5/8-Internationally Adopted children

Question 1

What are some acculturation issues experienced by IAC?

Answer 1

• frequently, IAC are abruptly taken out of their familiar surroundings and placed into totally new environments
• this is especially hard on older IAC
• they may miss the familiarity of surroundings they have known all their lives
• used to interacting with other children, not adults

Question 2

What are some general considerations for IAC?

Answer 2

• possible post traumatic stress disorder
• consequent need for psychological services, emotional support

adoptive parents may need these services also–feel overwhelmed

Question 3

What may other potential areas of concern include for IACs?

Answer 3

• malnourishment–decreased brain development & general health
• decreased dental care
• decreased gross, fine motor skills
• behavioral issues
• physical abuse, neglect
• decreased emotional bonding opportunities
• potential alcoholism in birth mothers (especially eastern european)

Question 4

What did Hwa-Froelich 2012 say were they major parent concerns?

Answer 4

1–HIV Infection

latent TB

immunization status

short stature

Question 5

What are some speech & language considerations for Internationally adopted children?

Answer 5

articulatory-phonological skills may be negatively impacted by oral muscle tone

some IAC refuse to even chew, let alone speak

again, dental/orthodontic needs may have been neglected

Question 6

What is the definition of language?

Answer 6

a system of symbols that represents concepts formed by exposure and experience

Question 7

If IAC children had very limited exposure and experience, what may some IAC have?

Answer 7

very limited conceptual foundations

Question 8

What is a huge challenge for many IAC in terms of L1 & L2?

Answer 8

• decreased cognitive linguistic stimulation in L1
• Rapid L1 loss
• weak conceptual foundation upon which to build L2

Question 9

What may IAC have in terms of autism?

Answer 9

• “post institutional autistic syndrome”

- experienced such abuse and neglect that they exhibit autistic-like behaviors–e.g., rocking, hair-pulling

Question 10

What did Ellesef 2012 say about pragmatic problems with IAC?

Answer 10

• 5-10 years post adoption, some children tested on standardized tests
• but significant pragmatic deficits
• pragmatic deficits interfered with academic performance e and social interactions inside and outside school

Question 11

what do we know in terms of adopting early?

Answer 11

-the younger IAC are at the age of adoption, the better their chances for developing language normally

Question 12

For those IAC who show initial delay what may they have later, and what do we always need to do?

Answer 12

those who show initial delays may still have them later; we always need to test when the children are newly adopted and FOLLOW UP

Question 13

When children are evaluated what is usually highly reliable and valid?

Answer 13

parent report

Question 14

What inventory is very popular to use for IAC?

Answer 14

MacArthur Communicative Development Inventory is popular

Question 15

What other measures may we use when children are evaluated?

Answer 15

use prelinguistic measures of joint attention, symbolic play, object permanence, pre speech vocalization

Question 16

What kind of gap may there be for IAC?

Answer 16

may be CILF-FALF gap–hard for parents—CILF usually develops faster

Question 17

What is it good for parents to do for IAC in terms of service delivery?

Answer 17

good for parents to read, play games, provide sensory stimulation

Question 18

What is it important to do in terms of service delivery and the environment?

Answer 18

well-structured with daily routines watch over stimulation

Question 19

what is it ideal to videotape child/parent interactions?

Answer 19

it gives feedback

Question 20

What do social-emotional pragmatic problems that require therapy include?

Answer 20

decreased theory of mind

difficulty regulating emotion

poor comprehension of abstract and differential information

difficulty interpreting body language, facial expressions, gestures

Question 21

In terms of students with AAC needs, what are some things to consider?

Answer 21

• how comfortable are families with high-tech devices?
• if they are not, we might need to introduce low tech devices or even boards with pictures
• researchers recommend: picture communication systems printed both in L1 and English

Question 22

In terms of students with developmental delays, what are some things we need to consider?

Answer 22

we have to be careful, because ELL students tend to be over identified

students with DD can still be bilingual

be careful about early intervention recommendations, because parents may not believe that early independence is important

Question 23

In terms of service delivery to CLD deaf students, what are some considerations?

Answer 23

CLD children with Hearing impairments are more likely to be in special education restrictive environments than mainstream children

different countries have different forms of Sign Language may or may not be similar to ASL

Some deaf CLD–little-no exposure to sign language

encourage development and use of sign language; don’t force children to be oral only

Question 24

What has research found great success with, in terms of hearing impaired students?

Answer 24

classroom amplification

Question 25

What do studies show if a teacher uses an FM system and students hear her voice more loudly?

Answer 25

• pay better attention
• participate more in discussions
• learn new vocabulary words faster

Question 26

What did Stoll, Tolentino, & Roseberry McKibbin find when they studied CLD ASD children?

Answer 26

-these families believed in mainstream causes of ASD and also in mainstream treatment (e.g., early intervention, dietary modifications, etc.)

Question 27

What are some challenges impacting service delivery for students who are CLD and have ASD?

Answer 27

• if children are not speaking, pediatricians say “bilingualism @ home” and tell parents children will “grow out of it”
• many countries: still little-no recognition of phenomenon of ASD–STIGMA
• some families are not comfortable with play based tx may prefer highly structured therapy