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SPED 3440 > Final > Flashcards

Final Flashcards

1
Q

What is the definition of mental retardation?

A

A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This ability originates before age 18.

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2
Q

What are the three things that determine mental retardation?

A

age: before 18
IQ: 70 or below
Functional and adaptive skills

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3
Q

What is the definition of a disability?

A

A disability is a measurable . It may re or limitation that interferes with a persons ability to walk, lift, hear, or learn. It may refer to a physical, sensory, or mental condition.

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4
Q

What is the definition of a handicap?

A

A handicap is a limitation imposed in part by a lack of accommodations within the environment.

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5
Q

Functioning level: Mildw

A

IQ 50/55-70

Educable

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6
Q

Functioning level: Moderate

A

IQ 35/40 to 50/55

Trainable

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7
Q

Functioning level: Severe

A

IQ 20/25 to 35/40

Multiply/severely handicap

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8
Q

Functioning level: Profound

A

Below 25

Severely/multiply handicap

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9
Q

Levels of support: Limited

A

Consistency, but time limited.

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10
Q

Levels of support: Intermittent

A

As needed

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11
Q

Levels of support: Extensive

A

Regular daily involvement, not time limited.

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12
Q

Levels of support: Pervasive

A

Consistant, high intensity, potential life sustaining nature.

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13
Q

What are high incident disabilities?

A
  • Mild mental retardation, Specific learning disabilities, ADHD, and Behavioral disorders.
  • Makes up larger percentage of students receiving SPED services.
  • Most participate in an academic curriculum with appropriate modifications and accommodations.
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14
Q

What are low incidence populations?

A
  • Includes persons with moderate, severe, and profound MR, autism, and multiple disabilities. Also includes people with severe sensory issues like deaf or blind.
  • Smaller percentage of the population
  • Students participate in a functional curriculum focusing on life skills for adulthood.
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15
Q

What is Down Syndrome?

A
  • Trisomy 21: The failure of one set of chromosomes to separate at conception.
  • Most common form of MR.
  • Mosaicism: Uneven division that creates cells varying in chromosome numbers.
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16
Q

Factors that can cause Down Syndrome.

A
  • Taking medications and drugs during pregnancy.
  • Exposure to radiation, chemicals, or hepatitis virus.
  • Found more often in children born to older parents.
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17
Q

Characteristics of Down Syndrome.

A
  • Short stature
  • Flat broad face with small ears and nose
  • Short broad hands with incurving fingers
  • upward slanting of the eyes (mongolism)
  • small mouth and short roof which may result in protruding tongue
  • relaxed muscle tone
  • delayed sexual development
  • most have moderate MR
  • problems with speech and language
  • loss of intellectual functioning with advanced age
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18
Q

What is Fragile X?

A
  • Results from a severe deficiency of the protein FMRP that is essential in developing brain functions.
  • Second mort common form of MR
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19
Q

What are the physical traits of Fragile X?

A
  • Prominent jaw
  • Large testes
  • Long, thin faces
  • Long soft ears and hands
  • Prominent foreheads
  • Enlarged heads
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20
Q

What are the behavioral traits of Fragile X?

A
  • Attention difficulties
  • Repetitive speech and behavior
  • Echolalia and other language problems
  • Hand flapping
  • self-injurious behavior
  • Autistic tendencies
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21
Q

What is Prader-Willi Syndrome?

A
  • 70% of cases caused by deletion of the long arm of the parental chromosome on pair 15.
  • The other 30% is caused by uniparental disomy: Both chromosomes on pair 15 contributed by the mother and none from the father.
  • associated with mild MR and learning disabilities
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22
Q

Characteristics of Prater-Willi Syndrome.

A

?

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23
Q

What is Williams Syndrome?

A

?

24
Q

Traits of Williams Syndrome

A
  • Petite in physical appearance
  • Overly friendly
  • Highly anxious
  • IQ average between 40-90
  • Development delays in speech/language, motor, and academic skills
25
Q

What is Lesch-Nyhan Syndrome?

A

?

26
Q

Traits of Lesch-Nyhan Syndrome.

A
  • Uncontrollable urge to harm themselves, or sometimes others
  • Typically starts showing self-injurious behavior when teeth develop
  • Biting themselves. Can rip and tear tissue
  • May also hit, pinch, and bite others
  • May not be able to control impulses, resulting in obscene language, spitting, or other disruptive behavior
27
Q

What are the causes of MR and severe disabilities?

A
  • Genetic
  • Inherited
  • Chromosomal
  • Environmental
    • Genetic, Inherited, and Chromosomal are the most severe.
28
Q

Diagnosis of MR??

A

?

29
Q

Interventions: Primary

A

Interveine to eliminate or minimize risk conditions.

30
Q

Interventions: Secondary

A

Interveine to detect delays early and reduce the risk.

31
Q

Intervention: Tertiary

A

Interveine to make disability functional in the least restrictive environment.

32
Q

Physical characteristics of severe disabilities.

A
  • Co-existing conditions
  • Motor abilities can range from very athletic to virtually immobile
  • Even the healthiest people may have physical limitations that warrant extensive supports
33
Q

Health considerations of severe disabilities.

A
  • Health problems compromise both congenital and acquired conditions
  • Congenital conditions are present at birth
  • Many disorders that result from MR can cause physical and health problems such as tumors, seizures, and organ failure
  • Medical concerns are usually chronic and sometimes intense.
34
Q

Behavioral and emotional characteristics of severe disabilities.

A
  • May develop challenging behaviors such as aggression and self-injury, and self stimulation.
  • Behaviors are strongly related to training and environmental circumstances.
  • Behaviors can be eliminated by teaching adaptive behaviors such as communication, choice making, and social skills.
35
Q

What are universal health care procedures in the classroom?

A
  • Universal health care procedures help to prevent the spread of disease.
  • These include proper procedures for hand washing, putting on and removing gloves, and cleaning/disinfecting contaminated areas.
36
Q

Medical/health needs: What is the role of a nurse?

A
  • Medication administration
  • Diet monitoring
  • Shunt care
  • Glucose monitoring
  • Colostomy care
  • Cathetorization
  • Machine suctioning
  • Tracheotomy tube
  • enemas
37
Q

Medical/ health needs: What is the role of the teacher?

A
  • Seizure monitoring
  • Skin breakdown prevention
  • Postural drainage
  • Handeling and positioning
  • Toileting
  • Gastrostomy feeding
  • Prosthesis care
  • Oxygen supplement
38
Q

What is a medically fragile student?

A

A student in consistent need of medical supervision due to life threatening conditions. This student would be placed in a cdc classroom.

39
Q

What is an orthopedic impairment?

A

Congenital, caused by disease, or other causes. Ex: CP, paralysis

40
Q

What is other health impairment?

A

Chronic or acute health problems that adversely affect a child’s educational performance. Ex: asthma, diabetes

41
Q

What is multiple health impairments?

A

Person with both orthopedic and other health impairments Ex: CP, Epilepsy

42
Q

Behavior modification strategies: Extinction.

A

A mildly punishing procedure in which a reinforcer that is maintaining a behavior is taken away.

43
Q

Behavior modification strategies: Response cost.

A

The removal of a reinforcer in response to an inappropriate behavior.

44
Q

Behavior modification strategies: Overcorrection.

A

restitution (making amends that go above and beyond correcting the damage done by the behavior) and “positive practice” overcorrection. (repeatedly demonstrating the appropriate way to act.)

45
Q

What is positive behavioral support?

A
  • Tier 1:universal support: school wide positive reinforcement system.
  • Tier 2:Group support: group contingencies for students with severe behavior problems.
  • Tier 3:Individual support: individualized behavior intervention program for students with the most challenging behavior.
46
Q

What is the justification for using behavior modification?

A
  • The behavior can cause injury to themselves or others.
  • The behavior disrupts the learning process.
  • Behavior may eventually result in a person being confined to a more restrictive environment.
47
Q

Functional behavior analysis.

A
  • Used to determine the conditions that cause a behavior to occur.
  • Antecedent, behavior, consequence
48
Q

What is ABA?

A
  • ABA is an applied behavior analysis.
  • Functional living skills
  • Social skills
  • Problem solving strategies
49
Q

Aggressive behavior for persons with Autism.

A
  • Aggression can be physical or verbal and directed at other people or objects.
  • Disruptive behaviors are usually precursors to aggressive behavior.
  • Verbal aggression can escalate to physical aggression.
50
Q

What is the form of a skill?

A

The way it is preformed, the way the skill looks.

51
Q

What is the function of a skill?

A

The outcome of the skill, what the skill accomplishes.

52
Q

Teaching generalization skills.

A
  • Use materials that would be in the natural setting.
  • In Vivo Instruction: Teaching in the natural setting
  • Stimulus Generalization: Teach across multiple exemplars of materials, settings, and people.
53
Q

ABC

A

Every BEHAVIOR is preceded by an ANTECEDENT and followed by a CONSEQUENCE.

54
Q

Phases of learning: Acquisition.

A

Initial learning.

55
Q

Phases of learning: Fluency.

A

How well a response is performed.

56
Q

Phases of learning: Generalization.

A

Application of the response in the real world.

57
Q

Phases of learning: Maintenance.

A

The occurrence of the response over time.

SPED 3440 (1 decks)

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