DD, ASD and sensory integration Flashcards
severe, chronic disability that is attributable to a physical or mental impairment that is likely to continue throughout the person’s life and results in functional limitation in three or more areas of life activities; manifests before 22; need for individualized, interdisciplinary services of extended duration
developmental disability
- no IQ mandate
- Characterized by subaverage intellectual functioning: IQ of <65-75 (at least 2 std. deviations below; 85-115 average);
- AND limitations in adaptive behaviors in at least 2 areas: Communication, self-care, home living, social/ interpersonal skills, use of community resources, self-direction, health and safety, functional academic skills, leisure and work
- Manifests before 18 years old
Intellectual disability
- Before the dx is made it is essential that the diagnostician understands the persons capabilities and disability
- must be culturally appropriate test
emphasis on: Related limitations in Adaptive Behavior, Participation, and Interactions and social roles
What are the cognitive assessments used for DD and ID?
- Stanford-Binet Intelligence Scale
- Wechsler Intelligence Scale for children (WISC-R)
- Kaufman Assessment Battery for children
- Vineland Adaptive Behavior Scales
- PEDI
- First two for IQ and Last 3 are for adaptive skills
Neuromotor impairments are common in children with cognitive impairments. what areas are delayed?
- motor development
- motor learning, and/or
- motor control
What are Piaget’s level of intellectual development? what is the significance of this?
- sensorimotor (0-18 mo)
- preoperational(2-7)
- concrete operations (7-12)
- formal operations (12>)
- need to find out what level of thinking they’re at in order to communicate well
What are the criteria one must meet for ASD diagnosis?
A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays
B. Restricted, repetitive patterns of behavior, interests, or activities: seen in routines, speech, fixated interests, and hyper or hypo reactivity to sensory input
C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities
D. Symptoms together limit and impair everyday functioning
What are body structure and function impairments seen in ASD?
- Low muscle tone
- Motor planning difficulties
- Delay in gross motor skills
- Difficulty with imitation
- Lack of coordination
- Poor body control
- Postural stability
- Difficulty using sensory information for movement
What are the most important report from a teacher to get in order to develop a program for a child with ASD?
- Student’s assets/ strengths: motivating factors, functional abilities, etc.
- Willingness to participate attention to instruction (length of time, posture, adaptations)
What is the most important report from a parent in order to develop a program for child with ASD?
Safety and mobility outside of the home (walking on sidewalks, riding in the car, playgrounds)
What is the most important information to get from a child with ASD?
- Interests related to vocations (secondary)
- Preferred work environment (secondary)
- Preference for working alone or with others (secondary)
- Preference working indoors or outdoors (secondary)
What are assessments for obesity used in children with ASD?
- BMI
- Waist circumference
- skinfold thickness
What are CV fitness tests used in children with ASD?
- 6 min walk test
- cycle ergometer
- treadmill
- 1 mile walk/run
- shuttle run test
What are CV fitness measures used in children with ASD?
- calculated at rest and at peak exertion
- HR
- VO2
- minute ventilation
- rate of perceived exertion
What are muscular fitness tests used in children with ASD?
- situps
- pushups
- flexed arm hang-up
- standing long jump
- dynamometer for limb muscles
What are muscular fitness measures used in children with ASD?
- Strength: muscle torque or 1-rep max
2. endurance: timed tests (eg, # of sit-ups in 30s)
