Child Psychopathology Learning Disorders and Peers Attention Disorders Diagnostic Criteria for ADHD...
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Transcript of Child Psychopathology Learning Disorders and Peers Attention Disorders Diagnostic Criteria for ADHD...
![Page 1: Child Psychopathology Learning Disorders and Peers Attention Disorders Diagnostic Criteria for ADHD Assessment and theories Reading: Chapter 5.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef15503460f94c02091/html5/thumbnails/1.jpg)
Child Psychopathology
Learning Disorders and Peers
Attention Disorders
Diagnostic Criteria for ADHD
Assessment and theories
Reading: Chapter 5
![Page 2: Child Psychopathology Learning Disorders and Peers Attention Disorders Diagnostic Criteria for ADHD Assessment and theories Reading: Chapter 5.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef15503460f94c02091/html5/thumbnails/2.jpg)
Learning Disorders and Peer Relations
Danielle Gervais
![Page 3: Child Psychopathology Learning Disorders and Peers Attention Disorders Diagnostic Criteria for ADHD Assessment and theories Reading: Chapter 5.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef15503460f94c02091/html5/thumbnails/3.jpg)
How do learning disorders effect peer relations?
• The term “children with learning disorders” refers broadly to children who are not performing at age expected academic level.
• It is estimated that 75% of children with learning disorders have some kind of social deficit.
• Children often experience rejection and are victimized by peers. This can lead to loneliness and possibly depression. Peer relations are vital to a child’s development
![Page 4: Child Psychopathology Learning Disorders and Peers Attention Disorders Diagnostic Criteria for ADHD Assessment and theories Reading: Chapter 5.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef15503460f94c02091/html5/thumbnails/4.jpg)
Social Deficits
• Reduced social and communicative competence
• Fewer initiated social interactions
• Less cooperative
• Less tactful in social situations
• Less developed concept of conflict
![Page 5: Child Psychopathology Learning Disorders and Peers Attention Disorders Diagnostic Criteria for ADHD Assessment and theories Reading: Chapter 5.](https://reader030.fdocuments.in/reader030/viewer/2022032414/56649ef15503460f94c02091/html5/thumbnails/5.jpg)
Social Deficits
• Adjustment difficulties
• Immaturities
• Difficulty distinguishing subtle cues
• Difficulty processing facial expressions and other social information
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• If children with learning disorders are rejected by peers then they do not get the opportunity to practice social interactions.
• Friendships give these children a medium to learn skills and develop
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Bullying and Rejection
• bullying can be direct (name calling) or indirect (gossiping)
• bullying may increase the child’s experience of emotional and social problems
• isolation only limits their opportunities to learn and practice skills
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Bullying and Rejection
• Approximately 30% of children with learning disorders are rejected by peers in comparison to 8-16% of normal achieving children
• Learning disorders are often associated as a deficit of the individual and they are seen as abnormal which will reduce social acceptance.
• Children are often left vulnerable due to their complete lack of social networks and are also at risk for being victims of bullying and violence
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Types of Peer Relationships
• More negative nominations than normal achieving peers
• Peer relationships are less stable
• More relationships with younger peers
• More friends who also have learning disorders
• Boys with learning disorders are more likely to have friends outside of school
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Implications
• Children are at a much greater risk for experiencing loneliness and possibly depression and anxiety
• Children with learning disorders have a lower sense of coherence and a lower self esteem than their peers
• At least one friend is an important provider of social support and learning and reduces loneliness
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Attention Deficit Disorders
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C ore S ym p tom s o f a tten tion a l p rob lem s
A g e A p p rop ria teIn a tten tion
H yp erac tivity Im p u ls ivity
S ym p tom sA tten tion d e fic its
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Additional criteria for ADHD
• Excessive, longterm, pervasive behaviors
• Significant problems in multiple settings
• Rule out other accounts of behavior
• Onset before age 7 and go on for 6 months
• Age inappropriate and persistant
• DSM-IV describes predominantly inattentive (ADHD-PI), hyperactive/ impulsive (ADHD-HI), and combined types
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Associated Characteristics
• Deficits in metacognition and executive function
• Difficulty applying intelligence and social skills to everyday situations
• Comorbid (~50%) learning disabilities
• Health problems (allergies, ears, sleep)
• Accident prone, clumsy, risky behaviors
• Interpersonal problems with family, teachers. peers
• Can lead to ODD, CD, anxiety, depression, Tourettes
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Assessment of attentional problems
• Behavioral ratings– Multiple reporters and contexts (e.g., parents, teachers)– Hyperactivity, inattention, impulsivity
• Behavioral observations– In vivo (home, school) and in offic; What is “off task”; How do we
compare to others?– Recording devices (e.g., “wiggleometer”)
• Specific tasks– Matching familiar figures– Continuous Performance Task (CPT)
• Medical, family, school histories
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The CPT: Measures of sustained attention and vigilence
AACZAAAZAAAABZAAAZABZAAAZ
O O O
C C C
A sequence of letters flash on a computer screen. Press the key when a “Z” follows an A, and at no other time. Scores: Omissions (O), Commissions (C)
Correct response: X X X
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Prevalence
• 3-5% of school children
• more common in boys than girls
• more common in low SES groups
• found in all cultures
• 25 to 50% “grow out” of the problems or learn to cope with the symptoms
• school environment crucial: what are the attentional demands? How much structure?
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What does not cause ADHD
Old misconceptions about the causes of ADHD include - artificial flavoring and food additives- sugar and caffeine- “bad parenting”- food allergies- fluorescent lighting- misalignment of the spine
These theories were easily accepted by society,although there was little scientific evidence to back them up.
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ADHD may be related to underarousal
The brain with ADHD has much less activity (red/orange/white) than the brain without ADHD. It shows that people with ADHD do not have enough activity in their brain to focus on what they are doing or control their thoughts
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Theories of ADHD
• Deficits in arousal; underarousal, therefore hyperactivity for self stimulation
• Motivation deficits; low sensitivity to rewards and punishments
• Deficits in self regulation, metacognition; thus poor maintenance of effort
• Deficits in behavioral inhibition
• Deficits in temporal processing and awareness; “do this for 10 minutes”
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Medication as a Treatment
Erica Stowbridge