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SLP 3 > ALD > Flashcards

ALD Flashcards

1
Q

Describe the social model

A

Society causes disability
The environment is not supportive
Removing barriers necessary

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2
Q

How would the social model aim to help people with Down syndrome

A

Remove barriers
Increase adaptations
Change perception

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3
Q

Describe the genetic differences in those with Down syndrome

A

Extra chromosome 21
94-96% trisomy 21
Translocation- 2-4% piece of 21 breaks off
Mosaicism- 1-2% additional chromosome but not in every cell

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4
Q

Prevalence of Down syndrome in LD

A

21%

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5
Q

Name some features of Down syndrome

A

50% have heart defect
75% have hearing loss
50% require glasses
LE- 50-60 years

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6
Q

With reference to literature describe first word use in people with Down syndrome

A

Berglund (2001)
- 80% children didn’t produce first word until 2
75% reached 50 word milestone by 5 yrs

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7
Q

What is the difference in performance in children with Down syndrome in grammar

A

Poorer in receptive grammar
Perform similarly to children with Williams syndrome on receptive grammar (just LD?)
Perform differently on expressive grammar
Vicari (2000) children with Down syndrome produce shorter MLU and make more errors

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8
Q

Down syndrome evidence by Vicari (2000)

A

Poorer grammar than vocabulary

Shorter mean length utterances

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9
Q

Speech features in Down syndrome

A

Slower to develop
Different pattern of errors
Phonological loop poorer
Poorer language may be linked to poorer auditory skills?
When hearing a word, semantic, phonological and articulatory information not stored

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10
Q

Discuss stammering in Down syndrome

A

Common
Awareness may fade quicker
Communication system under stress

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11
Q

What is important to consider when working with people with Down syndrome

A

Use salient materials- things that interest them
Errorless learning- allowing success- increase self esteem
Meaningful outcomes- functional skills

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12
Q

What are the personal, environmental and social factors to consider when working with people with challenging behaviour

A

Personal- characteristics- mental health?
Environmental- staff training? How are they being supported?
Social- who do they communicate with? How?

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13
Q

Describe the heirarchy of needs

A 
Maslow (1943)
Physiological 
Safety 
Love/ belonging
Esteem 
Self actualisation- morality, spontaneity
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14
Q

What are slow and fast triggers?

A

Slow- didn’t happen immediately before event- eg tired

Fast- immediately before- eg being told you aren’t allowed to do something

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15
Q

What are the 5 good communication standards?

A
  • how best to communicate
  • services support individual with communication
  • staff value and use best approaches to communication
  • service creates opportunity that make individuals want to communicate
  • individuals supported to understand and express needs
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16
Q

What is involved in a care plan when working on behaviour support

A

Contributions from all MDT and patients
How to manage triggers
How to improve QoL to reduce frequency of behaviours

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17
Q

What to look for in assessment when looking at behaviour management?

A 
History
Physical and mental health 
Observations
Comprehension?
Communication environment?
How do they communicate?
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18
Q

Define PMLD

A 
Have profound intellectual disability
Have more than one disability 
- eg impairment of vision 
- physical impairment 
- complex health needs
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19
Q

Features of PMLD

A

Severely limited understanding
Typically non verbal
High level of support needed

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20
Q

What is the mental capacity act, date?

A

2005

States every person over 16 has capacity to make own decisions unless proven otherwise

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21
Q

What is looked at in the assessment of capacity?

A

Impairment in the functioning of the mind
Understand all relevant information
Consider all options
Communicate decision

22
Q

Is capacity the same for every decision

A

No capacity is decision specific

Every effort must be made to make the information meaningful before lack of capacity is deemed

23
Q

What is the SLT role in supporting comprehension for capacity

A

Do they understand spoken/written word

Could information be made meaningful with photos/ symbols?

24
Q

What is Accessible information standards?

A

2016
People with disability must be provided with information they can easily read/ understand
Service providers must
-identify information and communication needs
- record “”
-share “”
- meet “”

25
Q

What is DisDat?

A

Disability distress assessment tool

  • identifies distress cues
  • a means of providing a clearer picture of an individuals language of distress
26
Q

What is a communication dictionary

A

a dictionary of how that individual expresses a word/concept
Eg with photos of facial expressions

27
Q

Give some fundamentals of communication that are used in intensive interaction

A
  • sharing personal space
  • exchanging eye contact
  • exchanging vocalisations
  • physical contacts
  • enjoying being with another person
28
Q

Observable outcomes of intensive interaction

A 
Increased social initiation 
Increased tolerance of physical proximity 
Increased eye contact 
Increased vocalisations 
Improved joint attention
29
Q

Discuss Firths dual aspect model

A

2008
Shows initial rapid expansion in sociability and communication
Then plateauing but longer term acquisition

30
Q

What is the tiered model of health and social care

A

1- capability in community
2- capability in mainstream
3- capability in specialist services
4- specialist interventions

31
Q

What does a CPA coordinator do?

A

Coordinates care

Knows what all MDT are doing with individual

32
Q

Name an assessment that is standardised for LD

A

CASP

Communication assessment profile

33
Q

What are communication passports and communication books?

A

Communication passport- key information about individual in easy read format for other professionals
Communication book- represent words and sentences with symbols and pictures

34
Q

What aids can SLTs put in place for ALD

A 
Objects of reference 
Communication book 
Visual timetables 
First/next 
Talking mats
35
Q

What are talking mats?

A

Topic
Options
Visual scale
Allows a conversation around chosen topic

36
Q

Key drivers - level 1

A

Death by indifference- 2007
Healthcare for all - 2008
Valuing people now - 2009 (making information accessible)

37
Q

Key drivers level 2

A

Death by indifference 2007
CIPOLD 2013
(Gov response was to put 18 recommendations in place for health and social care)

38
Q

What is Death by Indifference

A

Supports that there is institutional discrimination within NHS. That people with LD get worse healthcare

39
Q

What were the CIPOLD findings?

A
  • PWLD seen as low priority
  • little understanding around LD
  • do not properly consult family
  • rely on estimates of QoL
  • complaints system ineffective
40
Q

5 steps of Accessible Information Standard 2016

A
  • ask if they have communication needs
  • record those needs
  • flag the persons file and explain
  • share information with other NHS professionals
  • meet the communication needs
41
Q

What level 3 interventions can be put in place

A
  • staff training
  • positive behaviour support
  • service development
  • changing of environment
42
Q

Level 3 key drivers?

A

Winterbourne View (2012)

43
Q

Diagnostic criteria for LD

A

IQ < 70

2 limitations of adaptive functioning

44
Q

What did Watling 2011 find

A

People with LD at risk of digital exclusion

45
Q

Discuss matching the individual to the technology

A 
Scherer 1995
Look at 
- functional needs 
- gender/ age
- environments of use 
- cost 
- cultural factors 
- physical factors
46
Q

What physical factors need to be considered when planning assistive technology

A
  • spasms?
  • fatigue?
  • posture?
47
Q

What environmental factors need to be considered when planning assistive technology?

A 
Lighting?
Funding?
Noise 
Daily routine
Can they do it independently
48
Q

Name some types of technological support that can be offered

A

Text to speak
Audio description
Easy read (large print)

Mounting to wheelchairs
Environmental control eg blinds

49
Q

Benefits of assistive technology

A

Social interaction enriched
self determination
Self representation
Social inclusion - dating? Reduced isolation

50
Q

Barriers with assistive technology?

A

Lack of funding
Lack of awareness as to what is available
Individual characteristics- eg lack of literacy
Online safety
Website design complexity

SLP 3 (3 decks)

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