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Fall '14-223 (Exam 1) > 9/23-9/25--MR/ID/DD (s.42-end) & Links Ch. 4 (s.1-26) > Flashcards

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

1
Q

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

A
  • 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
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2
Q

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

A

Mild
Moderate
Severe
Profound

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3
Q

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

A

52-68

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4
Q

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

A

36-51

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5
Q

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

A

20-35

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6
Q

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

A

19 and below

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7
Q

What percentage of MR is in the mild severity rating?

A

89%

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8
Q

What percentage of MR is in the moderate severity rating?

A

6%

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9
Q

What percentage of MR is in the severe severity rating?

A

3.5%

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10
Q

What percentage of MR is in the profound severity rating?

A

1.5%

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11
Q

What are characteristics of mild severity rating for ID?

A

Usually live and work independently within the regular community.

Often have families

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12
Q

What are characteristics of moderate severity rating for ID?

A

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.

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13
Q

What are characteristics of severe severity rating for ID?

A

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.

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14
Q

What are characteristics of profound severity rating for ID?

A

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

Often exhibit multiple handicaps.

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15
Q

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

A

Language

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16
Q

t/f

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

A

True

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17
Q

t/f

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

A

true

18
Q

t/f

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

A

true

19
Q

t/f

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

A

True

20
Q

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

A

10

21
Q

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

A

Yes

22
Q

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

A

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

23
Q

What specific language areas are impacted with ID?

A 
Pragmatics
Semantics
Syntax/Morphology
Phonology
Comprehension
24
Q

Describe the pragmatic issues kids with ID have.

A

Gesture and intonation similar to TD.

Delayed gestural cueing

Less dominant conversational roles.

25
Q

Describe the semantic issues kids with ID have.

A

More concrete

slow vocal growth

limited use

Down syndrome children learn vocal through context

26
Q

Describe the syntax/morphology issues kids with ID have.

A

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

27
Q

Describe the phonology issues kids with ID have.

A

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

28
Q

Describe the comprehension issues kids with ID have.

A

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

29
Q

What are possible causal factors of ID?

A

Biological
Social environmental
processing factors

30
Q

What are the biological factors of ID?

A

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)

31
Q

What are the social environmental factors of ID?

A

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

32
Q

what causal factor accounts for the majority of ID kids?

A

biological

33
Q

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

A
  • 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

34
Q

t/f

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

A

Yes. This is critical for learning!

35
Q

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

A

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

36
Q

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

A

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

37
Q

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

A

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

38
Q

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

A

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

39
Q

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

A

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

40
Q

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

A

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

Fall '14-223 (Exam 1) (4 decks)

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