48 Questions
There is a single mode of inheritance for reading disorders.
False
Protein-coding mutations in the FOXP2 transcription factor gene are associated with sequencing sounds.
True
Small-effect size mutations in the CNTNAP1, ATP2C2, and CMIP genes are associated with reading fluency problems.
False
The majority of children with reading disorders show significant structural brain abnormalities.
False
Right prefrontal brain mechanisms are involved in reading improvement.
True
Children with cerebral palsy and epilepsy have increased rates of general learning disability.
False
There is strong evidence to support the effectiveness of phonological interventions for reading disorders.
True
Parental education level and the range of vocabulary used at home do not affect the development of a child's reading skills.
False
Assessment of preschool children's problems is largely obtained from teachers.
False
Specially adapted cognitive approaches can be helpful for emotional and anxiety disorders in preschool children.
True
DSM-5 and ICD-10 both contain categories for specific developmental disorders.
True
Specific reading disorder, specific spelling disorder, and specific arithmetic disorder are subdivisions of motor skill disorder in DSM-5.
False
It is debatable whether specific developmental disorders should be classified as mental disorders.
True
In ICD-10, specific developmental disorders encompass only motor functions.
False
Children with dyslexia typically have a serious delay in learning to read from the early years of schooling.
True
Errors in reading and spelling for dyslexic children include substitutions or reversals of words or letters.
True
Children with dyslexia usually excel in spelling despite challenges with reading.
False
Arranging for a child to spend part of the day in a high quality playgroup or nursery school can be beneficial.
True
Richman et al. (1982) found that 17% of the children in their study experienced bedwetting at least three times a week.
False
Richman et al. (1982) reported that 5% of children had temper tantrums.
True
The prevalence of psychiatric problems in preschool children reported by Egger and Angold (2006) is around 15%.
True
In the study by Richman et al. (1982), attention-seeking was reported in 10% of the children.
True
Wichstrøm et al. (2012) concluded that more emotional and behavioural disorders were seen in children whose parents lived together.
False
Temper tantrums typically last at least 30 minutes three or more times per week among 5-7% of children between 1 and 3 years of age.
False
Richman et al. (1982) found that about 15% of 3-year-olds had mild behaviour problems.
True
About 11% of the children in the study by Richman et al. (1982) were disobedient.
True
Egger and Angold (2006) reported that ADHD is more common in girls than boys.
False
Richman et al. (1982) used common-sense criteria to decide whether behaviour problems were mild, moderate, or severe.
True
The DSM-5 classification includes specific learning disorder under the category of specific developmental disorder of motor function.
False
The ICD-10 classification of mental and behavioural disorders includes specific speech articulation disorder labeled as speech sound disorder.
False
Specific spelling disorder in ICD-10 is called disorder of written expression in DSM-5.
True
Specific developmental disorders of scholastic skills is the term used in DSM-5 for specific learning disorders.
False
Children with reading comprehension impairment are typically unable to read aloud accurately.
False
Estimates suggest that the prevalence of dyslexia in English-speaking countries ranges from 3% to 10% in school-aged children.
True
A predominant cognitive explanation of dyslexia is that it arises from a phonological deficit, which is a problem in processing the speech sounds of spoken words.
True
Tasks involving rapid automatized naming of familiar objects, such as colours, are ineffective markers for predicting reading problems.
False
Children often have temper tantrums to seek parental attention.
True
Temper tantrums are more likely to occur when the child is excited.
False
The DSM-5 classification includes acquired aphasia with epilepsy under the category of communication disorder.
True
It is usually best to try and remain calm during a tantrum.
True
Children with reading comprehension impairment frequently present to services for their condition.
False
Wakefulness at night is reported by around 50-60% of parents.
False
Bedtime struggles and middle of the night wakings can be a source of conflict and negative emotion among family members.
True
For isolated sleep wakefulness that is not distressing, parents should be reassured that it is likely to improve.
True
Feeding problems can result from a minor disruption in one or more areas during early development.
True
Minor food fads and food refusal are uncommon in preschool children.
False
Feeding disorders of infancy and childhood are associated with significant failure to gain weight.
True
A behavioral approach to sleep disturbances is generally helpful.
True
Study Notes
Reading Disorders
- There is no single mode of inheritance for reading disorders.
- Protein-coding mutations in the FOXP2 gene cause problems with sequencing sounds.
- Small-effect size mutations in genes CNTNAP1, ATP2C2, and CMIP are associated with language impairment.
Neurological Causes
- The majority of children with reading disorders do not show any structural brain abnormalities.
- Right prefrontal brain mechanisms are involved in reading improvement.
- Children with cerebral palsy and epilepsy have increased rates of specific reading disorder.
- There may be a disorder of brain maturation affecting one or more of the skills needed for reading.
Social Factors
- The environment plays a crucial role in developing reading skills.
- Parental education level and the range of vocabulary used at home can affect a child's reading development.
Assessment and Treatment
- Children with reading disorders are rarely referred to a child psychiatrist.
- It is important to identify the disorder early.
- Assessment is carried out by an educational or clinical psychologist using a standardized reading accuracy and comprehension test.
- Treatment is predominantly done through educational methods.
- Evidence supports the effectiveness of phonological interventions.
- There is less evidence for interventions to help reading fluency problems, although repeated oral reading programs can help.
- There is less evidence for interventions to help reading comprehension impairment.
- Many sessions of individual teaching or small group teaching can help.
- If there are additional medical or behavioral problems, these will require separate intervention.
Preschool Children and Their Families
- Preschool children are acquiring social behaviors, learning to control angry feelings, and becoming less dependent.
- Many psychological problems at this age are brief and can be thought of as variants in normal development.
- Most are treated in primary care and by pediatricians.
Prevalence
- 7% of 3-year-olds have behavior problems of marked severity.
- 15% of 3-year-olds have mild behavior problems.
- Temper tantrums, attention-seeking, and disobedience are common behavior problems.
Specific Developmental Disorders
- DSM-5 and ICD-10 contain categories for specific developmental disorders.
- Developmental learning, communication, and motor problems can affect children throughout development.
- Some disorders, when detected and treated early, can be remediated successfully, while others are chronic and require compensatory skills.
Dyslexia
- Dyslexia refers to a difficulty in learning to decode, leading to poor appreciation of spelling patterns and pronunciation.
- It is usually diagnosed because of a serious delay in learning to read, evident from the early years of schooling.
- Writing and spelling are impaired, and in older children, these problems may be more obvious than the reading problems.
- Errors in reading and spelling include omissions, substitutions, or distortions of words, slow reading, long hesitations, and reversals of words or letters.
Reading Comprehension Impairment
- Children with reading comprehension impairment show a contrasting pattern, where they are able to read aloud accurately but have difficulty understanding what they have read.
- These children present less frequently to services as they often go unnoticed.
- They might experience higher-level language difficulties, including problems with inferencing and figurative language use.
Aetiology of Reading Disorders
- Reading is a complex skill that depends on more than one psychological process and is learned in several stages.
- The etiology of reading disorders is varied and depends on genetic and environmental factors.
- No single cause has been identified for reading disorders.
Genetic Causes
- The frequent occurrence of reading disorder in other family members suggests a genetic association.
Temper Tantrums
- Only persistent or very severe tantrums are abnormal.
- Children often have temper tantrums to get something they want, to avoid something they do not want to do, or to seek parental attention.
- The immediate affect can be an unwitting reinforcement by excessive attention and inconsistent discipline on the part of the parents.
Sleep Problems
- The most common sleep difficulty is wakefulness at night, which is most frequent between the ages of 1 and 4 years.
- About 20% of children of this age take at least an hour to get to sleep or are wakeful for long periods during the night.
- Bedtime struggles and middle of the night wakings are not only a source of sleep disruption for children and their parents but can also be a source of conflict and negative emotion amongst family members.
Feeding Problems
- Normal feeding and eating depend on the successful integration of a range of physical functions and interpersonal relationships during early development.
- Minor disruptions in one or more of these areas can result in a feeding problem in infants and early childhood.
- Feeding problems become 'Feeding disorders of infancy and childhood' when the problems are persistent (over 1 month in duration) and are associated with significant failure to gain weight.
Explore the various causes of reading disorders, including genetic and neurological factors that contribute to language impairment and reading difficulties.
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