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ABNORMAL CHILD AND ADOLESCENT PSYCHOLOGY Written from a developmental perspective, Abnormal Child and Adolescent Psychology is organized around five prominent and recurring themes: the course of normal development proceeds in an orderly and predictable direction; maladaptive behaviors represent deviations from the normal path; maladaptive behavior is represented by a continuum of severity (symptoms, syndromes, disorders) based on the degree to which behaviors deviate from the norm; individual, interpersonal, contextual, and cultural factors interact in a reciprocal way to influence normal development and abnormal deviations; theoretical input from diverse perspectives can guide our understanding of underlying processes that precipitate and maintain behaviors and the different developmental pathways that might result. This revised edition is divided into five sections, all integrating the DSM-5, and will include a new chapter on child maltreatment and self-injurious behavior. Linda Wilmshurst, PhD, ABPP, is in private practice and teaches graduate students online at Capella University. She has previously taught in graduate programs and practiced internation- ally. Linda is a Diplomate in Clinical Psychology, American Board of Professional Psychology, and is a licensed clinical and school psychologist in Florida. ABNORMAL CHILD AND ADOLESCENT PSYCHOLOGY A Developmental Perspective 2nd edition LINDA WILMSHURST Second edition published 2017 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2017 Taylor & Francis The right of Linda Wilmshurst to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. First edition published by Routledge, 2008 Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-1-138-96051-0 (hbk) ISBN: 978-1-138-96050-3 (pbk) ISBN: 978-1-315-66027-1 (ebk) Typeset in Minion Pro by Apex CoVantage, LLC Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the Routledge Web site at http://www.routledge.com Cover art by Rachel Wilmshurst www.rachelwilmshurst.com Contents List of Figures vii List of Tables ix Preface xi Part I: The Foundations of Abnormal Child and Adolescent Psychology 1 Abnormal Child Psychology: Past, Present and Future 3 2 Understanding Abnormal Development: Theoretical Perspectives 27 3 Understanding Abnormal Development: Risks, Protective Factors and Culturally Diverse Youth 67 4 Developmental Considerations in Research and Practice: Ethical Issues and Research Methods 113 5 Issues in Diagnosis, Assessment and Treatment 155 Part II: Emotional, Behavioral and Learning Difficulties in Children and Youth: Their Nature and Their Course Section I: Neurodevelopmental Disorders: An Introduction 197 6 Intellectual Disability (Intellectual Developmental Disorder; IDD) 203 7 Autism Spectrum Disorder (ASD) 241 8 Specific Learning Disabilities (SLD) 269 9 Attention Deficit Hyperactivity Disorder (ADHD) 315 v vi • Contents Section II: Internalizing Disorders 357 10 Anxiety Disorders and Obsessive Compulsive and Related Disorders 369 11 The Mood Disorders: Depression, Bipolar Disorder, Suicide (and Non-suicidal Self-Injury) and Suicide Prevention 415 Section III: Externalizing Problems and Disorders: An Introduction 463 12 Behavioral Problems and Disruptive Disorders 469 Section IV: Problems With Onset in Later Childhood or Adolescence 505 13 Eating and Feeding Disorders 507 14 Substance-Related Disorders 541 Section V: Stress, Trauma-Related Disorders and Child Maltreatment: An Introduction 575 15 Stress, Trauma-Related Disorders and Child Maltreatment 577 References 617 Index 679 Figures 1.1 Bronfenbrenner’s Ecological Model 14 1.2 The K-3 Paradigm 23 2.1 Parts of the Brain 38 2.2 The K-3 Paradigm 59 3.1 The Cycle of Poverty 73 4.1 Number of Problem Behaviors Noted by Single Moms 132 5.1 Normal Distribution, Standard Scores and T-Scores 166 5.2 Frequency of Assessment Methods Used by Practicing School Psychologists (Shapiro & Heick, 2004) 184 8.1 Percentage Distribution of Children Ages 3–21 Served Under the Individuals With Disabilities Education Act (IDEA), Part B, by Disability Type (School Year 2012–2013) 287 8.2 Neural Systems Involved in Reading 291 9.1 Barkley’s Model (1997) of the Four Executive Functions and How These Relate to Behavioral Inhibition 339 10.A.1 The Tripartite Model of Anxiety and Depression 362 10.A.2 Temperament: Effortful Control and Emotionality/Neuroticism 363 11.1 Variations of Bipolar Disorder 442 12.1 The Ability to Develop Behavioral Self-Control and to Increase Emotion Regulation Influences Behavior and Development in Many Areas 472 12.2 Illustration of Results from Study of Aggression, Emotion Regulation and Self-Control (Rydell, Berlin & Bohlin, 2001) 477 12.3 The Cycle of Maternal Depression, Rejection and Child Aggression 479 12.4 Four Quadrants of Aggressive Behaviors (Frick et al., 1993) 484 13.1 The Anorexic Cycle: Restricting Subtype 521 13.2 The Bulimic Cycle: Binge/Purge Type 523 13.3 Subtypes of Anorexia Nervosa and Bulimia Nervosa 525 vii Tables 1.1 Developmental Tasks, Competencies and Limitations at Each Stage 18 1.2 Stages of Development and Ecological Influences 21 1.3 Six Theoretical Views of Childhood Depression 22 1.4 Developmental Stages, Ecological Influences and Theoretical Perspectives: An Integrated Model 23 2.1 Infant and Child Temperament Characteristics (Thomas & Chess, 1977) 41 2.2 Reward and Punishment Paradigm 43 2.3 Classroom Observation for Robby B 45 2.4 Classical Conditioning 47 2.5 Parenting Style 58 3.1 A Contextual Look at Common Risk and Protective Factors for Behavior Problems and School Failure 70 3.2 DSM-5: Examples of Cultural Concepts of Distress (APA, 2013) 84 3.3 Who Are the Youth in Juvenile Detention (JD)? 87 4.1 Ethical Principles and Codes of Ethical Conduct 117 4.2 Sample Experimental Design 127 4.3 Research Methods: A Comparative Look 131 4.4 Frequency Table for Number of Behaviors Reported by Single Parents 132 4.5 Experimental Design: The Study of Development Over Time 144 4.6 Comparison of Quantitative and Qualitative Methods 146 5.1 Common Structured/Semi-Structured Interviews and Behavior and Self-Rating Scales 158 5.2 Common Exceptional Categories and Criteria According to IDEA (2004) 173 5.3 Observational Recording Methods: Applications, Advantages and Disadvantages 180 5.4 Frequency of Assessment Methods Used by Practicing School Psychologists (Shapiro & Heick, 2004) 184 5.5 A Sample of Personality Assessment Instruments 185 6.1 Severity Levels and Adaptive Domains 212 6.2 Assessment Instruments for Intelligence and Adaptive Behaviors 213 7.1 Examples of Symptoms and Severity Levels for ASD 245 7.2 Some Assessment Instruments for ASD 252 8.1 Perspectives on Learning Disabilities: The Early Years 273 8.2 Specific Types of Learning Disabilities 288 9.1 A Historical Look at ADHD 318 9.2 ADHD, Comorbidity and Related Problems 328 ix