Explain why is it important to understand the normal course of human development when learning about the psychological disorders of childhood.
Assess the implications individual differences in learning rates for walking, talking, and expressing emotions have for the definition, diagnosis, and treatment of childhood disorders.
Describe the two critical periods of brain development in humans. Examine what changes are taking place in the brain during those periods.
Cite neurological evidence to show that experiencing stress and adversity in childhood and adolescence has a greater impact than experiencing it later as an adult.
Summarize the general characteristics of attachment. Describe three problematic styles of attachment and the implications these styles have for future psychopathology.
Discuss the brain processes involved in imitation learning. Demonstrate how imitation learning relates to the development of empathy.
Recall the four stages of theory of mind described by Baron-Cohen, when they occur, and how they are related to the development of empathy.
Assess what characteristics of adolescence contribute to the fact that that period marks the peak onset of many psychopathologies. Evaluate if that mean that adolescence "causes" psychopathology. Explain why, or why not.
Cite evidence to show the importance of the social context to risk taking among adolescents.
Identify the processes of the brain structures involved in social interactions, what specifically do they do, and how they are represented in the brain.
State the two attachment disorders described in DSM–5. Evaluate how they are differentiated in terms of diagnostic criteria and what treatments are available for them.
Illustrate the three areas individuals with autism spectrum disorder have difficulty with and specify what types of difficulty these individuals encounter in each area.
Predict whether autism associated with a lower IQ. Cite evidence to support your answer.
Explain the primary developmental, genetic, and environmental factors related to autism.
Describe the savant syndrome and its defining characteristics.
Name the five major stages of treatment for autism spectrum disorders in the Lovaas treatment program.
List the three characteristics associated with successful treatment outcomes for autism spectrum disorders.
Indicate the two primary dimensions of ADHD and their prevalence?
Discuss the primary DSM–5 diagnostic criteria for CD and ODD. Compare the difference between them.
Know what effective treatments are available for individuals with ADHD, CD, and ODD. Evaluate the role for parents in these treatments.
List the DSM–5 diagnostic criteria for a specific learning disorder, also known as a learning disability.
List the three criteria that define an IDD.
Identify the three primary causal categories into which IDD is organized, and give an example of each.
