Developmental Psychopathology Midterm - Chapter 1-4 verified A+ study guide

Developmental Psychopathology Midterm - Chapter 1-4
V V V V V




CompareVidiographicVvs.Vnomothe cVformula onVinVclinicalVassessmentsV-
VIV=VdetailedVunderstandingVofVtheVindividualVchildVorVfamilyVasVaVuniqueVen ty



NV=VemphasizesVbroadVgeneralVinferencesVthatVapplyVtoVlargeVgroupsVofVindividuals



WhatVareVsomeVgeneralVgenderVdifferencesVinVtheVonsetVofVdisorders?V-VBoysV3-
4xVmoreVforVearlyVonsetV(ASD/ADHD)

GirlsVmoreVlikelyVforVthoseVthatVpeakVinVadolescenceV(ED,VMDD)

GirlsVmayVbeVreferredVlessVasVsufferingVisVmoreVlikelyVinternal

GirlsVshowVrela onalVaggressionVmoreVandVexperienceVselfVimageVissues.

ChildrenVwhoVengageVinVformsVofVsocialVaggressionVnotVtypicalVofVtheirVsexVareVsignificantlyVmoreVmaladju
stedVthanVgender-norma veVchildren



DSM-5VincludesVaVframeworkVforVdevelopingVaV____Vformula onVofVdisorderVbasedVonV____Viden tyV-
VCultural




WhatVpopula onVmayVbeVatVgreaterVriskVofVbeingVmisdiagnosedVorVunderdiagnosed?V-VEthnicVminori es



WhatVareVculturalVsyndromes?V-VoVaVpa ernVofVco-
occurring,Vrela velyVinvariantVsymptomsVassociatedVwithVaVpar cularVculturalVgroup,VcommunityVorVcont
ext

Vie.VmalVdeVojoV(evilVeye)VinVMediterraneanVandVLa noVcommuni es,VcausesVfi ulVsleep,VcryingVwithVnoVre
ason,Vdiarrhea,Vvomi ng,VandVfeverVinVchildren.



WhatVisVtaxonomicVvs.Vproblem-solvingVanalysis?V-
VTV=VfocusesVonVtheVformalVassignmentVofVcasesVtoVspecificVcategoriesVdrawnVfromVaVsystemVofVclassifica

onVsuchVasVtheVDSM-5VorVfromVempiricallyVderivedVtraitsVorVdimensions

PSV=Vbroader,VsimilarVtoVclinicalVassessment,VprocessVofVgatheringVinfoVthatVisVusedVtoVunderstandVtheVnat
ureVofVanVindividual'sVproblem,VitsVpossibleVcauses,VtreatmentVop ons,VandVoutcomes

,TreatmentsVo enVfocusVonV_______VratherVthanVsimplyVremovingVsymptomsV-
VEnhancingVchild'sVdevelopment




InVmul methodVassessments,VmethodsVneedVtoVbe:V(severalVfactors)VinVorderVtoVbeVeffec veV-
VAppropriate,Vreliable,Vvalid,Vcost-effec veVandVusefulVforVtreatment




ClinicalVinterviewsVuseVwhatVtypeVofVstyleVofVassessment?VInterviewsVlearnV(more/less)VfasterVthanVobserv
a onV-VFlexible,Vconversa onal;VmoreVfaster



WhatVareVtheV3VmainVpurposesVofVtreatment?V-
V1.VDescrip onVandVdiagnosisVthatVdetermineVnatureVandVpossibleVcausesVofVchild'sVproblemV



2.VPrognosisVthatVpredictsVfutureVbehaviourV

3.VTreatmentVplanningVandVevalua on



ParentVinforma onVisVusuallyVobtainedVusingVwhichVmethods?V-VQues onnaireVorVinterview



MostVinterviewsVareV(structured/unstructured).VWhatVareVsomeVkeyVissues?V-
VUnstructured;VLowVreliability VandVselec ve/biasedVinforma on




WhatVtypeVofVques onsVareVaskedVinVaVsemi-
structuredVinterview?VDoVtheyVneedVtoVbeVaskedVbyVaVtherapist?VWhatVisVaVkeyVissueVwithVthisVmethod?V-
VSpecificVques onsVdesignedVtoVelicitVinforma onVinVaVrela velyVconsistentVmannerVregardlessVofVwhoVisVc

onduc ngVtheVinterview;VNoVcanVbeVadministeredVbyVaVcomputer;VlossVofVspontaneity



WhatVisVtheVobjec veVofVbehaviouralVassessment?V-
VoVAVstrategyVforVevalua ngVtheVchild'sVthoughts,Vfeelings,VandVbehaviorsVinVspecificVse ngs,VandVthenVusi
ngVthisVinforma onVtoVformulateVhypothesesVaboutVtheVnatureVofVtheVproblemVandVwhatVcanVbeVdoneVab
outVit

-directVobserva onVratherVthanVinference



WhatVareVtargetVbehaviours?V-
VTheVprimaryVproblemsVofVconcern,VwithVtheVgoalVofVthenVdeterminingVwhatVspecificVfactorsVmayVbeVinflu

encingVtheseVbehaviors

, WhatVareVtheVABCsVofVassessment?V-VAV=VAntecedents,VtheVeventsVthatVimmediatelyVprecedeVaVbehavior

V BV=VBehavior(s)VofVInterest

V CV=VConsequences,VtheVeventsVthatVfollowVaVbehavior



WhatVisVbehaviourVanalysisVorVtheVfunc onalVanalysisVofVbehaviour?V-
VMoreVgeneralVapproachVtoVorganizingVandVusingVassessmentVinfoVinVtermsVofVtheVABCs



VGoalVisVtoViden fyVasVmanyVfactorsVasVpossibleVthatVcouldVbeVcontribu ngVtoVtheVaVchild'sVproblemVbehav
iors,VthoughtVandVfeelingsVandVtoVdevelopVhypothesesVforVtheVfactorsVthatVareVmostVimportantVand/orVthe
VmostVeasilyVchanged




DescribeVsomeVofVtheVmajorVchecklistsVandVra ngVscalesVusedVtoVassessVchildVdisordersV-
VoVGlobalVbehaviorVchecklistsVareVusedVtoVaskVparents,Vteachers,VandVsome mesVtheVyouthsVthemselvesVt

oVrateVtheVpresenceVorVabsenceVofVaVwideVvarietyVofVchildVbehaviorsVorVtoVrateVtheVfrequencyVandVintensit
yVofVtheseVbehaviors

oVStrengthsV-
VdegreeVofVstandardiza onVandVabilityVtoVcompareVchild'sVscoresVtoVknownVreferenceVgroupsVofVsameVage,

VsameVgender,VeconomicalVtoVadministerVandVscore,VandVprovideVrichVinfo



oVChildVBehaviorVChecklistV(CBCL)V-VaVleadingVchecklistVdesignedVbyVThomasVAchenbackVforVchildrenV6-
18.VReliableVandVvalid.VHasVbeenVusedVtoVassessVchildrenVinV80VorVmoreVculturalVgroupsVandVhasVprovenVro
bust.

oVBrieferVversionsVcanValsoVbeVgiven,VsomeVtoVassessVprogressVasVtreatmentVcon nues

oVThereVareValsoVra ngVscalesVthatVareVmoreVspecificVandVfocusVonVsingleVdisorders

oVUsuallyVparentsVandVteachersVdoVthese,VbutVchild-friendlyVself-reportVchecklistsVareVanVop on

oVRa ngVscalesVprovideVaVmoreVspecificVlookVatVproblemsVthanVglobalVchecklists



EspeciallyVwithV______V(who?),Vparents/observersVrecordVbaselineVpriorVtoVinterven onV-
VVeryVyoungVchildren




________VteachesVparentsVbe erVmonitoringVskillsV-VParentalVmonitoring



____VinVclinicVse ngsVcanVseeVhowVaVchildVwouldVreactVinVaVgivenVsitua onV-VRole-playVsimula on