Final Grades For Course
Final Exam Answer Key Form A
Final Exam Answer Key Form B

Professor: Joel Nigg, Ph.D.                                      
Office: 115 Psychology Building
Phone: 353-8690    Email: Nigg@msu.edu
Office Hours: Tues 2:30-3:30 (not Jan 11 or Jan 25)

Teaching Assistant:
Name: Carolyn Dayton, M.A.
Office Room 44 Psychology Building (basement);Office Phone:  432-7726
Email: daytonca@msu.edu
Office Hours: Mondays & Tuesdays 10:30am - Noon; or by appointment 

Course Overview and Objectives:
Overview. The course covers child psychopathology. A developmental psychopathology perspective will be emphasized, with emphasis on descriptive psychopathology. We will review fundamental models of developmental psychopathology and a range of child syndromes as well as key risk factors. With each syndrome possible genetic, neural or biological,  familial, and social-cultural causal factors will be considered, and intervention and prevention will be discussed. Prior background in developmental psychology and abnormal psychology is generally assumed given that this is a 400 level course. It is hoped that students will come out of the course with a more sophisticated ("beyond the average lay person") framework for thinking critically about the causes, consequences, questions, and preventive challenges facing scientists, clinicians, and society with regard to children's mental, emotional, cognitive, and behavioral problems.

Objectives. It is intended that through this course students will: (1) become conversant with descriptive child psychopathology ­ i.e.. the symptoms and syndromes in the current classification systems used in research and clinical practice. (2) Gain familiarity with the framework(s) of developmental psychopathology and major risk and protective processes, including the potential interplay of biological and psycho-social factors in development. (3) Become more adept at locating and weighing empirical evidence regarding child psychopathology. (4) Obtain an appreciation of the range and character of child adjustment and psychological and behavioral disorders and syndromes. (5) Develop expertise in one disorder or issue in developmental psychopathology. (6) Improve technical writing skills for topics in scientific clinical psychology.

Format and Requirements. The course will meet twice weekly on Tuesday and Thursday for 1.5 hours. Class meetings will be a mix of about 70% formal lecture and 30% class or small-group discussion. Regular attendance and participation in class discussion is expected and encouraged in that exams will draw about 50% from lecture and 50% from reading. The reading demand "thins out" near exam and paper deadlines to allow preparation time. The readings were chosen to complement lectures, provide essential background that is omitted from the textbook, highlight interesting related issues, provide examples of key studies in the field, or provide more depth of coverage on potentially interesting aspects of the topic under discussion. They should be read or at least skimmed prior to the lecture to which they are linked. Although readings will only sometimes be explicitly discussed in lecture, you will draw upon them in your contributions to discussions and in responding to midterm and final exam questions. Reading schedule, midterm and final exams, and the paper assignments follow.  

Course topics and readings follow. "CH" refers to chapters in Mash & Wolf, "pp" refers to pages in the Mash and Wolf textbook; "CP" = a courespack reading by it's number in the packet. Tu=Tuesday, Th=Thursday.

Date                Topic                                                                                      Reading

I. Overarching Models and Paradigms for Research and Intervention
Tu-1/11 An introduction to childhood psychopathology and the course plan               None
Th-1/13  Introductory considerations; What is disorder: medical model/disease         CH 1
Tu-1/15  Developmental psychopathology; systems model; theories of causation        CH 2
Th-1/20  Finish levels of analysis; Understanding research reports;                             CH 3
Tu-1/25  Diagnosis and assessment; DSM-IV history; treatment approaches             CH 4

II. Ecology, Risk, and Causation: Initial Lessons
Th-1/27   Ecological risk factors: toxic environments?                                               CP#1, CP#2, CP#3
Tu-2/01 Family and cultural contexts and risk/protection                                           CP#4, CP#5
Th-2/03 Interactions: Genes & neighborhoods, biology & parenting                          CP#6, CP#7
Hand in proposed topic and reading list for term paper

III. Major Psychopathological Syndromes: A. Disorders of Behavior (Undercontrol/Externalizing)
Tu-2/08 Attention problems and hyperactivity/impulsivity.                                        CH 5
Reading list returned                                      

Th-2/10   ADHD, continued                                                                                    CP#8
Tu-2/15   Finish ADHD, begin Conduct, Antisocial behaviors                                  CH 6, CP#9
Th-2/17  NO CLASS---DR. NIGG AT NIMH STUDY SECTION                   none-work on paper
Tu-2/22  Conduct disorder                                                                                     CH 8

IV. Major syndromes B. Disorders of Mood & Emotion (Overcontrol/Internalizing)
Th-2/24  Finish CD, begin Mood Disorders                                                      Begin Ch 8
 (midterm study guide handed out)    Ch 8, CP#9
Hand in First paper (5 pages)
Tu-3/01  Mood Disorder (Film: Grief: A Peril in Infancy)                                    Study for exam
Th-3/03.......MIDTERM EXAM (multiple choice)
First paper returned   
March 7-11: SPRING BREAK/READING WEEK
Tu-3/15  Finish Mood Disorder                                                                        Finish CH 8; CP#9
Mid-term exam grades out;
Discuss course evaluation
Th-3/17. Anxiety disorders (discuss writing assignments)                                    CH 7

IV. Developmental Disorders
Tu-3/22   A. Mental Retardation                                                                        CH 9
Th-3/24  B. Learning disorders                                                                          CH 11
Tu-3/29  C. Autism and Childhood Schizophrenia                                              CH 10, CP#10
Short answer writing assignment due--InfoTrac-Autism
Th-3/31  Continue Autism, Aspergers, Schizophrenia

V. Health-Related Behaviors and Problems
Tu-4/05  A. Eating Disorders and health problems            .                               CH 13; CP#11; skim CH 12
Short answer writing assignment due-InfoTrac-Eating Disorder

VI. Specific Cross-Cutting Risk Factors, Resilience, and Prevention
Th-4/07  A. Abuse and neglect, PTSD                                                             CH 8 p 201-CH 14; CP#12, CP#13
Tu-4/12  B. Divorce and marital conflict: effects on children                                  CP#14
Th-4/14  C. Sociocultural factors, stereotyping, poverty                                        CP#15, CP#16
Tu-4/19  D. Resilience: Why Do some children survive risks?                                CP#17
Hand Out Final Exam Study guide

Th-4/21  E. Prevention                                                                                         CP#18
Tu-4/26   Catch Up and Conclusion                                                                   None; work on term paper
Hand In Term Paper by Beginning of Class on 4-26 Tuesday
Th-4/28    Final class session. Overview and review;CIRS forms.                         None; term paper due
Bring questions for final exam review

MONDAY May 2--FINAL EXAM: 12:45-2:45 pm
(Regular Classroom)
Term papers returned at end of exam

Click here for final course grade distribution
Click here for list of individual final grades

        *1. Stein, J., Schettler, T., Wallinga, D., & Valenti, M ( 2002). In harm's way: Toxic threats to child development. Journal of Developmental and Behavioral Pediatrics, 23 (1,supp), S13-S22.
        2. Fewtrell, L.J., Pruss-Ustun, A., Landrigan, P., Ayuso-Mateos, J.L. (2004). Estimating the global burden of disease of mild mental retardation and cardiovascular disease from environmental lead exposure. Environmental Research, 94, 120-133.  
        3. Anderson, C.A., & Bushman B.J (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: a meta-analytic review of the scientific literature. Psycholical Science, 12, 353-359.
        4. Deater-Deckard, K., Dodge, K., Bates, J.E., & Petit, G.S. (1996). Physical discipline among African American and European American mothers: Links to children's externalizing behaviors. Developmental Psychology, 32, 1065-1072.
      *5. Sampson, R.J., Raudenbush, S.W., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, Aug 15, 277(5328): 918-924.
        6. Tully, L.A., Arseneault, L., Caspi, A., Moffitt, T.E., & Morgan, J. (2004). Does maternal warmth moderate the effects of birth weight on twins' attention-deficit/hyperactivity disorder (ADHD) symptoms and low IQ? Journal of Consulting and Clinical Psychology, 72, 218-226.
        7. Caspi, A., Taylor, A., Moffitt, T., & Plomin, R. (2000). Neighborhood deprivation affects children's mental health: Environmental risks identified in a genetic design. Psychological Science, 11, 338-342.
        8. Thapar, A., Fowler, T., Rice, F., Scourfield, J., van den Bree, M., Thomas, H., Harold, G., & Hay, D. (2003). Maternal smoking during pregnancy and attention deficit hyperactivity disorder symptoms in offspring. American Journal of Psychiatry, 160, 1985-1989.     
        9. Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions in Psychological Science, 4, 196-200.
        10. Nolen-Hoeksema, S. (2001). Gender differences in depression. Current Directions in Psychological Science, 10, 173-176.
   **11. Maestro S., Muratori, F., Cavallaro, M.C., Pei, F., Stern, D., Golse, B., Palacio-Espasa, F. (2002). Attentional skills during the first 6 months of age in autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1239.
    **12. Vaughan, K.K., & Fouts, G.T. (2003). Changes in television and magazine exposure and eating disorder symptomatology. Sex Roles: A Journal of Research, 49, 313.
        13. Kazdin, A.E., & Benjet C. (2003). Spanking children: Evidence and issues. Current Directions in Psychological Science, 12, 99-103.
        14. Bruck, M.& Ceci, S. (2004). Forensic developmental psychology: unveiling four common misconceptions. Current Directions in Psychological Science, 13, 229-232.
        15. Lahey, B.B., Hartdagen, S.E., Frick, P.J., McBurnett, K., Connor, R., & Hynd, G.W. (1988). Conduct disorder: Parsing the confounded relation to parental divorce and antisocial personality. Journal of Abnormal Psychology, 97, 334-337.
        16. Blascovich, J., Spencer, S.J., Quinn, D., & Steele, C. (2001). African Americans and high blood pressure: The role of stereotype threat. Psychological Science, 12, 225-229.
        17. Werner, E. (1995). Resilience in development. Current directions in psychological science, 4, 81-85.
        18. Christenson, S.L., & Thurlow, M.L. (2004).  School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13, 36-39.

*=Available in InfoTrac, ** On infotrac and class exercise attached to it.

Grading Plan for Papers: Each paper will be graded on the following criteria:
1. Organization (e.g., introductory language explaining the topic of the paper, logical flow of material and ideas, judicious use of headings, clear definition of the topic, summary and conclusions at the end).
2. Clarity and mechanics (including spelling, grammar, punctuation, explanation of unusual terms, clear wording, good sentence structure, use of specific references to back up claims made in the paper, and following of correct APA style).
3. Depth of coverage/agility of discussion (synthesis and critique of the material, not merely re-summarizing a list of facts; shows a coherent analysis that reflects student's own thinking about the topic).
4. Sources (current studies are cited, from major peer-reviewed journals, are cited accurately and appropriately; the number of citations is appropriate to the assignment).
5. For the final term paper, there will be an additional criteria in regard to the integration of the previous paper, use of transitions between sections, and integration of feedback from prior paper.

Grading Plan for the Course: 150 points for course

Reading list for papers: 1 page on time: 5 points
1^st writing assignment: 5 page paper: 15 points
Midterm exam (30 multiple choice questions): 30 points
2nd writing assignment: 1-page infotrac: 5 pts
3rd writing assignment: 1-page infotrac: 5 pts
4th writing assignment: 10 page term paper: 40 pts
Final exam: (50 multiple choice) 50 pts
_________________________
Total =150 points

Overall Grade will be based on % points obtained:
4.0     94%-100%
3.5     88%-93.9%
3.0     82%-87.9%
2.5     75%-81.9%
2.0     70%-74.9%
1.5     65%-69.9%
1.0     60%-64.9%
Fail: less than 60.

Overview. The course requires 4 writing assignments, in keeping with its designation as a 400-level writing class. These include 1 short (5 pages double spaced) and a term paper (10 pages double spaced), as well as 2 short 1-page (max) InfoTrac analytic exercises. In addition, your proposed reading list (articles you will review for your term paper) must be handed in prior to writing  the first paper as indicated on the course schedule.

The reading list is to include at least 5 peer-reviewed, empirical articles on your topic that you will use as the "meat" of your term paper. (These articles will be approved ahead of time). The initial paper will cover two of these, and the term paper will cover all five--benefitting from feedback on the first portion, which is the first assignment. You can identify appropriate articles on InfoTrac, where they are accessible to you; you can also search on PubMed or PsychInfo using the MSU library eletronic resource database. If you do not know how to search for articles, go to office hours and Carolyn will show you. Most articles can be downloaded from the web. However you must use peer-reviewed articles, that come from published journals. Materials that are only on the web are not acceptable (although they can be used for background and should in that case be cited as well). The reason for this is two fold: [1] many web page material are not scientifically peer-reviewed, thus the quality and accuracy of the information cannot be verified. [2] web pages change, so that the material you saw there may not be there when someone else attempts to verify or review your argument later. Thus, do not rely on web pages, instead rely on published materials, even though these may also be conveniently available on the web. Again, if in doubt as to "which is which" here, confer with the TA. Thus, in overview form, the assignments are as follows:
    The first 5 page paper is your first effort at writing and enables us to give you guidance on writing mechanics and technique so that you will be prepared for the term paper.
    The two 1-page "InfoTrac" Assignments are designed to give you further practice in analyzing scientific articles related to child psychopathology. This will enable us to give you feedback and make sure you have the skills needed for the term paper. In addition, they provide valuable and interesting ancillary content for key topics in the course (autism and eating disorders).
    The term paper is intended to be a well executed example of critical and scientific writing in which you draw upon the empirical literature and form a clear essay that can teach others about the topic you have chosen to "specialize" in for this course.

More detailed guidelines on the 5 and 10 page essays follows.

Technical requirements. Use 1-inch margins on all sides. Choose a font that is large enough to be easily read (for example, Ariel 11 or Times Roman 12 point). Place your name, class, phone number, and date on a cover page (not counted in pagination). The first paper (5 pages) should have at least 2 original, peer reviewed, scientific studies as references (i.e., other than the text, coursepack article, DSM-IV, or reviews). This means that at least two of the references are research articles from primary scientific journals (not book chapters, popular magazines, or internet information). You may use InfoTrac to identify relevant articles. If in doubt about the acceptability of a source to meet this requirement, show it to the TA or the professor, but we will also review your source list as indicated. The term paper (10 pages) should have at least 5 total referencesl. References may be single spaced; they are to be in A.P.A. format. The references page is not counted in the page limits. With each paper hand in the empirical articles you have cited along with the paper. This requirement is necessary to receive full credit on the assignment. These will be returned to you with the paper. With the term paper, hand in the first papers plus any cited articles that you have not shown previously. Points will be deducted if articles are not handed in.

Citing Sources, Avoiding Plagiarism, Academic honesty policy. Plagiarism means (1) that you copy someone else's exact words without indicating by quote marks that it is a quote (even if you cite the author, it is still plagiarism to take the exact words without quoting) or (2) that you take someone else's exact idea without giving them any credit for it. In using sources for this paper, you must avoid plagiarizing. Plagiarism is a "felony" in the academic world--it can get you severe sanctions in the university, including expulsion. Plagiarism will not be tolerated and if detected on a paper will result in an automatic grade of zero points on that paper. Whether you plagiarize by 'accident' (unwittingly) or intentionally, the penalty will be the same. Instead, in using sources for the papers, summarize and paraphrase the material from the sources. If you are in doubt about whether what you have done may be plagiarism, either meet with the instructor or TA to look at your work, or indicate the questionable text (e.g., by placing it in a different font with a cover note accompanying your paper pointing out the source material you are using) and we will be glad to give you pointers on how to properly paraphrase and use sources of this nature, without penalty.

 Academic Honesty: Article 2.3.3 of the Academic Freedom Report states that "The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition, the Department of Psychology adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations.  (See Spartan Life: Student Handbook and Resource Guide (http://www.vps.msu.edu/SpLife/index.htm) and/or the MSU Web site: http://www.msu.edu.).

Therefore, unless authorized by your instructor, you are expected to complete all course assignments, including homework, lab work, quizzes, tests and exams, without assistance from any source. You are not authorized to use the www.allmsu.com Web site to complete any course work in Psychology 424. Students who violate MSU rules may receive a penalty grade, including but not limited to a failing grade on the assignment or in the course itself.

Students who have any question about whether any particular activity is permitted in carrying out the work for this course are urged to see the very useful web site prepared by the University Ombudsman at http://www.msu.edu/unit/ombud/ , especially the section on Academic Honesty.  Again, you are also urged to ask the instructor about the appropriateness of any practice when in doubt.

Deadlines and extensions. Paper deadlines are listed in the syllabus. Points will be deducted for late papers (those handed in after class has started the day due). Note that extensions will be discouraged and will be granted only in unusual --and well documented-- circumstances. Please keep in mind that in requesting an extension, you are putting the instructor in the position of having to judge whether your situation is more valid or serious than that of other students who also have difficult circumstances but may not have requested an extension. Fairness to all is very hard to achieve. For this reason, I do not like to grant extensions. You are encouraged to plan ahead and work on each paper in such a way that you do not expose yourself to the risk of last-minute emergencies. If the term paper is handed in late you may receive an incomplete for the course, because of the tight schedule to grade papers and then final exams so as to turn in final grades.
    Papers must be handed in at the beginning of class on the due date or before. If you are late (e.g., middle of class) the TA will mark this fact and points will be deducted accordingly. The more late it is, the more points will be deducted.  To be fair to all students, it is best if all papers are on time and graded together.

Regrades. If you believe an error was made in grading your paper, you may request a re-grade in writing, specifying where you think the grader erred. You must submit this re-grade request within one week of the announcement that the papers have been graded. Verbal requests for regrades will not be acted upon. The TA will confer with the instructor, and respond to you in writing. If your request does not include a reason why the paper should be re-graded, it will be returned to you without comment. This is intended to prevent discussions about the merits of a specific grade, while still allowing a mechanism to correct any grading errors. In re-grading, the TA will strive to make sure the paper was graded fairly in accordance with how the other papers were graded. You run the risk of having your grade lowered on a re-grade as well. Remember that we cannot modify grading criteria post-hoc because that means unfairly grading your paper differently than the others. However, if criteria were applied unfairly to one paper, we will correct it.

Technical assistance. If you need assistance in library literature searches, you are encouraged to consult the TA or the librarians for help. If you need help with mechanics of your writing, a good resource is the Writing Center, Bessie Hall 300, ph. 432-3610. The TA is available to discuss outlines or read drafts, but doing so does not guarantee an "A" on the paper.

Specifics of the Assignments. Approach the paper assignments as follows. Before the first paper, choose one disorder or problem from the following (other disorders/problems or topics will be considered if you speak with the instructor and give appropriate rationale *before* the first paper is due). This is the disorder or topic on which you will become an "expert" during the semester.

1. Attention Deficit Hyperactivity Disorder (or one of its subtypes)
2. Conduct Disorder /Aggression
3. Autism and/or pervasive developmental disorders and/or Asperger's syndrome
4. Child depression and or anxiety and/or loss
5. Child schizophrenia
6. Sexual or Physical Abuse or other trauma (if "other" clear it with instructor first)
7. Eating disorders in children/adolescents
8. Substance and alcohol use in children/adolescence
9. Violence, bullying, and child mental health
10. Verbal Learning Disorder/Reading Disability
11. Nonverbal Learning disability and/or Asperger's syndrome
12. Culture and ethnicity in relation to child psychopathology
13. Environmental toxins (e.g., lead, mercury, PCB's) and child mental illness and cognitive/behavioral health
14. Prenatal teratogens (e.g., alcohol, tobacco, drugs) and child mental illness and cognitive/behavioral health
15. Gender and child psychopathology
16. Genetics of child disorders
17. A single major risk factors and its effects (e.g., poverty, parent depression, lead exposure, environmental contaminants, low birth weight).
18. Resilience.
19. Prevention.
20. Other of your choosing--must be cleared with instructor or TA prior to beginning work.

Paper #1 (5 pages). Introduce your topic, and explain key background. For example if your topic is a disorder, describe it, note briefly any relevant historical issues (e.g., former definitions of the disorder, waxing or waning of interest in the problem), any key epidemiology (e.g., what ages or populations are particularly salient, how many children are affected). Comment on age changes or developmental issues related to onset or course of the disorder. If you are discussing a risk factor, similarly address the relevant populations and developmental effects. Use your two empirical articles to provide details on issues that are of particular interest or importance with regard to background of the topic. Points will be assigned in grading on organization, mechanics, clarity, in addition to adequacy of description of the problem or syndrome, coverage of epidemiology/prevalence, coverage of some aspects of development in relation to the problem or syndrome, appropriate use of citations, accurate description of studies cited, evidence of independent critical analysis of the data obtained.

Term paper (10 double-spaced pages). A synthetic discussion and review of your disorder or topic. It should include the background information, as well as a discussion of etiology over at least three levels of analysis (use your empirical papers to support this discussion). The paper thus should cover (1) phenomenology, epidemiology, and long term course, (2) current theories and best evidence regarding etiology including attention to environmental and biological risk and protective factors, family factors, psycho-social effects, brain substrates, and genetic data, and if relevant, (3) prevention and/or intervention. The goal is to formulate a clearly written, informative, and synthetic explanation of the disorder or problem, such that your paper could be useful to your peers or other interested but non-expert persons learning about the topic. Within this term paper, present your analysis of the key research issues facing the field and what research studies you think are most likely to help people who have this disorder. (Note that basic science might sometimes be more helpful than applied research in the long run, if it leads to a fundamental understanding that solves the problem!). With the term paper you will hand in the first papers (original with grader comments on them). NB: you should provide a bit of summary information about key studies--e.g., a short paragraph regarding the subjects, method, results, accompanied by your analytic commentary on study strengths and/or weaknesses related to your argument. In grading, points will be assigned heavily for CLARITY and CRITICAL ANALYSIS, in addition to points for coverage of each of the three basic sections of the paper, adequacy of introduction and conclusion, adequacy of transitions, and organization and mechanics.

Goals of the Assignment: What graders are "looking for". The main goal is to improve your technical writing skill while you master one topic in child psychopathology. Thus, overall, first, the papers are to be scholarly ­ cite current scientific literature from leading journals to support your account of the disorder. Avoid citing the textbook or the lectures. It is okay to cite studies cited in the text provided you actually read the original article and can critique and evaluate it. The instructor and TA's will be glad to help you begin to find the relevant literature. In short, find original empirical research. You have to get on the computer search program and get into the library to do these papers properly. You are not expected to be exhaustive but sufficiently representative that your paper is up to date and accurate.

Secondly, even though you may feel you are not an expert in your topic, evaluate the evidence you are summarizing. Is the disorder well understood? In what ways yes and no? How good is the evidence for etiology? Why do you think so? Refer specifically to strengths and weaknesses of the studies you have reviewed in making these analyses.

Thirdly, strive to write clearly. Do at least two drafts of each paper. Then revise. Omit needless words. Proofread. Simplify. Define technical terms. Clarify. Spell-check.. Read it over before handing it in. Be a perfectionist. Think of the act of writing as a craft that improves with practice. Think of the paper as useful to your interested peers, rather than assuming the instructor or TA already knows what your are talking about. Ask the TA's or instructor if you have any questions about the assignments!

The midterm and final exam will employ a multiple choice recognition format that will heavily emphasize knowledge of key terms that comprise a necessary knowledge base for sophisticated thinking about child psychopathology. Terms that will appear on exams will be chosen from an updated version of this "starter list" shown here to give you some idea of the types of terms we will cover. Final exam multiple choice questions will be largely but not entirely on the second half of the course. A study guide will be distributed suggesting topics that may appear on the final exam. The following list of terms for the midterm will be modified and an updated list provided prior to the midterm exam.

Aspergers' syndrome stress
attachment syndrome
attention deficit hyperactivity disorder temporal lobe
attention deficit disorder teratogen
autism or autistic disorder tricyclic antidepressant
basal ganglia verbal learning disability
behavioral genetics williams syndrome
conduct disorder
cortex
developmental psychopathology
dextro-amphetamine
diathesis
dorsolateral prefrontal cortex
DSM-IV
equifinality
executive functions
experience-dependent
experience-expectant
family therapy
harmful dysfunction
heritability
heterotypic continuity
illness
internal representations
methylphenidate
nonshared environment
nonverbal learning disability
oppositional defiant disorder
pervasive developmental disorder
planum temporale
play therapy
protective factor
resilience
risk factor
shared environment
social deviance
social labeling theory
statistical deviance