Psych 142 Child Psychopathology Exam 2 Study Guide
Psych 142 Child Psychopathology Exam 2 Study Guide
Chapter 6: The whole chapter
1. History of the disorder- Leo Kanner and his emphasis on the preservation of sameness. How did Kanner describe the parents of the autistic children? (pp. 157-158)
2. What are the DSM-5 defining features of ASD? What are the two symptom domains? (pp. 158-160)
3. The social communication and interaction domain: What are the 3 symptom-types in this category? P. 159
4. The restrictive and repetitive domain: What are the 4 types of symptoms in this category? Pp. 159-160
5. Severity levels- based on how much support is required
6. The Spectrum concept pp. 160-161
7. Core Deficits: Social interaction deficits; p. 163; Atypical processing of the human face- focus on the mouth rather than the eyes or the overall shape of the face; deficits in joint attention (what does this mean?)
8. Social communication deficits: Note the difference between instrumental gestures and expressive gestures P. 165
9. Language impairment : pronouns, echolalia. Pragmatics (p. 166-167)
10. Restrictive and repetitive behaviors p. 167
11. Self-stimulatory behaviors: What are the different explanations? P. 168
12. What are splinter skills? Autistic Savant? P. 169
13. What is mentalization or theory of mind? P. 170
14. Age of onset, course and outcome
15. Genetic influences and brain abnormalities pp. 178-179
16. Child-Onset Schizophrenia: Be familiar with diagnostic criteria table 6.2 p. 188
17. Positive and negative symptoms- what are they? Pp. 189-190
18. Causes and treatment of COS
Chapter 8: pp. 229-237; 245-250: 250-257; table 8.3
1. What are the 2 core dimensions? . 232
2. Be familiar with the following terms and give examples:
• Inattention
• Attentional capacity
• Selective attention
• Distractibility
• Sustained attention (vigilance): the core deficit
• Alerting
3. Be familiar with the 3 presentations types (pp. 235-236)
4. Theories and causes: Lines of evidence for genetic influences pp. 251-252
5. Lines of evidence for neurobiological factors pp. 253-255
6. Treatment see table p. 258
Chapter 9: Conduct Disorders pp. 268-280; pp. 289-296
1. Descriptions of conduct disorders: definition p. 269
2. Context: vary in severity; some decrease in age and some increase; more common in boys in childhood p. 270-271
3. Perspectives: pp. 271-274
• Legal: Be familiar with concept of juvenile delinquency
• Psychological: Externalizing behaviors: Rule-breaking; Aggressive behavior – give examples of each
• Over-Covert and destructive- non- destructive dimensions : give examples (see table page 273) (dimensional approach)
• Psychiatric: Categorical approach: According to DSM-5: Disruptive, Impulse-control; Conduct Disorders: all involve self- control of emotions and behaviors
• Intermittent-explosive disorder: outburst in response to minor provocations
• Pyromania : fire-setting
• Kleptomania: impulsive stealing
• Note discussion of categories and dimensions- p. 274
4. Oppositional- Defiant Disorder (ODD) : Criteria for diagnosis
5. ODD symptoms 3 dimensions: angry/irritable mood; argumentative/defiant; vindictive; p. 275
6. Conduct Disorder: Diagnostic criteria p;. 277
7. Age of onset: Childhood-onset vs. adolescence-onset – be familiar p. 276
8. Connection between CD and Antisocial Personality Disorder in adulthood
9. Be familiar with the Callous and Unemotional Interpersonal Style p. 279
10. Developmental Course and Pathways: link to difficult temperament
11. Be very familiar with Life-Course Persistent and Adolescence-Limited patterns, pp. 290-291
12. Causes: pay attention to genetic factors: Hereditability (liability) for externalizing behaviors’ that may be expressed in different ways; genetic factors strong for Childhood onset., pp. 293-294
13. Be familiar with neurobiological factors; The Behavioral Activation System and Behavioral Inhibition system; Also note low cortical arousal and low autonomic reactivity (deficits in the stress reaction) may lead to fearlessness and pleasure-seeking temperament (pp. 295-296).
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