412 IDD Flashcards
1
Q
IQ tests history
A
- first developed by Simon and Binet to identify kids who might need help in school
- because of eugenics, IQ testing was rooted in racist beliefs and used to identify people they thought shouldn’t be having children
- IQ testing was based on cultural knowledge and test-taking skills so Black, Indigenous, poor people weren’t performing as well and institutionalized/sterilized
2
Q
cognitive abilities vs. intelligence
A
- cognitive abilities: specific mental processes
- intelligence: general quantity related to applying learned skills and knowledge in a variety of situations
3
Q
psychometric approach to intelligence
A
- first standardized tests of intelligence
- crystallized (acquired through schooling and experiences) and fluid (using your mind to solve novel problems, manipulating information)
- crystallized increases throughout lifetime
- fluid peaks in young adulthood, then declines as you keep aging
- uses mental age (the level of age-graded problems that you can solve)
- Stanford-Binet scales
- Wechsler scales: WPPSI (preschool), WISC-V (6-18), WAIS-IV
- score is based on how well you do relative to standardized norms for your age
4
Q
hierarchal view of intelligence
A
- g: general intelligence (a latent value)
- broad abilities (like fluid and crystallized) make up g
- specific abilities assessed by specific tasks trying to tap into your broad abilities which allows us to hypothesize about your level of g
- g = broad ability = score on tasks of specific abilities
5
Q
WISC-V
A
- FSIQ made up of 5 domains
- verbal comprehension: similarities & vocabulary
- visual spatial: block design & visual puzzles
- fluid reasoning: matrix reasoning & figure weights
- working memory: digit span & picture span
- processing speed: coding & symbol search
6
Q
IQ stability in childhood
A
- starting around age 4, strong relationship with later IQ scores
- but many children still show ups and downs throughout childhood (influenced by motivation, testing procedures)
- IQ in infants is unrelated to later scores, EXCEPT for kids with moderate-severe ID
6
Q
IQ normal distribution
A
- mean of 100, SD of 15
- 95% of scores are within 2 SDs
- 70 was IDD cutoff in DSM-IV (not in DSM-5)
- 130 is giftedness cutoff
7
Q
racial ethnic intelligence disparities
A
- not due to genetic differences between groups because race isn’t genetic
- environmental differences: access to resources, adequate schooling, family income (low-SES; when you control for this, the gap shrinks)
- stereotype threat
- not only due to verbal tests: nonverbal items could also have cultural elements that interfere with one’s ability to do the task
8
Q
stereotype threat
A
- things people know about stereotypes about their groups affects performance
- stress about the stereotypes (confirming) interferes, can be unconscious
- also because people tend to think of their intelligence as innate and fixed
9
Q
general ability index
A
- similar to FSIQ but without processing speed (which itself is very reliant on working memory)
- for people who still have the cognitive abilities to do the tasks, but work more slowly
10
Q
Gardner’s theory of multiple intelligences
A
- 8 different dimensions of intelligence that don’t ‘add up’ to general intelligence like in the hierarchal view
- linguistic, bodily-kinesthetic, inter/intrapersonal, visual-spatial, existential, naturalistic, musical, logical-mathematical
- savant syndrome would be having very high intelligence in one type, and average in others
- inspired ‘visual’ or ‘auditory’ learners
11
Q
Sternberg’s triarchic theory
A
- practical (adapting, selecting, shaping environments), creative (dealing with novel problems, automatization), analytic (thinking critically, planning)
- three components working effectively together = successful intelligence = adapt, achieve reasonable goals, optimize strengths and weaknesses
12
Q
Flynn effect
A
- IQ estimate may be too high or too low depending when you take the test in relation to when it was normed (3pt increase per decade)
- contributes to DSM-5 decision to remove IQ score cutoff (removing access to services)
13
Q
mild IDD severity
A
- 85% of people with IDD
- not identified until early elementary (we don’t see conceptual difficulties in preschool but language and social immaturity emerge in elementary)
- kids from lower SES more likely to have mild IDD
- as adults, will need support for complex independent tasks
14
Q
moderate IDD
A
- 10% of kids with IDD
- identified during preschool
- more pronounced conceptual difficulties (expressive/receptive language, reading and writing)
- modal level of severity in people with Down syndrome
- as adults will function at elementary school level
15
Q
severe IDD
A
- 3-4% of kids with IDD
- clear organic cause
- identified at young ages
- limited speech (which affect social domain)
- need lots of supervision and support for everyday activities
16
Q
profound IDD
A
- 1-2% of people with IDD
- identified in infancy
- clear organic cause + co-occurring medical conditions
- limited conceptual skills, language, nonverbal gestures
- dependent on others for almost everything
- still find pleasure in interaction
17
Q
IDD prevalence
A
- 1-3%
- more prevalent in lower SES (only for mild severity) and in males (again, only for mild)
- as we increase in severity spectrum, organic causes spread evenly in all SES groups and genders
18
Q
IDD heritability and environment
A
- heritability of intelligence is about 50% which means a large proportion can be worked on to enrich the environment and develop IQ
- genetic influences are partially modifiable by the environment
- phenotype can be affected by gene-environment interaction
- heritability estimates decrease when SES is low (more environmental variability)
19
Q
organic causes of IDD
A
- chromosome abnormalities, single gene conditions, neurobiological influences
- tends to be moderate, severe, profound
- comparable prevalence across SES
20
Q
cultural/familial causes of IDD
A
- no clear cause
- family history of IDD, economic deprivation, inadequate childcare, poor nutrition, parental psychopathology
- tends to be mild
- higher rates in low SES families
21
Q
chromosomal abnormalities
A
- most common cause of severe IDD
- Down syndrome (three copies of chromosome 21, most cases are random events)
- Prader-Willi and Angelman (deletions of chromosome 15)
- Fragile-X syndrome (part of the X chromosome is slightly bent, inherited)
22
Q
single-gene conditions
A
- phenylketonuria (inherited, can be identified at birth and managed with restrictive diet to avoid IDD)
- cannot metabolize phenylalanine so rising levels are toxic and can impact intellectual development
23
Q
neurobiological injury
A
- prenatal (fetal alcohol syndrome)
- perinatal (anoxia)
- post natal (head injuries)
24
Q
Down syndrome comorbidity with IDD
A
- 15-20% of people with IDD have Down
- underlying symbolic abilities are intact (understanding abstract meanings)
- delay in expressive language (more deficits than in receptive language)
25
Q
Down syndrome characteristics
A
- fewer distress signals or desire for proximity with caregiver
- delayed (but positive) self-recognition
- delayed and abnormal internal state language
- deficits in ToM = deficits in language and description of internal experiences
- social skill deficits can lead to peer rejection (but still a desire for proximity)
26
Q
emotional and behavioural problems comorbidity
A
- rates much higher likely due to communication deficits, additional stressors, neurological deficits
- impulse control disorders, anxiety and mood disorders most common
- similar developmental patterns as typical children: internalizing problems more common in adolescence
- ADHD symptoms are common, Pica (affects 8-10% across ages and levels of IDD), self-injurious behaviour
27
Q
physical and health disabilities comorbidity
A
- higher prevalence of chronic health conditions
- life expectancy for people with Down is about 60 yrs (cognitive decline after adolescence can contribute to this)
- epilepsy, cerebral palsy common
28
Q
prevention of IDD
A
- prenatal care (reduce neurobiological injury, increase gestation time, plan for uncomplicated delivery)
- early care and education (safe and stimulating environments: remove lead paint, focus on speech and communication, preschool intervention, enrichment for low SES youth)
29
Q
disparities in early communication in high/low SES
A
- parents with doctoral degrees speak to their children significantly more than parents who haven’t gone to university, and much more than parents on social assistance
- leads to a projected word gap of 30 million in the first 3 yrs of life (differences in developing receptive language)
- educational enrichment is especially important for low SES
30
Q
Carolina Abecederian project
A
- low-income families with kids randomly assigned to receive a full-time educational intervention or be cared for at home
- educational enrichment from infancy to preschool (5 yrs)
- learning games, following the child’s lead and challenging them, focus on language
- started seeing differences in IQ at 15 months, then dramatic differences at age 2-3
- differences maintained when kids go to school (IQ, reading and math scores)
- still see differences at 21 yrs, more people going to college
- also see long-term benefits for the society (less crime, paying more taxes)
31
Q
behavioural approaches for IDD
A
- initially a means to control/redirect negative behaviours
- individuals have a right to a least restrictive effective treatment and one that results in safe and meaningful change
- essentially reinforcement to teach skills and improve adaptive functioning
32
Q
CBT for IDD
A
- self-instructional training and metacognitive training
- verbal instructional techniques
- teaching the child to be strategical (how to use strategies for effective living) and metastrategical (how to choose strategies for situations)
- addressing a lack of generalization that is common (teaching something in one domain, but child finds it difficult to translate them to another situation)
33
Q
family-oriented strategies for IDD
A
- helping cope with the demands of raising a child with IDD
- some kids may benefit from out-of-home placement
- generally, inclusion movement supports helping individuals integrate into society (regular classroom settings, teachers must adjust the curriculum)
