PSY 3430 Lecture Notes - Lecture 1: Impulsivity, Temporal Lobe, Social Skills
• Intellectual disability
◦Diagnostic criteria
• Significant limitations in intellectual functioning and
adaptive behavior
• Before 18
• Show a range of capabilities and interpersonal qualities
• Low IQ score
◦Prevalence
• 1-3% of population
• More in males than females
• More common in low SES & minority families
◦Course
• Follow developmental milestones in same order as normal
kids
• Frustration can lead to feelings of frustration/quitting
• Can be minimized over time with right treatment, typically
do not completely go away
• Depends on severity of Intellectual disability
▪Mild: live successfully in community as adults with
right support
▪Moderate: can perform supervised unskilled/semi
skilled tasks
▪Severe: live in group homes/need assistance
throughout life
▪Profound: require life long assistance and serious
training for everyday tasks
◦Comorbidities
• Greater chance of having other developmental, emotional or
behavioral disabilities
• Behavioral and emotional problems are part of spectrum of
intellectual disabilities
◦Associated outcomes
• Adaptive skills and level of impairment may improve over
time especially for those with mild ID
◦Causes
• Inheritance/genetics
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▪Chromosome abnormalities (downs, PKU)
• Neurobiological/environmental
▪Problems with pregnancy/ problems with birth/
premature
▪Illness or injury
▪Malnutrition
▪Lead exposure
▪Fetal alcohol syndrome
• Social/psychological
▪Abuse/neglect
▪Parenting style
◦Treatment
• Behavioral treatment- ABA design
• Cognitive behavioral therapy
• Family-oriented strategies
• Schizophrenia
◦Diagnostic criteria
• 2 or more of the following for a month:
▪Delusions
▪Hallucinations
▪Word salad
▪Disorganized/catatonic behavior
▪Negative symptoms- flat affect, delayed thinking,
speech, movement, indifferent to social contact
• Social/occupational dysfunction
◦Prevalence
• Less than 1 in 10,000, very rare in kids under 12
• Occurs 100x more often in adults, avg. onset= age 22
◦Course
• Persists into adolescence and adulthood
• Gradual onset, not sudden in children
◦Comorbidities
• Developmental precursors
▪Language/speech problems, cognitive impairments and
delays, motor development problems, social
impairment, unusual thought content, substance abuse
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• Anxiety, depression, ADHD, conduct disorder and suicidal
tendencies
◦Associated outcomes
• Profound negative impact on child's developmental social
and academic competence
• Poor long term prognosis
◦Causes
• Neurodevelopmental
▪Genetic, neurodevelopmental disease
▪Not expressed clinically until 15-20 years after birth
▪Impaired connections between brain regions such as
cerebral cortex, white matter, hippocampus,
cerebellum, limbic system
• Which leads to vulnerability in events during
puberty and stress
• Biological
▪Hereditability is 80% for kids
▪MZ:DZ ratio is 4:1
• Environmental
▪Exposure to traumatic, infectious, or toxic insults
▪High communication deviance and emotional
expressiveness in families with kids with schizo.
• Genetic/environmental
▪CNS dysfunction, improvement with meds
▪Shrinkage in brain (gray matter)
▪Likely a mix of genes and environment
▪Kids with parents with psychosis are 9x more likely to
develop schizo. If mom had depression during
pregnancy
◦Treatments
• Antipsychotic medications
▪Block dopamine transmission at D2 receptor
▪Side effects: weight gain, tremors, sedation, increase
prolactin, dysregulated glucose
• Family interventions- reduce emotional expressiveness
• Cognitive behavioral therapy/social skills training
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find more resources at oneclass.com
Document Summary
Signi cant limitations in intellectual functioning and adaptive behavior. Show a range of capabilities and interpersonal qualities. 1-3% of population: more in males than females, more common in low ses & minority families, course. Follow developmental milestones in same order as normal kids. Can be minimized over time with right treatment, typically do not completely go away: depends on severity of intellectual disability, mild: live successfully in community as adults with right support, moderate: can perform supervised unskilled/semi skilled tasks. Severe: live in group homes/need assistance throughout life. Profound: require life long assistance and serious training for everyday tasks: comorbidities, greater chance of having other developmental, emotional or behavioral disabilities. Behavioral and emotional problems are part of spectrum of intellectual disabilities: associated outcomes, adaptive skills and level of impairment may improve over time especially for those with mild id, causes.