy
Systems by teaching them to point to pictures, symbols, letters, or
words on a communication board or computer

42. IQ test
6/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv
- A test designed to measure intellectual aptitude, or
ability to learn in school. Originally, intelligence was de-
fined as mental age divided by chronological age, times
100—hence the term intelligence quotient, or IQ.

43. Features of Men- - Mild (IQ 50-70) or Intermittent

tal Retardation - Moderate (IQ 35-49) or Limited
- Severe (IQ 20-34) or Extensive
- Profound (IQ below 20) or Pervasive

44. Mild Retardation - Mentally retarded individuals with an IQ range of 50-69.

The largest percentage of retarded people is in this group.
Adults have the mental ability of about 8-12 year olds. They
can learn basic skills in school are sometimes classified
as educable.

45. Moderate Retar- -IQ range of 35 to 49

dation -Focus is usually placed on the individual acquiring inde-
pendence in routine daily skills and skills necessary to
work in a sheltered workshop
-Limited support and assistance may be required in spe-
cific occupational performance areas on a daily basis
-Supervised living is required

46. Severe Retarda- -IQ range of 20 to 34

tion -Focus is usually placed on the individual acquiring com-
munication skills and some basic health habits
-Assistance is required for performance of most tasks in
all occupational performance areas on a daily basis
-Supervised living is required
-Significant impairments in motor functioning and physical
development are typical

47. Profound Retar- -IQ of 20 or below

dation -Assistance and ongoing supervision are required for ba-
sic survival skills
-Significant impairments in motor functioning and physical
development are typical
-Supervised living is required

7/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv
48. Causes of Retar- -Primary = Biological
dation -fetal attack
-trauma or physical attacks
-metabolic or nutritional disorders
-postnatal gross brain disease
-prenatal diseases or conditions of unknown origin
-chromosomal abnormality
-other perinatal/gestational conditions
-presence of psychiatric disorders
-environmental influences

49. Down Syndrome - A human genetic disease resulting from having an extra
chromosome 21, characterized by mental retardation and
heart and respiratory defects.
- 1 out of 1000 live births

50. Amniocentesis - (pregnancy) extraction by centesis of amniotic fluid from

a pregnant woman (after the 15th week of pregnancy) to
aid in the diagnosis of fetal abnormalities

51. Fragile X syn- - a disorder produced by injury to a gene on the x chromo-

drome some, producing mild to moderate mental retardation

52. Metabolic Caus- - chemical breakdown disturbed, PKU and Tay-Sachs

es of Retardation

53. Prenatal Causes - Cretinism: hypothyroidism in infants; characterized by

of Retardation short stature and mental retardation
- Fetal Alcohol Syndrome
- Rubella: German Measles
- Syphilis
- Anoxia: Lack of oxygen during delivery

54. Childhood Prob- - Lead Poisoning

lems which - Serious head injury
Cause Retarda- - Overexposure to x-rays
tion - Meningitis
- Encephalitis

55. State schools

8/9
 Chapter 14: Disorders Of Childhood and Adolescence
Study online at https://quizlet.com/_eqfzv
A state supported institution form people with mental re-
tardation. Often overcrowded these institutions provided
basic care, but children may be neglected or abused.

56. Normalization the belief that people with disabilities should be physically
and socially integrated into the mainstream of society
regardless of the degree or type of disability

57. Special Educa- Programs that address the needs of students with mental,
tion emotional, or physical disabilities.

58. Mainstreaming Practice of placing children with special needs in regular

classroom settings, with the support of professionals who
provide special education services

59. Inclusion an approach to educating children with special needs in

which they are included in regular classrooms, with "ap-
propriate aids and services", as required by law

60. Token Economy systems for improving the behavior of institutionalized

Programs clients in which desirable behaviors are rewarded with to-
kens that can be exchanged for desired items or activities

61. Sheltered Work- A protected and supervised workplace that offers job op-
shops portunities and training at a pace and level tailored to
people with various psychological disabilities. Many with
moderate or mild retardation move on to hold regular jobs.

9/9