The School Years: 711

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The School Years 7-11

• Ch 7 - 11
• Psyc311
• Jen Wright

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Importance of play

• Cognitive development
• Appearance reality shift (make believe)
• Theory of mind
• Imagination
• Social competence
• Empathy
• Role-playing
• Emotional regulation

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• Parallel play
• Parallel aware play
• Simple social play
• Complementary/reciprocal play
• Cooperative social pretend play
• Complex social pretend play
• metacommunication about play

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Gender

• Sex differences vs gender differences
• Two basic types of theories
• Gender differences are built-in
• Psychoanalytic unconscious urges/tensions
• Epigenetic biological/genetic underpinnings
• Gender differences are learned
• Behaviorism behavior is conditioned by
  reward/punishment
• Cognitive learned schemas (same as restaurant
  schema)
• Socio-cultural socialization, internalizing norms

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Parental socialization

• Socialization process by which children acquire
  values, standards, skills, knowledge, behaviors
• Parents as direct instructors
• Parents as indirect socializers
• Parents as providers/controllers of opportunity

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• Two most important parenting dimensions
• Responsiveness
• Sensitivity to needs of child
• Open expression of love and affection
• Demandingness
• Imposition of reasonable standards/expectations

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Influences on parenting

• Socioeconomic Factors
• Poverty
• Other economic stress
• Education
• Cultural Norms
• Child
• Attractiveness
• Childrens behavior/temperament
• Bidirectionality of parent-child interactions

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overweight/obesity

• Overweight
• weighing more than is considered healthy for a
  persons age/height.
• Obesity
• the condition in which a person has too much body
  fat.

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• overweight
• in an adult, having a BMI (body mass index) of 25
  to 29
• in a child, being above the 85th percentile
• obesity
• in an adult, having a BMI of 30 or more
• in a child, being above the 95th percentile
• based on the U.S. Centers for Disease Controls
  1980 standards for his or her age and sex

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obesity rates

• Among 2 to 5-year-olds they rose to 12.4 for the
  years 2003-2006
• compared with 5 in 1980
• Among 6 to 11-year olds they rose 8 between
  1988-1994 and another 8 between 1999-2004
• Among 12 to 19-year olds they rose 6 (from 11
  to 17) from 1988 to 2004

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Risks of being overweight/obesity

• Type 2 diabetes
• Metabolic syndrome
• High blood pressure
• Asthma and other respiratory problems
• Sleep disorders
• Liver disease
• Early puberty or menarche
• Eating disorders
• Skin infections
• Obesity adds additional risks of
• Heart disease
• Bone development problems

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Social/emotional risks

• Low self-esteem
• Bullying
• Behavior problems
• Learning problems
• Depression
• Anxiety
• Low social competence

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treatment

• Healthy eating
• Fruits/veggies
• Sit down meals
• Less eating out
• Dont use food as reward/punishment
• Healthy fluid consumption
• Physical activity
• Limit recreational screen time to fewer than two
  hours a day
• Emphasize activity, not exercise
• Find activities your child likes to do
• If you want an active child, be active yourself
• Vary the activities
• Medications
• Weight loss surgery

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IQ

• Strong genetic foundation for IQ
• Environmental link as well
• Flynn effect

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IQ

• Strong genetic foundation for IQ
• Environmental link as well
• Flynn effect
• Benefits of better nutrition, family structure,
  increased education

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IQ
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special needs children

• Children who fall outside the normal (100)
  range
• Retardation below 70 on IQ scale
• Gifted above 130 on the IQ scale
• Problem with IQ test used for identification
• Not always measure of aptitude
• Cultural bias of test fails to accurately assess
  aptitude
• Problem with special needs label
• Expectations about ability
• Self-fulfilling prophecy

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Dabrowskis overexcitabilities

• Gifted children can to have more than one of
  these overexcitabilites, although one is usually
  dominant.
• Intellectual Activities of the mind, thought and
  thinking about thinking.
• Psychomotor Surplus of energy.
• Sensual Heightened awareness of all five senses
  sight, smell, taste, touch, and hearing.
• Imaginational Free play of the imagination.
• Emotional Exceptional emotional sensitivity.

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Characteristics of ??
GROUP B Poorly sustained attention Diminished
persistence on tasks not having immediate
consequences Often shift from one uncompleted
activity to another Impulsivity, poor delay of
gratification Impaired adherence to commands to
regulate or inhibit behavior in social contexts
More active, restless than other children Often
talk excessively Often interrupt or intrude on
others (e.g., butt into games) Difficulty
adhering to rules and regulations Often lose
things necessary for tasks or activities at home
or school May appear inattentive to details
Highly sensitive to criticism Problem behaviors
exist in all settings, but in some are more
severe Variability in task performance and time
used to accomplish tasks.

• GROUP A
• Poor attention and daydreaming when bored
• Low tolerance for persistence on tasks that seem
  irrelevant
• Begin many projects, see few to completion
• Development of judgment lags behind intellectual
  growth
• Intensity may lead to power struggles with
  authorities
• High activity level may need less sleep
• Difficulty restraining desire to talk may be
  disruptive
• Question rules, customs, and traditions
• Lose work, forget homework, are disorganized
• May appear careless
• Highly sensitive to criticism
• Do not exhibit problem behaviors in all
  situations
• More consistent levels of performance at a fairly
  consistent pace

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Characteristics of ??
GROUP B children with ADHD Poorly sustained
attention Diminished persistence on tasks not
having immediate consequences Often shift from
one uncompleted activity to another Impulsivity,
poor delay of gratification Impaired adherence
to commands to regulate or inhibit behavior in
social contexts More active, restless than other
children Often talk excessively Often interrupt
or intrude on others (e.g., butt into games)
Difficulty adhering to rules and regulations
Often lose things necessary for tasks or
activities at home or school May appear
inattentive to details Highly sensitive to
criticism Problem behaviors exist in all
settings, but in some are more severe
Variability in task performance and time used to
accomplish tasks.

• GROUP A gifted children when bored
• Poor attention and daydreaming when bored
• Low tolerance for persistence on tasks that seem
  irrelevant
• Begin many projects, see few to completion
• Development of judgment lags behind intellectual
  growth
• Intensity may lead to power struggles with
  authorities
• High activity level may need less sleep
• Difficulty restraining desire to talk may be
  disruptive
• Question rules, customs, and traditions
• Lose work, forget homework, are disorganized
• May appear careless
• Highly sensitive to criticism
• Do not exhibit problem behaviors in all
  situations
• More consistent levels of performance at a fairly
  consistent pace

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• Problem of misdiagnosis between ADHD and gifted
  children.
• Problem of comorbidity of ADHD and giftedness.
• Children can be both gifted and have ADHD.

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• Eugenics video

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attention-deficit disorders

• ADHD - a condition in which a person not only has
  great difficulty concentrating but also is
  inattentive, impulsive, and overactive
• 3 subtypes
• hyperactive-impulsive type
• inattentive type
• combined type
• First description in 1845
• The story of Fidgety Philip
• First medical publication in 1902
• 3-5 of children
• classroom of 25-30 children, at least one will
  have ADHD

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Diagnosis

• Symptoms must
• appear early in life (before age of 7 years)
• continue for at least six months
• result in serious impairment of childs life
• performance at school
• friendships
• home life

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• ADHD is frequently comorbid with other disorders
• Exists alone in only 1/3 of children diagnosed.
• 2/3rds co-diagnosed for
• Oppositional defiant disorder (ODD) or Conduct
  disorder (CD)
• (25-35) Anti-social behaviors, aggression,
  deceitfulness
• Bipolar disorder
• (25) Increased mood swings, acting out behavior
• Obsessive compulsive disorder (OCD)
• Chronic anxiety, intrusive thoughts, obsessive
  behavior
• Tourettes syndrome
• Nervous physical ticks and mannerisms, blurting
  out words

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cause

• 25 inheritance rate (against 5 in general pop)
• Genes that influence dopamine receptors
• Abnormally small volume of white matter in brain
• Medication increases white matter volume!
• 20-25 environmental
• Prenatal exposure to nicotine/alcohol
• Exposure to lead
• Brain injury
• Artificial food coloring
• Poor nutrition
• Omega fatty acids supplements may improve symptoms

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treatment

• 70 improvement with stimulant medications
• NIMH study on treatment types
• Medication only
• Behavior therapy only
• Combination (both)
• Routine community care
• Combination and medication only best treatments
• Combination allowed for lower levels of medication

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pervasive developmental disorders

• Pervasive developmental disorders are
  characterized by severe and pervasive impairment
  in several areas of development
• social interaction skills
• language/communication skills
• the presence of stereotyped behavior, interests,
  and activities
• AKA Autism Spectrum Disorders
• 5 subtypes of PDDs
• Autistic disorder
• Aspergers syndrome
• Retts disorder (aka Rett syndrome)
• Childhood disintegrative disorder
• Pervasive developmental disorder NOS (not
  otherwise specified)

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Autism

• a developmental disorder marked by
• an inability to relate to other people normally
• extreme self-absorption, limited empathy
• an inability to acquire normal speech
• repetitive, stereotyped patterns of behaviors
• 4 times more common in boys than girls
• Disabilities range from moderate to severe
• Often co-morbid with mental retardation
• 1 in every 1000 people have Autism

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• Impaired reciprocal social interaction - Examples
  include the following
• Poor use of body language and nonverbal
  communication, such as eye contact, facial
  expressions, and gestures
• Lack of awareness of feelings of others and the
  expression of emotions, such as pleasure
  (laughing) or distress (crying), for reasons not
  apparent to others
• Remaining aloof, preferring to be alone
• Difficulty interacting with other people and
  failure to make peer friendships
• May not want to cuddle or be cuddled
• Lack of or abnormal social play
• Not responding to verbal cues (acting as if
  deaf)  

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• Impaired communication - Examples include the
  following
• Delay in, or the total lack of, the development
  of spoken language or speech
• If speech is developed, it is abnormal in content
  and quality.
• Difficulty expressing needs and wants, verbally
  and/or nonverbally
• Repeating words or phrases back when spoken to
  (known as echolalia)
• Inability to initiate or sustain conversation
• Absent or poorly developed imaginary play   

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• Restricted repertoire of interests, behaviors,
  and activities - Examples include the following
• Insisting on following routines and sameness,
  resisting change
• Ritualistic or compulsive behaviors
• Sustained odd play
• Repetitive body movements (hand flapping,
  rocking) and/or abnormal posture (toe walking)
• Preoccupation with parts of objects or a
  fascination with repetitive movement (spinning
  wheels, turning on and off lights)
• Narrow, restricted interests (dates/calendars,
  numbers, weather, movie credits)

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• Autism videos

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Causes?

• Cause of Autism unclear
• Genetic defects in brain growth/processing?
• Smaller corpus callosum
• Excess growth early in development
• Differences in processing
• Vaccinations?
• MMR vaccination
• Thimerosal
• Mercury-based perservative

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• Food allergies?
• 25 of autistic people have digestive problems
• Seizures?
• 25 of seizure disorders
• Emotional trauma?
• No evidence to suggest this
• Environmental toxins?

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Aspergers syndrome

• Identified by Hans Asperger 1944
• a developmental disorder characterized by
• extreme attention to details
• impairment in social cognition/interaction
• limited empathy, social/emotional reciprocity
• stereotyped patterns of behavior (e.g. rituals)
• Typically,
• no cognitive impairment (often above avg
  intelligence)
• no language impairment
• 41 male/female ratio
• 5 times more prevalent than Autism

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Difference between AD and Autism

• onset is usually later
• outcome is usually more positive
• social and communication deficits are less severe
  
• circumscribed interests are more prominent
• verbal IQ is usually higher than performance IQ
  (in autism, the case is usually the reverse)
• clumsiness is more frequently seen
• family history is more frequently positive
• neurological disorders are less common

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Retts disorder (Rett syndrome)

• Dr. Andreas Rett, 1966 (not officially recognized
  until 1983)
• Apparently normal development
• Prenatal development
• Psychomotor development for first 5 months
• Sudden shift to abnormal development
• Hyptonia loss of muscle tone
• Loss of acquired motor skills between 5 30 mo
• Replaced with stereotypic, repetitive hand
  movements
• Loss of social engagement
• Cognitive impairment
• Impaired expressive and receptive language
  development
• Diagnosed in females almost exclusively
• Caused by mutation in MECP2 gene on X chromosome
• 70-80 have this mutation
• Less than 1 inheritance rate

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• Stage I, called early onset, generally begins
  between 6 and 18 months of age.
• less eye contact and reduced interest in toys
• delays in gross motor skills such as sitting or
  crawling.
• Hand-wringing and decreasing head growth may
  occur, but not enough to draw attention.
• Stage II, rapid destructive stage, usually begins
  between ages 1 and 4 and may last for weeks or
  months.
• This stage may have either a rapid or a gradual
  onset as purposeful hand skills and spoken
  language are lost.
• Hand movements wringing, washing, clapping, or
  tapping, as well as repeatedly moving the hands
  to the mouth. Hands are sometimes clasped behind
  the back or held at the sides, with random
  touching, grasping, and releasing.
• The movements persist while the child is awake
  but disappear during sleep.
• Autistic-like symptoms such as loss of social
  interaction and communication.
• General irritability and sleep irregularities may
  be seen.
• Gait patterns are unsteady and initiating motor
  movements can be difficult.
• Slowing of head growth is usually noticed during
  this stage.

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• Stage III, plateau or pseudo-stationary stage,
  usually begins between ages 2 and 10 and can last
  for years.
• Apraxia, motor problems, and seizures are
  prominent during this stage.
• Improvement in behavior, with less irritability,
  crying, and autistic-like features.
• More interest in her surroundings, and her
  alertness, attention span, and communication
  skills may improve.
• Many girls remain in this stage for most of their
  lives.
• The last stage, stage IV late motor
  deterioration stage can last for years or
  decades and is characterized by reduced mobility.
  
• Muscle weakness, rigidity (stiffness),
  spasticity, dystonia (increased muscle tone with
  abnormal posturing of extremity or trunk), and
  scoliosis (curvature of the spine) are other
  prominent features.
• Girls who were previously able to walk may stop
  walking.
• Generally, there is no decline in cognition,
  communication, or hand skills in stage IV.
• Repetitive hand movements may decrease, and eye
  gaze usually improves.

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Childhood disintegrative disorder

• Aka Hellers syndrome
• Extremely rare disorder
• 2-3 years of normal development
• Significant loss of previously acquired skills in
  at least two areas
• Expressive/receptive language
• Social skills/adaptive behavior
• Bowel and bladder control
• Play
• Motor skills
• Not clear what the causes are
• Genetic
• Sclerosis noncancerous tumors/viral infections

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treatment

• No known cure for PDDs.
• Some children benefit from
• Specialized classroom
• Medications for specific behavior problems
• Behavioral therapy

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specific developmental disorders

• Dyslexia
• difficulty with reading
• Dysgraphia
• Difficulty writing, spelling
• Dyscalculia
• Difficulty in remembering, manipulating numbers
• Dyspraxia
• Difficulty with coordination, purposeful movement

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• Dyslexia video