Untitled Quiz

A refusal of food, sometimes total, occurring between 5 and 8 months of age. It can be a reaction to a change in diet (like introducing solids).

A temporary reaction to changes in feeding habits that resolves with adjustments to parental feeding practices.

A persistent refusal of food associated with other difficulties like sleep problems, tantrums, and selective eating.

Eating non-food items (e.g., dirt, pebbles) past the usual developmental stage.

A feeding behavior of ingestion of non-edible items occurring beyond the normal period of developmental age, approximately 4-10 months.

Pica may be linked to emotional deprivation, autism spectrum disorder, and digestive problems.

Refusal of food, potentially total, sometimes progressing gradually and accompanied by anxious reactions in parents to the child’s feeding behaviors.

The child may show a preference for liquids over solids, compensating for the food refusal and hindering weight gain.

Patterns of thoughts, feelings, and behaviors that indicate a maladaptive and potentially problematic response to developmental challenges. Associated with mental distress.

Mood disorders in babies, often manifested by sadness, withdrawal, or loss of interest in usual activities.

Conditions affecting mental abilities, learning, or physical development that cause limitations. Includes cognitive delays, dementia, etc.

A theory that emphasizes the importance of early relationships in shaping personality and mental health.

The closest level of influence on a child's development, encompassing immediate relationships like family and caregivers.

Interrelationships between microsystems. Interactions/cooperation among microsystems.

Indirect influences on a child's development, such as parents' workplaces or community resources.

Broad cultural values and societal structures impacting child development (laws, education, etc).

Changes in a child's life over time, including major life events and historical contexts.

Four stages describing cognitive development in children, progressing from sensory experience to abstract thought.

Stages of psychosexual development, focusing on how various erogenous zones influence personality and behavior.

The gap between a child's current abilities and their potential abilities with guidance from a more knowledgeable other.

A theory emphasizing the importance of early relationships between caregivers and children for emotional development.

Problems with infant sleep, potentially related to developmental issues, medical conditions, or environmental factors, which are not always easily identifiable.

Difficulty falling asleep or staying asleep, which can be caused by various factors like medical problems or unsuitable sleeping environments.

Significant events or skills that are expected to develop within a particular age range.

A delay in achieving motor milestones or muscle tone development; possible underlying somatic reasons (needs specialist neuro-pediatric evaluation).

A learning difficulty in planning and coordinating purposeful movements; actions seem clumsy, and there's a mismatch between intended actions and actual performance.

The coordination and control of body movements. These include fine motor skills (using fingers for tasks) and gross motor skills (using larger muscle groups like walking).

A delay in achieving developmental milestones related to movement but not specifically to planning and executing actions.

A combination of cognitive and motor skills, often used to assess or measure brain development.

Conditions that affect brain development and result in various learning or behavioral challenges. This includes disorders like dyspraxia.

A systematic process of evaluating a child to determine if they have developmental disorder, checking for medical causes. If none are found, a psychopathology consult may be necessary.

Dyspraxia is a common developmental disorder, comparable in frequency to dyslexia, but less commonly recognized.

A common reason for seeing a child psychiatrist, involving excessive movement and difficulty staying focused, often starting between ages 5 and 6.

Motor instability is excess movement, while attentional instability is difficulty focusing. They often go hand-in-hand in childhood.

Assessment of motor instability includes parent interviews, child exams (psychomotor, psychological, speech therapy), and Conners scales for parents and teachers.

Anxiety, aggression, defiance, mood swings, language delays, relationship problems, and learning difficulties are often part of the spectrum.

Family dynamic disruption and poor school performance (e.g., repeated disciplinary problems) often follow motor instability.

Diagnosis is made based on consistent, significant motor instability (and related issues) for a period of time, as indicated with Conners scales and evaluations.

Punishments and reprimands often do not help children with motor instability

Observation of parent-child interactions is pivotal in developing a full understanding of the difficulties, as family dynamics tend to exacerbate challenges

Slow or clumsy movements, inconsistent performance of actions, and difficulty automating actions.

Occasional success not consistently repeatable, or frequent failures in achieving tasks.

Challenges in acquiring various subjects like reading, writing, math, and geometry.

Noticeable clumsiness in daily tasks, difficulties with motor skills, and potential behavioral issues.

Difficulties with writing, reading comprehension, and organizing work during elementary school.

Difficulties in understanding and navigating space.

Challenges with focusing, staying on task, following instructions, and potential behavioral problems that interfere with learning.

Strategies to aid children's learning by focusing on strengths, understanding their difficulty, and promoting improvement, encouraging effort.

Diagnosis requires at least four oppositional/defiant behaviors (angry, defiant, vindictive) lasting for six months or more, and behaviors exceeding typical developmental expectations. Symptoms must significantly impact the child's social, school, or adaptive functioning.

Behaviors showing a child's active resistance to rules and expectations; often refusing to comply, arguing, and testing limits.

Behaviors aimed at annoying or upsetting others, deliberately causing problems, and often taking responsibility for others' actions.

The intensity of symptoms is categorized as mild (1 context), moderate (2 contexts), or severe (3+ contexts).

ADHD (30-60% co-occurrence), substance abuse (possible early use), and mood/anxiety disorders are commonly linked with ODD.

Oppositional behaviors are restricted to a single context (e.g., home, school).

Oppositional behaviors are present in at least two contexts (e.g., home and school).

Oppositional behaviors are present in at least three contexts (e.g., home, school, and with peers).