Question

Abnormal Psychology: Neurodevelopmental Disorders

Answer 1

Note: This is a reference for educational/studying purposes, not a question, please save all comments or questions for the end.

Answer 2

disabilities in brain functioning that typically appear at birth or early childhood that affect learning, memory, and behavior usu. throughout one's life

\({\bf{Attention~Deficit~/Hyperactivity~Disorder~(ADHD)}}\) is marked by difficulty in paying attention to tasks and impulsive/overactive activity
- usu. appears before child starts school
- about 1/2 have communication problems and/or difficulty with school
- about 5% of children affected, 70% of them being boys
- about 60% have symptoms that continue into adulthood
- important diagnostic tools: reports from parents/teachers, clinical interviews, psychological testing

\({\bf{Diagnosis}}\)
- 6 months of symptoms such as inattention, failure to listen to directions, disorganization, forgetfulness
- 6 months of symptoms such as hyperactivity/impulsivity, fidgeting, wandering, excessive motion, interrupting others
- must display some symptoms before age 12
- must show symptoms in multiple settings ex. home, school, extracurricular activities
- must show impaired functioning

\({\bf{Causes}}\)
- seems to be mostly genetic despite investigations into environmental causes like diet/pollutants/parental problems
- abnormal dopamine levels in the striatal region
- high levels of stress and family dysfunction
- negative interactions with peers

\({\bf{Treatments}}\)
- about 80% of children w/ ADHD are treated, most common treatment is drug therapy
- Ritalin (methylphenidate), stimulant used to treat about 3% of all schoolchildren, linked to higher focus, problem-solving, lower aggression
- behavioral therapy: rewarding good behaviors like attention and self-control

\({\bf{Multicultural Factors}}\)
- certain minority groups like African/Hispanic Americans are less likely to be assessed or treated for ADHD
- may be linked to lower socioeconomic status or social discrimination

Answer 3

\({\bf{Autism~Spectrum~Disorder}}\) is marked by unresponsiveness, communication problems, rigid/repetitive behaviors and interests
- symptoms typically appear before age of 3
- 80% of cases occur in boys
- 90% of those diagnosed are significantly affected in adulthood
- may have difficulty getting/keeping jobs and living independently
- echolalia: echoing words/phrases spoken by others
- pronomial reversal: confusing pronouns, ex. using "you" instead of "I"
- highly rigid/repetitive behaviors
- preservation of sameness and attachment to particular objects
- repetitive/unusual motor movements

\({\bf{Causes}}\)
- mostly disproved that environmental/social stress is a main factor
- possible theory: failure to develop theory of mind (awareness that others base their own behaviors on their own mental states), may have difficulty taking the perspective of others
- genetics
- prenatal difficulties/birth complications
- abnormality in the cerebellum
- increased brain volume and structural abnormalities in limbic system/brain stem/amygdala
\({\bf{NOT}}\)
\({\bf{CAUSED}}\)
\({\bf{BY}}\)
\({\bf{VACCINES}}\)
\({\bf{KTHNX}}\)

\({\bf{Treatments}}\)
- CBT: teaching speech skills, social skills, self-help using modeling and operant conditioning. most effective when started very early in age, often in programs outside the home
- communication training: may use augmentative communication systems like communication boards/computers to help with speech problems
- parent training: training parents to use behavioral techniques at home and to help children deal with emotions
- community programs like group homes/sheltered workshops

Answer 4

\({\bf{Intellectual~Disability}}\) is marked by decreased intellectual functioning, adaptive behavior and communication

- affects 3/100 people
- around 3/5 male and most at the mild level
- IQ is often used as diagnostic tool, but not sufficient to diagnose, must also take into account behavior/functioning

\({\bf{Assessment}}\)
- IQ below 70 is threshold for diagnosis
- criticisms: IQ is not always reflective of one's ability, sociocultural bias to IQ tests

Four categories:
mild (IQ 50-70), about 80-85%: can benefit from schooling/training, demonstrate typical language abilities/social skills but may need additional assistance under stress, may improve with age and go into semi-skilled labor
- may be linked to poor sociocultural environment in childhood, substance/drug abuse with parents, lack of positive interactions

moderate: (IQ 35-59), about 10%: show higher delays in learning but may manage to gain employment under supervision and training

severe: (IQ 20-34), about 3-4%: increased neurological dysfunction, increased risk of brain seizures, very limited speech/language abilities, can only work under structured/sheltered settings, often have to live in group homes/nursing homes

profound: (IQ <20): about 1-2%: very noticeable at birth/infancy, can learn basic skills but require very structured environment with close supervision

\({\bf{Causes}}\)
- chromosomal abnormalities ex. Down's or Fragile X
- metabolic disorders ex. PKU or Tay-sachs
- prenatal/birth complications ex. fetal alcohol syndrome, cretinism, severe congenital hypothyroidism
- childhood injuries/environmental toxins

\({\bf{Interventions/Treatments}}\)
- most children with intellectual disabilities live at home, but may need to be moved to residence in adulthood
- state schools: institutions to provide basic care, but often neglected/abused residents
- small institutions/community residences: dedicated to teaching self-sufficiency and provide educational/medical services
- normalization: principle that community residences should provide an environment that is similar to those not affected by intellectual disabilities
- sheltered workshops: supervised environment to gain work skills/opportunities
- social skills training, dating skills programs

- 30% of those with ID's have another psychological problem, often accompanied by low self-esteem, interpersonal problems, which can be treated with therapy/psychotropic medications

\({\bf{Education}}\)
- special education: children with ID's are grouped in a separate program
- mainstreaming: children with ID's are placed in regular classes
inconclusive which method is more effective
- teachers often use behavioral conditioning to improve behavior and learning

Answer 5

Anyway, that's all for this topic, I hope it was of use to you! If you have any questions I will address them to the best of my ability (you may have better luck contacting me on my main account, Vocaloid)

Source: Fundamentals of Abnormal Psychology, Eighth Edition, Ronald J. Comer