Class 3 Flashcards
What defines someone as having ‘SEVERE’ intellectual disability?
- IQ of 20-35
- Require a high level of support within daily activities
- May be able to look after some personal care needs
- Often use basic words and gestures
- May have additional medical, mobility, swallowing needs
What defines someone as having ‘MODERATE’ intellectual disability?
- IQ of 35-50
- May be able to carry out daily tasks
- Likely to require some support
- Likely to have some language skills
- Can communicate needs and wishes
What defines someone as having ‘MILD’ intellectual disability?
- IQ 50-70
- Often can carry out most daily tasks independently
- Often develop some literacy skills
- Can usually hold a conversation
- May struggle with higher order language and pragmatics
- May be undiagnosed
What does the transaction model take into consideration?
The ‘interdependencies’ between child characteristics, caregiver characteristics and environmental influences
(Wood and Wetherby, 2007)
- Person centred/ family guided
- Collaborative team based approach
When conducting assessment for Intellectual disability, what are some things to take into consideration when comparing to ‘developmental norms’?
- Impact of hearing or visual impairment
- Corrected ‘age’- consider prematurity’s
- Impact of physical impairment (e.g. CP or Dyspraxia)
- Syndrome specific patterns of difference
- Other individual factors
What are some limitations of Standardised Assessments?
- Comparisons to ‘norms’ not always meaningful
- Less valid or reliable at earlier developmental stages
- Administration requirements are too restrictive
- Doesn’t fit with transactional developmental ethos
HOWEVER:
- When carefully applied, may give useful baseline/ functional performance data
What are some better methods of assessment? (compared to SA’s)
- Focused conversations with caregivers
- Caregiver completed criterion specific checklist
- Observations (of communication/ineraction) within contexts
- Structured staged opportunities to sample specific communicative/ interactive behaviours
What are the McArthur Bates CDI’s?
Communication Development Inventories
- Group of standardised forms completed by parents (either alone or with an SLT)
- Screen’s young children’s emerging language and communication skills
- Covers an age range of 8 to 37 months (age equivalent)
What parts does the McArthur Bates CDI’s include?
- CDI: Words and Gestures (8 to 18 months)
- CDI: Words and sentences (16 to 30 months)
- CDI iii: (30 to 37 months)
(ages or equivalents)
What parts of the Derbyshire Language Scheme might be good for assessment?
Rapid screening test
- 5 mins long
- Gives rough idea of comprehension
Detailed Test of Comprehension
- 14 sections (ranging from everyday objects to
complex sentences)
- Provides a sample of expressive language
What is dynamic assessment? and why is it good?
- It is a method of conducting language assessment.
- Highly interactive and process-oriented
- Modifiable/flexible/fluid
- Active participants/ examiner participation
Good for?
- Identifying child’s individual skills
- Giving information about child’s ability to learn/ apply and
retain learning
- Being flexible: probe additional cues, break down tasks
(ASHA, 2018)
What are key features of intervention in ID?
- Agreed targets with functional relevance
- Multiple opportunities to encounter targets
- In naturally occurring, motivating, socially engaging,
immediately rewarding activities - With responsive, contingent partners
- Lots of repetition (but with fun and variety)
What is Hannen “It takes two to talk”?
- A method of intervention aimed at parents with children
identified as having language delay. (Hanen, 2016) - Parents learn practical strategies to help their children
learn language naturally - Consists of; Pre-programme consultation, 6-8 training
sessions in small groups with a Hanen certified SLT
leading, 3 individual home visits with video feed backing.
What is the Hanen OWL strategy?
Observe
Wait
Listen
Is dynamic or static assessment better?
dynamic
