9/23-9/25--MR/ID/DD (s.42-end) & Links Ch. 4 (s.1-26)

Question 1

What are some general characteristics of MR/ID/DD?

Answer 1

• Estimate is from 1 to 3 percent of population (3 to 9 million people in U.S.)
• Nearly 90% of population with ID is in the “mild” range
• Differences in severity occur

Question 2

What are the severity ratings of Intellectual Disability (ID)?

Answer 2

Mild
Moderate
Severe
Profound

Question 3

What is the IQ range for the mild ID severity rating?

Answer 3

52-68

Question 4

What is the IQ range for the moderate ID severity rating?

Answer 4

36-51

Question 5

What is the IQ range for the severe ID severity rating?

Answer 5

20-35

Question 6

What is the IQ range for the profound ID severity rating?

Answer 6

19 and below

Question 7

What percentage of MR is in the mild severity rating?

Answer 7

89%

Question 8

What percentage of MR is in the moderate severity rating?

Answer 8

6%

Question 9

What percentage of MR is in the severe severity rating?

Answer 9

3.5%

Question 10

What percentage of MR is in the profound severity rating?

Answer 10

1.5%

Question 11

What are characteristics of mild severity rating for ID?

Answer 11

Usually live and work independently within the regular community.

Often have families

Question 12

What are characteristics of moderate severity rating for ID?

Answer 12

Capable of some semi-independece at work and in residence.

As adults, many work in supportive environments and live with relatives or in community residences.

Question 13

What are characteristics of severe severity rating for ID?

Answer 13

Capable of learning some self-care skills and are not totally dependent.

Some adults are able to work in a supportive environ,net and live with relatives or in community residences.

Question 14

What are characteristics of profound severity rating for ID?

Answer 14

Capable of learning some basic living skills but will require continual care and supervision

Often exhibit multiple handicaps.

Question 15

What is often the most impaired area and most important characteristic for ID?

Answer 15

Language

Question 16

t/f

Typically developing children with same mental age as a child with ID exhibit stronger language skills?

Answer 16

True

Question 17

t/f

about 1/2 of ID population- receptive and expressive language are somewhat equal to cognitive levels?

Answer 17

true

Question 18

t/f

about 1/4 of population- receptive language and cognition are somewhat equal but expressive language is below both?

Answer 18

true

Question 19

t/f

about 1/4 of population- receptive language and expressive language are below cognition?

Answer 19

True

Question 20

Prior to what age is developmental sequence for children with ID similar to typically developing children?

Answer 20

10

Question 21

Even when matched for mental age, will ID children use more immature forms of language than TD?

Answer 21

Yes

Question 22

Why will ID language difficulties reflect problems integrating learning into ongoing events?

Answer 22

Much energy may be going to understanding, not integrating language skills

Question 23

What specific language areas are impacted with ID?

Answer 23

Pragmatics
Semantics
Syntax/Morphology
Phonology
Comprehension

Question 24

Describe the pragmatic issues kids with ID have.

Answer 24

Gesture and intonation similar to TD.

Delayed gestural cueing

Less dominant conversational roles.

Question 25

Describe the semantic issues kids with ID have.

Answer 25

More concrete slow vocal growth limited use Down syndrome children learn vocal through context

Question 26

Describe the syntax/morphology issues kids with ID have.

Answer 26

length/complexity and morpheme development similar to TD preschoolers same sequence of sentence development as TD, but slower; shorter, less complex sentences than TD with fewer subject elaborations than mental age matched TD relies on less mature forms even when capable of more advanced

Question 27

Describe the phonology issues kids with ID have.

Answer 27

phonological rules develop similar to TD preschoolers, but rely on less mature forms even when capable of more advanced

Question 28

Describe the comprehension issues kids with ID have.

Answer 28

poorer receptive language skills esp down syndrome, than mental-age matched TD poorer sentence recall than mental age matched TD More reliance on context to make meaning

Question 29

What are possible causal factors of ID?

Answer 29

Biological Social environmental processing factors

Question 30

What are the biological factors of ID?

Answer 30

genetic and chromosomal (down syndrome) maternal infections (rubella, measles) toxins and chemical agents (fetal alcohol syndrome) nutritional and metabolic causes (phenylketonuria or PKU) gestational disorders (formation of brain or skull) complications from pregnancy or during delivery gross brain diseases (including tumors)

Question 31

What are the social environmental factors of ID?

Answer 31

more difficult to identify may involve many interactive variables deprivation, poor housing, diet, poor hygiene, lack of medical care all can affect development adversely, but the effect is unknown and varies by child

Question 32

what causal factor accounts for the majority of ID kids?

Answer 32

biological

Question 33

What are the possible causal factors of ID in regards to processing?

Answer 33

- ID children seem to have differences in cognitive, information processing abilities--attention, discrimination, organization, memory, transfer--that are not solely attributed to IQ REMEMBER!!! - Processing factors help us understand ID (and other disorders). They do not explain the disorder, however. The differences may represent the cause, the result, or a concurrent problem. THEY DO, however, suggest intervention techniques

Question 34

t/f do children with ID process info differently form mental age matched TD peers?

Answer 34

Yes. This is critical for learning!

Question 35

In regards to processing, what are the characteristics of ID children in regards to attention?

Answer 35

Can sustain as well as TD, but have difficulty scanning and selecting what to attend. Overall attention skills decrease with level of severity

Question 36

In regards to processing, what are the characteristics of ID children in regards to discrimination?

Answer 36

Difficulty i.d. relevant stiumuls cues. May choose less important stimuli to focus on.

Question 37

In regards to processing, what are the characteristics of ID children in regards to organization?

Answer 37

Mild-moderate ID- difficulty developing organizational strategies to help with storage and retrieval.

Question 38

In regards to processing, what are the characteristics of ID children in regards to memory?

Answer 38

In general, ID demonstrates poorer recall than TD. More severe= poorer memory. Slower retrial-- provably due to organizational deficits/

Question 39

In regards to processing, what are the characteristics of ID children in regards to transfer?

Answer 39

Transfer= ability to generalize. Esp difficult for ID. More sever transfer difficulties. This may be related to discrimination and organization problems.

Question 40

What are some intervention techniques to use with INDIVIDUALS with ID?

Answer 40

Attention: Highlight stimulus cues. Exaggerated gestures to highlight important auditory messages. Gradually decrease cues. Teach to scan stimuli for relevant cues. Discrimination: Highlight similarities and differences. Meaningful sorting tasks with real objects for preschoolers (same/different) Organization: Pre-organize information for easier processing and storage. Visual and spatial cues. Train association strategies—”which things go together? Why?” Work on short-term memory tasks (e.g., repetition of impt. Info) to help in successive processing. Repetition and Interpretation can help. Memory: Train rehearsal strategies (e.g., physical imitation). Shift slowly to symbolic tasks. Use overlearning and examples. Train both signal recall (sights, sounds, tastes) and symbolic recall of events. Word associations can help recall. Highlight info. to be remembered. Use visual cues to enhance auditory memory. Transfer: -Training situations should be similar to the context to generalize to. Use real items to train. CONTEXTUALIZE! -Highlight similarities between situations. Help recall previous tasks when new problems arise. Use people and situations in everyday contexts to train. CONTEXTUALIZE!!!! ``` ** Consider functional language: Communication, not necessarily language skills, is often the primary goal!!!!!! -picture identification cards -picture communication books -daily schedules -social stories ```