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
What is the pragmatics profile of everyday communcation skills in children?
-An assessment of pragmatic skills
-Giving a profile of skills individual to that child.
-Allows us to see where a child sits developmentally.
-Helps to identify possible areas for intervention
-Specially adapted version available for children who
use AAC
What is the structure of the pragmatics profile of everyday communication skills in children?
It is in 4 parts:
- Communicative Functions
- Response to communication
- Interaction and conversation
- Context variation
What is ‘Enhancing the Environment’ ?
- A whole school approach
- Using Elkan speech and language support for pupils
with SLD
What is Enhanced Milieu Teaching? (EMT)
- Naturalistic, play based, everyday environment,
conversation based intervention. - For children who, have more than 10 functional words
(or AAC equivalent), have an MLU of less than 3.5 and
imitate verbally - Parents are trained to implement strategies (through
workshops and coaching sessions)
What prompts are used within EMT?
- Modelling
- Mand-modelling: expanding/modelling their responses
- Time delay/ expectant pauses
- Incidental teaching: Set up opportunities to request and
then use other prompts
What are the 6 components of EMT?
- Environmental arrangement
- Responsiveness level
- Parents language at child’s level and slightly more
- Expansions
- Time delay
- Milieu Modelling
What interventions are there for verbal language?
- Enhanced Milieu Teaching
- Hannen ‘It takes two to talk’
- Enhancing the Environment
- Derbyshire Language Scheme
- Hannen, talkabout social skills (and other) packages
- Living Language
What is the most frequently used AAC in Intellectual disability?
Makaton.
What is Makaton? What are its key features and principles?
- Signs alongside speech in spoken order, used to aid
comprehension and clarify expression. - Uses only key words, no complex grammar
- The core vocabulary contains over 450 words in 8
stages - Children can learn vocabulary according to age,
interests and circumstances - The child’s whole environment must embrace makaton
Give an example of an AAC app? What is a problem with an app like this?
‘Proloquo2go’ is an iPad/iPhone app where child can select a symbol to activate a chosen spoken word.
- The app is high tech
- Requires a trial period and for the child to be able to
use low tech app first - Costs?
What is talking mats?
An AAC where there are seperate catagories that the child can then select from (likes/dislikes etc…)
Can be on paper or on an iPad.
Way of helping children express their view on things.
