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PSYC 3505 Ex. Children > Chapter 5: Learners with Intellectual & Developmental Disabilities > Flashcards

Chapter 5: Learners with Intellectual & Developmental Disabilities Flashcards

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1
Q

There is considerable disagreement on the definition and classification of intellectual disabilities

True or False

A

True

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2
Q

A person can ‘grow’ out of intellectual disabilities

True or False

A

True - some disabilities are minor and with extensive educational programming, some can progress to where they are no longer considered disabled

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3
Q

What are the two criteria an individual must meet to be considered having an intellectual disability?

A

Low intellectual functioning and low adaptive skills

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4
Q

Many schools classify disability severity according to their IQ scores. Which score is considered to be mild?

A) IQ of 50-70
B) IQ of 30-50
C) IQ of 70-100
D) IQ of 20-25

A

A) IQ of 50-70

100 is considered normal and below 20 is considered profound

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5
Q

Adaptive behaviour is through to consist of ______ intelligence and _______ intelligence

A

Social intelligence - undersranding/interpreting people/situations
Practical intelligence - ability to solve everyday problems

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6
Q

An individual who is ____ SD away from the mean IQ score of 100 is considered to have an intellectual disability

A

2

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7
Q

How has the human genome project been helpful for intellectual disabilities?

A

It advances ability to diagnose, treat, and prevent genetic conditions

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8
Q

Individuals with down syndrome begin to show very similar brain abnormalities to patients with __________ by the age of 35

A

Alzheimer’s disease

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9
Q

What are the three ways to characterize pre-natal causes of developmental/intellectual disabilities?

A
  1. Chromosomal disorder
  2. Inborn error of metabolism
  3. Developmental disorders affective brain formation
  4. Environmental influences
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10
Q

Which of the following is not a chromosomal disorder?

A) Prader-willi syndrom
B) Williams syndrome
C) Fragile X syndrome
D) Phenyletonuria (PKU)

A

D) Phenyletonuria (PKU)

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11
Q

_______ is the most prevalent intellectual disability that is present at birth

A

down syndrome

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12
Q

What is the greatest link to increased risk of having a child with down syndrome?

A

Maternal age

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13
Q

If a father is a carrier of fragile X and has a son and a daughter who will be more likely to express the disorder?

A

The daughter may express the disorder but the son cannot because he inherits the Y chromosome from his father

Fragile X is X gene linked

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14
Q

A child who has difficulty eating as an infant but then becomes overly obsessed with food is likely to have which developmental disability?

A

Prader-willi syndrome

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15
Q

______ is characterized by ‘elfin’ facial features

A

Williams syndrome

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16
Q

Which disorder is caused by the absence of material of the 7th chromosomal pair?

A) Prader-willi syndrome
B) Williams syndrome
C) Fragile X syndrome
D) Autism

A

Williams syndrome

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17
Q

What are the 4 methods of parental screening for disabilities?

A

Maternal serum screening (MSS): Blood sample taken and screened

Amniocentesis: amniotic fluid sample talked from sac around fetus

Chorionic villus sampling (CVS): villi sample taken from placenta

Nuchal translucency ultrasound: allows DR to see fluid from behind the fetus’ neck

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18
Q

Which prenatal screening is done last?

A) Nuchal Ultrasound
B) Chorionic Villus sampling
C) Aminocentesis
D) Maternal serum screening

A

C) Aminocentesis

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19
Q

What is inborn errors of metabolism?

A

These result from inherited deficiencies in the enzymes used to metabolize substances in the body

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20
Q

A child is put on a low protein died because they have the inability to covert phenylalanine into tryrosine, causing abnormal brain development. This child has _______ which is a ________ disorder

A

phenylketonuria (PKU); inborn error of metabolism

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21
Q

In _______ the head is abnormally small and conical in shape, resulting in severe to profound intellectual disability

A

microencephalus

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22
Q

______ result from the accumulation of CSF which blocks the circulation and result in excessive pressure causing an enlargement of the skull

A

Hydrocephalus

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23
Q

Which of the following environmental influences can impact development?

A) Maternal malnutrition 
B) Recreational drugs 
C) Radiation 
D) Maternal infections 
E) All of the above
A

E) all of the above

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24
Q

What are perinatal causes of developmental/intellectual disabilities?

A

Anoxia - lack of oxygen
Low birth weight/Premature birth
Infections

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25
Q

________ is an infection of the meninges and __________ is the inflammation of the brain, they are two postnatal infections that can cause intellectual disabilities

A

meningitis; encephalitis

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26
Q

Postnatal causes of intellectual disabilities can either be ______ or _________

A

Biological; psychosocial

27
Q

People with intellectual disabilities have difficulties with _____ which refers to a persons awareness of what strategies are needed to perform a task, ability to plan, and to evaluate how well the strategies are working

A) self-regulation
B) metacognition
C) working memory
D) proprioception

A

B) metacognition

28
Q

Which of the following is not a behavioural phenotype weakness for people with down syndrome?

A) receptive/expressive language
B) interpreting facial emotions
C) declining cognitive skills
C) Visual spatial skills

A

C) Visual spatial skills

29
Q

Which of the following is not a strength of people with williams syndrome?

A) Musical interest/skill
B) Facial recognition/memory
C) Verbal STM
D) Math skills

A

D) math skills

30
Q

Which of the following is not a behavioural weakness for people with fragile X syndrome?

A) LTM
B) Repeititve speech
C) reading
D) social anziety/withdrawl

A

A) LTM

31
Q

Which of the following is not a behavioural weakness for individuals with prader-willi syndrome?

A) Overeating
B) High IQ
C) Sleep disturbances
D) Social withdrawal

A

B) High IQ

32
Q

_____ syndrome has been linked to folktales of pines and elves

A

Williams

33
Q

How does a teacher offer systematic instruction?

A

Select a target behaviour
Implement consistent instruction
Teach foundational skills before moving on
Have a plan for supporting the student
Monitor progress and make changes as needed

34
Q

Classwide peer tutoring (CWPT) is effective in improving academic performance for children with intellectual disabilities

True or False

A

True - it is beneficial for all students involved

35
Q

Early childhood programs designed for prevention of learning disabilities are highly effective

True or False

A

True - programs target at-risk children and their families, mainly focusing on those in poverty

36
Q

Effective development problems only involve professionals

True or False

A

False - They need collaboration with the parents, professionals, and the student when applicable

37
Q

Life skills are required for someone to take care of themselves and function in society, they can be divided into 2 categories:

A) Communication and employment skills
B) Domestic and employment skills
C) Domestic and Community skills
D) Communication and self-determination skills

A

C) Domestic and employment skills

Domestic skills involve things such as washing dished, cooking, doin laundry, and managing a budget

Community skills involve things such as using transpiration, procuring health care, banking, getting food, and so forth

38
Q

Since the 60’s community residential facilities (CRFs) have been on the rise for people with disabilities

True or False

A

False - they are more likely to receive supporting living in which they learn living skills in more natural, non institutional environments

39
Q

Sheltered workshops are :

A) structured environments in which a person receives training and works with others with disabilities on jobs that require low skill

B) Pet sit at a dog shelter

C) minimum wage jobs that occur in normal work settings where the individual receives ongoing assistance from job-coaches or coworkers

D) jobs that have been customized to an employees interests and skills

A

A) structured environments in which a person receives training and works with others with disabilities on jobs that require low skill

40
Q

A major goal of transition is to help an individual achieve __________ in order to act autonomosuly, be self-regulated, and act in a psychologically empowered manner

A

self-determination

41
Q

Emotionally or Behaviorally Disorder (E/BD)

General description + 2 fun facts

A

Chronic, Extreme social-interpersonal problems. Behaviour is unacceptable, due to social and cultural expectations

  • Often comorbid with other disorders
  • Cannot be precisely measured
42
Q

Prosocial Behaviour

A

Desirable ways of behaving

-Coopeartion, friendliness, problem solving, likeability

43
Q

What are the two dimensions of behaviour (in regards to E/BD)?

A
  1. Externalizing (aggressiveness, acting out)

2. Internalizing (immaturity, withdrawn, depression)

44
Q

Factors that can exacerbate Internalizing behaviors (4)

A
  1. Over-restrictive parental discipline
  2. Reward for isolated behaviour
  3. Punishment for appropriate social responses
  4. Lack of opportunity to learn and practice social behaivours.
45
Q
  • Prevalence of E/BD vs
  • Prevalence of “Emotionally disturbed”
  • Gender difference
A

Prevalence of E/BDs at 10%

Prevalence of Emotionally Disturbed at 1%

Boys > Girls 5:1

46
Q

Causes of E/BD (4)

A
  1. Biological disorders and diseases
  2. Pathological family relationships
  3. Undesirable experiences at school
  4. Negative cultural influences (drug abuse, violence, etc.)
47
Q

IQ of students with E/BD

A

IQ of “Dull normal” at 90

48
Q

Oppositional-Defiant Disorder (General definition + 3 symptom categories)

A
  • Ongoing pattern of uncooperative, defiant, and hostile behaviour
  • Symptoms from 3 categories:
    1. Angry and irritable
    2. Argumentative and defiant
    3. Vindictive
49
Q

What does training for Oppositional Defiant Disorder seek to improve? (3 things)

A
  • Increasing social flexibility
  • Improving social skills
  • Improving frustration tolerance
50
Q

Risk Factors for E/BD in preschool (4)

A
  1. Poverty
  2. Experiencing abuse
  3. Inconsistent discipline
  4. Observing violence
51
Q

Risk Factors for E/BD in Primary School (4)

A
  1. Defiance of adults
  2. Aggression towards peers
  3. Low problem solving skills
  4. Difficulty in school
52
Q

Risk Factors for E/BD in Elementary/Middle School (4)

A
  1. Skipping school
  2. Social rejection
  3. Trouble with law
  4. Drug and alcohol use
53
Q

Risk Factors for E/BD in Adolescence (5)

A
  1. Failure/dropping out of school
  2. Violence and/or delinquency
  3. Substance abuse
  4. Gang membership
  5. Dependency on welfare
54
Q

Conduct Disorder (define)

A
  • Behaviour that violates either violates the rights of others, or major societal norms.
  • Causes clinically significant impairment in social, academic, or occupational functioning.
55
Q

Prosocial Emotions Specifier (define + what is its relation to conduct disorder?)

A
  • Used to ID those with limited prosocial behaviours
  • People with limited empathy, guilt, and little concern for the well-being of others
  • A more severe form of conduct disorder.
56
Q

Educational considerations for E/BDs (4)

A
  1. Controlling misbehaviour
  2. Teaching academic and social skills
  3. Balancing the two above^^
  4. Integrated services! (family oriented services, counselling)
57
Q

Successful strategies for managing E/BD (6)

A
  1. Systematic interventions
  2. Continuous progress monitoring
  3. Providing opportunities to practice new skills
  4. Treatment matched to the problem
  5. Integrated services
  6. Training to apply skills for all situations
58
Q

3 Domains for assessing progress of E/BD

A
  1. . Interpersonal skills
  2. Study skills
  3. Motivation and engagement
59
Q

The 4 Tiered assessment for school-based mental health programs…

A
  1. Positive strategies … to foster healthy development in all students
  2. Universal prevention … to reduce risk factors for all students
  3. Selective prevention … intervention for at-risk students
  4. Treatment interventions … for students diagnosed with E/BDs
60
Q

Important factors for early intervention (3)

A
  1. Do not assume the child will outgrow it
  2. Providing resources
  3. Preventing ignorance regarding early signs of E/BDs
61
Q

Why do zero tolerance policies suck? (3)

A
  • To determine whether a behaviour is due to a student’s disability or not
  • How much control do they have over their behaviour?
62
Q

Behaviour Intervention Plan

What is it? What is its goal? What is it related to?

A
  • Creating proactive strategies and interventions
  • Goal of avoiding punishment
  • Related to IEPs
63
Q

Interim Alternative Educational Settings

A
  • Small classrooms, “in school suspensions”
  • More special educators
  • Combo of in-class and small-group training

PSYC 3505 Ex. Children (15 decks)

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