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Abnormal behavior in childhoodadolescence

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Boys are more likely to develop autism, hyperactivity, elimination, anxiety, depression. ... Prenatal factors, birth complication, premature birth, ... Enuresis ... – PowerPoint PPT presentation

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Title: Abnormal behavior in childhoodadolescence


1
Abnormal behavior in childhood/adolescence
  • Risk factors for disorders
  • Gender
  • Boys are more likely to develop autism,
    hyperactivity, elimination, anxiety, depression.
  • In adolescence, girls are more likely to develop
    anxiety and depression.
  • Biological risks
  • Prenatal factors, birth complication, premature
    birth, low birth weight, serious illness, genetic
  • Psychological
  • Stress, cognitive-expectancies, rejection,
    parental abuse

2
Pervasive Developmental Disorders
  • Previously diagnosed as childhood psychosis
    because of shared features (social/emotional
    impairment, oddities in communication, and
    stereotyped motor behaviors) with schizophrenia
    but research has shown the two disorders are
    distinct.
  • Autism is one of the severest of childhood
    disorders

3
Cont.
  • Means self
  • Bleuler first used term but Kanner (1943) applied
    to children who were unable to relate to others.
  • See Table 13.1

4
Theoretical Perspectives of autism
  • Causes remain unknown
  • Early view believed it was caused by pathological
    family relationships but there is no research to
    support this.
  • Cognitive-learning
  • sees autism as a perceptual deficit which allows
    processing one stimulus at a time.
  • Difficulty integrating information from various
    senses - presumed malfunction in organization of
    central nervous system that processes
    information. Some suspect neurological damage
    MRI scans show enlarged brain ventricle
    indicative of brain cell loss.
  • Genetics plays a role.

5
Treatment of autism
  • Psychodynamic
  • Focuses on providing unconditional support to
    foster attachments.
  • Behavioral
  • Learning principles can be used to teach more
    adaptive behaviors.
  • Most successful treatment programs focus on
    behavioral, educational, and language deficits

6
  • Autism does continue into adulthood but some
    autistic persons do achieve college degrees and
    live independently.

7
Mental Retardation
  • A broad delay in cognitive and social
    development.
  • Assessed by formal intelligence tests/
    observation of adaptive function.
  • 3 criteria
  • Approximately 70 or below in IQ
  • Impaired adaptive behavior.
  • Before 18 years of age.

8
Cont. Mental Retardation
  • 4 Classes (See Table 13.3)
  • Mild is 50 - 70
  • Moderate is 35 - 49
  • Severe is 20 - 34
  • Profound is below 20

9
Causes of MR
  • Chromosomal
  • Downs syndrome
  • An extra chromosome on the 21st gene.
  • Characteristics
  • Round face, slanted eyes, flat nose, protruding
    tongue, small arms/legs, MR, physical problems
  • Klinefelters - Only men
  • an extra X sex chromosome
  • No secondary sex traits underdeveloped testes,
    enlarged breasts, poor muscle development,
    infertility, MR

10
Cont. Causes
  • Turners
  • only females
  • Single X sex chromosome
  • Shorter than average, infertility, MR especially
    in math, science.

11
Cont. Causes
  • Genetic
  • Fragile X syndrome
  • Mutated gene on X sex chromosome
  • Many people carry but show no evidence
  • Phenylketonuria (PKU)
  • No metabolizing the amino acid phenylalanine
  • Tay-Sachs
  • Caused by a recessive gene. Results in gradual
    loss of muscle control, deafness, blindness, MR,
    paralysis, die before the age of 5.

12
Cont. Causes
  • Prenatal factors
  • Maternal infections
  • Rubella, syphilis
  • Drugs the mother ingests
  • Fetal alcohol syndrome
  • Birth complications
  • Oxygen deprivation, prematurity, brain infections
    such as encephalitis, meningitis, traumas
  • Cultural-familial (poverty)

13
Intervention
  • Mild MR may be managed at home with mainstreaming
  • May benefit from counseling to adjust to
    life/social skills/self-esteem
  • Profound may need institutional care to control
    destructive/aggressive behavior.

14
Learning Disorders
  • Inadequate development in reading, math, writing
    resulting in impairment in school/ daily
    activities.

15
Reading
  • Dyslexia
  • The most common learning disorder. Difficulty
    recognizing words/comprehending, omitting,
    distorting, substituting words.

16
Math and Writing
  • Math
  • Difficulty understanding terms/operations.
  • Written
  • Errors in spelling, grammar, composing sentences
    paragraphs

17
Theoretical Perspectives
  • Focus on cognitive-perceptual/ neurological
  • Evidence from autopsies show a brain abnormality
    the relay station for vision, hearing, touch is
    smaller than normals.
  • Genetic factors seem to be involved in the brain
    abnormality.

18
Interventions
  • Psychological
  • Emphasizes strengths/preferences. For example, a
    child who learns better verbally than visually
    will be taught verbally.
  • Behavioral
  • Academic learning built on hierarchy of skills
    reinforce each one.
  • Medical model
  • biological basis, ie., address visual defect with
    visual tracking exercises.
  • Neuropsychological
  • combines psychoeducational and medical

19
Cont. Interventions
  • Linguistic
  • Language deficiencies
  • Cognitive
  • Organize thoughts. They are taught to recognize
    the nature of the learning task, apply
    problem-solving strategies, monitor success.
  • Interventions showing the most promise are those
    that provide direct instruction in the academic
    skills the child is deficient. The behavioral
    model has also shown promising results.

20
Communication Disorder
  • Includes
  • Expressive
  • Impairment in the use of spoken language (slow
    vocabulary develop, errors in verb tense,
    difficulty recalling words, inappropriate
    length/complexity of sentence)
  • Receptive/expressive
  • Difficulty understanding/producing speech.
  • Articulation
  • Difficulty articulating sounds
  • Stuttering Disturbance in fluent speech.

21
Attention-deficit disorder
  • Attention-deficit /hyperactivity disorder
  • Some inattention in early childhood is normal.
  • This is the most common problem in MHC among
    children.
  • Characterized by an inability to sit still,
    bullying temper tantrums, stubborn, no response
    to punishment.
  • There is a difference in quality between normal
    overactivity/ADHD. Normal overactivity goal
    directed/exert voluntary control over behavior
    while the ADHD child is hyperactive without
    reason unable to conform behavior to demands.

22
Theoretical Perspectives of ADD
  • More likely to come from an unstable family.
  • Mother had difficulty with pregnancy.
  • Mother abused drugs/ETOH.

23
Treatment of ADD
  • Ritalin/amphetamines
  • Hyperactivity reflects inability of cerebral
    cortex to inhibit primitive parts of brain.
    Ritalin facilitates control over lower brain
    centers.
  • Stimulants do not foster academic achievement
  • Most effective treatment is a combination of
    cognitive-behavioral with medication
  • Some children outgrow, others have problems into
    adolescence/adulthood.

24
Conduct Disorder
  • ADHD unable to control behavior but conduct
    disorder purposefully engages in behavior that
    violates social norms/rights of others. They
    steal, destroy property, rape, kill, cheat, use
    drugs, no remorse.

25
Oppositional Defiant Disorder
  • Show negative/defiant behavior but not serious
    violation. Develops earlier than conduct may
    lead to conduct disorder.
  • Theoretical Perspective
  • Genetic
  • Processing information, ie., aggressive children
    tend to be biased in their interpretation and see
    people intending to harm them.
  • Treatment
  • Operant conditioning/cognitive-behavioral
    problem- solving therapy to reconceptualize
    situations

26
Anxiety Disorders
  • Social Phobias
  • Avoid other children/can impede school
    performance.
  • GAD/o
  • Generally apprehensive/fretful. Report physical
    symptoms
  • Separation anxiety disorder
  • Persistent, excessive, inappropriate for childs
    level of development. Affects boys/girls
    equally.
  • Theoretical Perspectives and Treatment
  • Parallels adults use anxiety control techniques
    gradual exposure and relaxation training.

27
Depression
  • Common among children/adolescence
  • Characteristics
  • sense of hopelessness, low self-esteem, low
    self-efficacy, expectancies regarding solving
    problems is low, less social activity, less
    emotional expression.
  • Adolescents with depression are at a greater risk
    of other psychological problems.

28
Cont. Depression
  • Correlates
  • Negative life events, attributional styles,
    depressed parents.
  • Treatment
  • Cognitive-behavioral to acquire more social
    skills.
  • Family therapy.

29
Suicide
  • Risk Factors
  • Gender girls are more likely to attempt/boys are
    more successful
  • Age late adolescence/early adulthood.
  • Geography less populated areas.
  • Race Native American
  • Depression
  • Previous suicidal behavior.
  • Strained family relationships
  • Stress
  • Drugs
  • Social contagion

30
Elimination Disorders
  • Enuresis
  • Failure to control urination after one has
    reached the normal age for attaining such
    control.
  • Encopresis
  • Lack of control over bowel movements that is not
    caused by an organic problem.
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