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CAS 490T > Final > Flashcards

Final Flashcards

1
Q

Public law 94-142 which set influential federal guidelines for the rights of handicapped children to an appropriate public education.

A

Education for All Handicapped Children Act

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2
Q

Amended educational mandate that greatly improves education for people with language and learning disorders and disabilities

A

Individuals with Disabilities Education

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3
Q

The sounds of a language or the study of speech sounds

A

phonology

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4
Q

Basic unit of sound

A

phonemes

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5
Q

A unit of a writing system- a letter or combination of letters-that represent the sounds of a language

A

graphemes

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6
Q

Regarding language, refers to the forms of words or the study of word formation

A

morphology

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7
Q

The aspect of grammar that deals with the way words are put together to form phrases, clauses, and sentences

A

syntax

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8
Q

The system of rules that organize a language

A

grammar

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9
Q

The study of meanings in language

A

semantics

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10
Q

The use of speech and gestures in a communicative way, considering the social context including appropriate gestures and language style

A

pragmatics

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11
Q

Comprehension of messages sent by others.

A

receptive language

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12
Q

The production of language

A

expressive language

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13
Q

Using the sound structure of language to process written material.

A

phonological processing

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14
Q

The widening over time of the gap between strong and weak readers

A

Mathew Effect

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15
Q

Putting ideas into written form

A

transcription (written text)

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16
Q

The creation of meaning in written form

A

text generation

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17
Q

Detailed educational plan legally mandated for each person being served by the Individuals with Disabilities Education Act

A

individual education plan (IEP)

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18
Q

The idea that individuals with disabilities have the right to be educated with their typically developing peers to the extent that such education is maximally feasible

A

least restrictive environment

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19
Q

The idea that all children with disabilities can best be educated, and should be included in regular classrooms

A

inclusion

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20
Q

The score corresponding to the chronological age of persons whose intellectual test performance the examinee equals.

A

mental age

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21
Q

The ratio of an individuals mental age with their chronological age

A

intelligence quotient

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22
Q

The findings that scores on a general test of intelligence tend to increase over time as the test becomes older

A

Flynn effect

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23
Q

Failure to recognize co-occuring conditions and attributing them to intellectual disabilities

A

overshadowing

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24
Q

The theory that individuals with intellectual disabilities fall into two categories: Organic and Cultural-Familial

A

two-group approach

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25
Q

A specific disorder predisposes an individual to certain behaviors

A

behavioral phenotype

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26
Q

Each individual has the right to life experiences that are as normal and as least restrictive as possible.

A

normalization

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27
Q

A type of learning where the clinician selects the tasks to be learned and provides clear directives, prompts, and consequences for appropriate behavior. Teaching is done in a quiet place away from distractions

A

discrete trial learning

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28
Q

Type of learning where the teaching situation is informal and less structured. It is more likely to be initiated by the child, amid every day contexts

A

naturalistic (incidental) learning

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29
Q

Behavior that includes head banging, biting, and hitting the self. Intensity can range from minor to life threatening

A

self-injurious behavior

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30
Q

An approach the is very effective in ameliorating a variety of problem behaviors. It includes modification to the environment and behavioral consequences, with the teaching of new responses to substitute for maladaptive behaviors often incorporated

A

positive behavioral support

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31
Q

The assessment of variables that might be influencing the occurrence and maintenance of behavior.

A

functional assessment/analysis

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32
Q

Behaviors such as pointing and eye contact, that simultaneously focus the attention of two or more people on the same object or situation, presumably for sharing an experience

A

joint attention

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33
Q

The repetition of the speech of others, either immediately or delayed in time

A

echolalia

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34
Q

Deviant speech pattern in which speakers refer to themselves as “You,” “she,” or “he” and refer to others as “I” or “me”

A

pronoun reversal

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35
Q

Individual focuses on a select portion of a stimulus array while neglecting other components

A

overselectivity

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36
Q

Abilities that are much higher than expected for the level of intelligence

A

splinter skills

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37
Q

Skills that are strikingly better than those seen in typically developing youth

A

savant abilities

38
Q

The ability to infer mental states in others and in one’s self.

A

theory of mind

39
Q

The tendency of individuals to weave bits of information together so as to create a whole or global meaning

A

central coherence

40
Q

A special awareness that persons have of each other that motivates them, from the moment of both, to communicate with the emotions and interests of others

A

intersubjectivity

41
Q

Distortion or excess in normal functioning

A

positive symptoms

42
Q

A false perception that occurs in the absence of any apparent environmental stimulation

A

hallucinations

43
Q

An idea or belief that is contrary to reality and is not widely accepted in one’s culture

A

delusions

44
Q

A type of speech that might quickly jump from one unrelated topic to another, engage in incoherent “word salad,” repeat things another person says back to them, or appear to be speaking with nonexistent entities.

A

disorganized speech

45
Q

Inappropriate silliness, unexpected agitation or aggression, lack of self-care and the like

A

disorganized behavior

46
Q

Motor disturbances such as decreased or excessive motor reactivity, rigid and strange bodily postures

A

catatonic behavior

47
Q

Diminution or lack of normally occurring behaviors. Including little emotion or flat affect, brief speech, or may not initiate or maintain goal directed behaviors

A

negative symptoms

48
Q

Gradual rather than sudden onset of a disorder

A

insidious onset

49
Q

repeated voiding of urine during the day or night in to the bed or clothes when such voiding is not due to a physical disorder

A

enuresis

50
Q

Type of voiding of urine in the bed or clothing when a child has never demonstrated bladder control

A

primary enuresis

51
Q

Type of voiding of urine in the bed or clothing when the child previously had a period of urinary continence

A

secondary enuresis

52
Q

The passage of feces into the clothing or other unacceptable area when this is not due to a physical disorder

A

encopresis

53
Q

Problems with sleep cycle and arousal

A

parasomnias

54
Q

Occur during non-rem deep, slow wave sleep. Child sits straight up in bed and screams. Is often confused and disorientated and never fully wakes. usually no memory of the episode

A

sleep terrors

55
Q

Occurs during Rem sleep with only moderate physical arousal, slight or no movement, episodes frequently remembered

A

nightmares

56
Q

A respiratory disorder characterized by repeated brief episodes of upper airway obstruction and resulting in multiple transient arousals from sleep.

A

obstructive sleep apnea

57
Q

Life-threatening weight loss or failure to gain weight in babies

A

failure to thrive

58
Q

Voluntary and repeated regurgitate of food or liquid in the absence of an organic cause

A

rumination disorder

59
Q

The habitual eating of substances usually considered inedible, such as paint, dirt, paper, fiber, hair and bugs

A

pica

60
Q

A BMI at or above the 95th percentile

A

obesity

61
Q

weight in kilograms divided by square of height in meters

A

body mass index (BMI)

62
Q

eating a larger amount of food during a discrete period of time

A

binge

63
Q

Limiting food intake

A

restricting

64
Q

ridding of unwanted calories through methods such as vomiting or the misuse of laxatives, diuretics, or enemas

A

purging

65
Q

Physical conditions such as asthma, headaches, and ulcers

A

psychosomatic disorders

66
Q

Study of the effects of psychological processes on the body

A

psychosomatic medicine

67
Q

How restricted a youth is due to a chronic condition

A

functional limitation

68
Q

The inability to perform certain actions like gripping things and doing routine household chores

A

functional disabilities

69
Q

Procedure in which some device gives immediate feedback to the person about a particular biological function.

A

biofeedback

70
Q

What is the age of onset for Anorexia

A

between 14 and 18

71
Q

What is the prevalence of Anorexia in adolescent females

A

3%

72
Q

How many months of urinary control must a child have for there to be secondary enuresis

A

6 months

73
Q

Types of approach-oriented strategies

A

acceptance, use of relaxation, methods of distraction

74
Q

Types of avoidance strategies

A

Ignore the situation, do not talk about illness, avoid/isolate from others

75
Q

What percent of Latinos children are obese

A

18.5%

76
Q

In what ethnicity is school-aged obesity more prevalent in white or latino

A

Latino

77
Q

When it comes to SES who has a higher chance of being obese

A

Inner city children with low SES have a higher chance compared to children who live in rural areas and have a high SES

78
Q

Neurological disorder that impairs the nervous system that causes a person to have verbal and motor tics

A

Tourette Syndrome

79
Q

What is the cause of Tourette Syndrome

A

There is no known cause

80
Q

How many more time likely are males to be diagnosed with Tourettes than females

A

4 times

81
Q

How long does ASD last

A

lifelong disorder

82
Q

Why is adulthood hard for people with ASD

A

Because of the lack of support available for them as adults compared to when they were children

83
Q

What are the positive symptoms of schizophrenia

A

Hallucinations,
delusions,
disorganized speech
Disorganized/catatonic behavior

84
Q

What are the negative symptoms of schizophrenia

A 
Flat affect
social withdrawal
reduced speech
less motivation
less feeling of enjoyment
85
Q

What are the social communication and interaction symptoms of autism

A 
Not visually responsive
avoids eye contact 
fails to respond to their name
shows discontent when touched or held
Lack of joint attention
Delayed speech
reversing pronouns
inability to carry on a normal conversation
86
Q

What are the restrictive/repetitive behavioral symptoms of autism

A

Repetitive sensorimotor behaviors: hand-flapping, twirling, rocking back and forth, repetitive use of object, self injuries

Insistence on Sameness:
Obsessed with numbers or certain objects, overly interested in one hobby, insistent on routines

87
Q

What is the prevalence of ASD

A

1 in 68

88
Q

How much more likely is ASD in boys than girls

A

5 times or 5:1

89
Q

Is there a difference in racial, ethnic, or socioeconomic status in prevalence of ASD

A

No difference has been found

90
Q

What percent of children with autism do not develop useful speech

A

30%

91
Q

What kind of hallucination is most common in youth with schizophrenia

A

auditory

CAS 490T (5 decks)

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