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Term 5 Psych > Cognitive Development > Flashcards

Cognitive Development Flashcards

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1
Q

Formal Assessment of Abilities

Intellectual Disability

A

–>
Intelligence
Adaptive Behavior

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2
Q

Formal Assessment of Abilities

A

–>
Intelligence/Cognitive Ability
Academic Functioning

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3
Q

The Normal Curve

A

The Mean IQ score = 100

Approximately 95% of the population have scores within two standard deviations (SD) of the mean (70- 130)

2/3 of the population have IQ scores within one SD of the mean (85- 115)

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4
Q

Intelligence / Cognitive Assessment

A

“We must guard against defining intelligence solely in terms of ability to pass the tests of a given intelligence scale. It should go without saying that no existing scale is capable of adequately measuring the ability to deal with all possible kinds of material on all intelligence levels.”

	- Terman (1921, as quoted in Sattler, 1992)
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5
Q

Current views of intelligence

A

Multifaceted and hierarchically organized

Intelligence quotient “IQ” is a general estimate of the sum of many different abilities

General factor (g) impacts global functioning on cognitive tasks as well as specific abilities

Genetic contributions to intelligence modified by experiences

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6
Q

A current view of intelligence

Cattell-Horn-Carroll Model of Intelligence

A

General Intelligence- Stratum III
Broad Abilities- Stratum II
Narrow Abilities- Stratum I

See chart nigga

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7
Q

Factors Influencing Intelligence

A

Genetic Factors
Familial Factors
Nonfamilial Factors

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8
Q

Genetic Factors

A

Genetic Makeup

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9
Q

Familial Factors

A 
Mother ‘s IQ and Education
Father’s IQ and Education
Socioeconomic Status
Prenatal Variables
Early Developmental Variables
Health Care and Nutrition
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10
Q

Nonfamilial Factors

A 
Quality of School
Teacher characteristics
Culture
Quality of Community
Environmental Toxins
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11
Q

The Flynn Effect

A

Documented by James Flynn in 1984

Rise in standardized intelligence test scores since the beginning of the 20th century

Average rate of increase 3 IQ points per decade

Cause remains uncertain

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12
Q

What is an Intellectual Disability?

A

DSM-5 Criteria

Deficits in intellectual functions
(e.g. problem-solving, reasoning, abstract thinking, planning, learning, etc.)
Generally Full Scale IQ < 70

Deficits in adaptive functioning that result in a failure to meet developmental and socio-cultural standards for personal independence and social responsibility.

Onset of intellectual and adaptive deficits occurs during the developmental period (childhood and adolescence

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13
Q

Intellectual Disability

A

American Association on Intellectual and Developmental Disabilities (AAIDDD)

Significant limitations in intellectual functioning and adaptive behavior which are apparent prior to the age of 18

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14
Q

Definition based on 5 assumptions:

A
  1. Limitations are considered within the context of the person’s environment and culture
  2. Assessment should consider cultural and linguistic diversity as well as differences in communications, sensory, motor, and behavioral factors
  3. Limitations often coexist with strengths
  4. You must develop a profile of needed supports
  5. With appropriate personalized supports, the functioning of the person with the intellectual disability will generally improve
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15
Q

Intellectual Disability: Levels of Severity

A

Mild
Moderate
Severe
Profound

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16
Q

Mild

A

85 percent
IQ range 50 to 69
There may be no obvious differences in young children

Differences often appear in academic settings for children and teens

Independent employment in with special training and supervision and may be able to live partially independently

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17
Q

Moderate

A

10 percent
IQ range 34 to 49
Skills lag behind same-age peers throughout development

May need help acquiring basic skills for daily living (e.g. hygiene, safety, household chores) – may need supervised housing

May work in sheltered
environment with extensive support and supervision

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18
Q

Severe

A

3 to 4 percent
IQ range 20 to 34
Very basic communication skills

Need extensive supports throughout life in most domains

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19
Q

Profound

A

1 to 2 percent
IQ range < 20
Minimal functioning; limited understanding of others/world

Dependent on others for all aspects of daily care

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20
Q

Estimates of Mental Age and Academic Achievement

Mild

A

Adult Mental Age
9 to 11 years

Grade Level
3rd to 6th

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21
Q

Estimates of Mental Age and Academic Achievement

Moderate

A

Adult Mental Age
6 to 9 years

Grade Level
1st to 3rd

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22
Q

Estimates of Mental Age and Academic Achievement

Severe

A

Adult Mental Age
4 to 6

Grade Level
Pre-K to 1st

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23
Q

Estimates of Mental Age and Academic Achievement

Profound

A

Adult Mental Age
< 4 years

Grade Level
N/A

24
Q

Developmental/Cognitive Ability Measures

A

Mullen Scales of Early Learning
(birth to 68 months)

Bayley Scales of Infant Development -III
(1 to 42 months)

Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV)
Ages 2:6 through 7:7

Wechsler Intelligence Scale for Children – Fifth Edition
(WISC-V)
Ages 6:0 through 16:11

Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)
Ages 16:0 through 90:11

25
Q

Woodcock-Johnson IV Tests of Cognitive Ability

A

Ages 2 through 90+

Based on the Cattell-Horn-Carroll (CHC) theory of cognitive abilities

Used most often by school districts

26
Q

Stanford-Binet Intelligence Scales, Fifth Edition (SB5)

A

Ages 2 through 85

Good for assessing very low of intellectual functioning range

27
Q

Differential Ability Scales – Second Edition (DAS-II)

A

Ages 2 years, 6 months through 17 years, 11 months

Less culturally loaded measure

28
Q

Cognitive Ability Tests: Nonverbal Measures

A

Leiter International Performance Scale – 3

Test of Nonverbal Intelligence – Third Edition (TONI-3)

Universal Nonverbal Intelligence Test (UNIT)

29
Q

Adaptive Behavior Skill Areas:

A 
Communication
Self-care
Home living
Social/Interpersonal skills
Use of community resources
Self-direction
Functional academic skills
Work
Leisure
Health
Safety
30
Q

Academic Development Measures

A

Woodcock-Johnson IV Tests of Achievement (WJ-IV)

Kaufman Test of Educational Achievement – Third Edition

Wechsler Individual Achievement Test – Second Edition

31
Q

Intellectual Disability

A

The range of IQ scores 2 standard deviations below the mean (<70)

Adaptive functioning must be a standard scores 70 or below

32
Q

Intellectual Disability: Etiologies & Risk Factors

Medical

A

Genetic Syndromes

Abnormal Brain Development

Premature birth or birth injury

Prenatal Exposure to certain infections: TORCH

Prenatal Exposure to Alcohol

Prenatal Exposure to Toxins

Childhood diseases

33
Q

Genetic Syndromes

A

Down Syndrome

Fragile X

34
Q

Abnormal Brain Development

A

Gray matter heterotopias

Porencephaly

35
Q

Premature birth or birth injury

A

Cerebral Palsy

Stroke

36
Q

Prenatal Exposure to certain infections: TORCH

A 
Toxoplasmosis
Other Infections; syphilis, herpes zoster
Rubella
Cytomegalovirus
Herpes simplex II
37
Q

Prenatal Exposure to Alcohol

A

Fetal Alcohol Syndrome

38
Q

Prenatal Exposure to Toxins

A

Lead

39
Q

Childhood diseases resulting in

A

Meningitis

Encephalitis

40
Q

Intellectual Disability: Intervention

A

Educational programming

Community-Based Resources

Texas Workforce Commission and the Texas Health and Human Services Commission

41
Q

Educational programming

A

Based on level of functioning not etiology

42
Q

Community-Based Resources

A

Arc of Greater Houston

Harris Center for Mental Health and Intellectual and Developmental Disabilities (IDD)

43
Q

Texas Workforce Commission and the Texas Health and Human Services Commission

A

Disability determination services

Transition planning

Vocational training/job placement

Independent living services

44
Q

Implications for Physicians

Pediatric Primary Care and Specialties

A

Early Childhood
Delayed language or motor milestones –> Early Childhood Intervention Referral

School Age
Struggling in school; Known risk factor –> Psychoeducational Assessment

45
Q

Implications for Physicians

Adult Primary Care and Specialties

A

Understanding the diagnosis

Understanding the treatment plan

Adherence to the treatment plan

46
Q

Implications for Physicians

General

A

First, speak to the person with intellectual disability then clarify with family if something is not clear

Use language simple language, or use a communication aid

Ask open questions or change the question to see if the response it the same

Avoid euphemisms

Check for understanding by asking them to explain to you in their own words

When talking about time, use events that the person might understand

Do not assume that the person will understand the connection between the illness and something they have done or something that has happened to them

47
Q

Specific Learning Disabilities: DSM-V Guidelines

A

Difficulty learning or using academic skills in reading, written expression or mathematics, despite interventions

Affected academic skills well below age-expected levels
Significantly interfere with school or occupational performance
Confirmed by individually administered, standardized measures of academic achievement

Begin during school-age years but may not become fully manifested until later

Cannot be accounted for by an intellectual disability, sensory issue, lack of opportunity or, inadequate instruction

Diagnostic criteria met based on clinical synthesis of assessment, school reports, and history (developmental, medical, educational)

48
Q

Specific Learning Disabilities

A

Prevalence 5 to 15 percent of school age children

More common in males (2:1 to 3 :1)

Persist into adulthood

Manifestation of SLD varies with age as a consequence of changes in environmental expectations

High hereditability

Neuroimaging, genetic testing not yet useful for diagnosis

Negative functional consequences:
Higher high school drop out rate
Underemployment
Lower income

49
Q

Specific Learning Disability: Reading

A

Reading Deficit

Inaccurate Slow Reading

50
Q

Specific Learning Disability: Written Expression

A 
Written Expression Deficit
Spelling
Use of vocabulary/grammar
Use of punctuation and capitalization
Clarity of ideas
Organization of thoughts
51
Q

Specific Learning Disability: Mathematics

A

Math Deficit

Math Calculations

52
Q

Implications for Physicians

Pediatric Primary Care and Specialties

A 
Struggling in school
Memory problems
Inconsistent grades
Grade retention
--> Psycho-educational Assessment
53
Q

Implications for Physicians

Adult Primary Care and Specialties

A

Difficulty completing pre-visit paperwork

Difficulty following complex after-visit summaries

Difficulty with treatment regimens requiring complicated calculations

54
Q

Intellectual and Learning Disabilities: Interventions

A

Individuals with Disabilities Education Act (IDEA) – a federal law that requires school districts to provide a free and appropriate education to students with disabilities

Based on educational need not diagnosis

Schools use Response To Intervention (RTI) method to determine if the student has received high quality instruction prior to a label of “learning disability”

55
Q

Intellectual and Learning Disabilities: Interventions

A 
Intellectual Disability
Specific Learning Disability
Other Health Impairment
Autism
Speech and Language Impairment
Traumatic Brain Injury
Visual Impairment
Hearing Impairment
Orthopedic Impairment
Emotional Disturbance
56
Q

Intervention: Section 504

A

Section 504 is a portion of the Rehabilitation Act of 1973 that specifies that no program that receives federal money can discriminate against a person with a disability

Requires that students have an equal opportunity to participate in all school activities

Some children who do not qualify for Special Education services under IDEA may still receive accommodations under Section 504

Term 5 Psych (20 decks)

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