history of ID Flashcards
delay
slowing of development
deficit
absence or presence of abnormal behaviours
digression
pathway steers off typical course
regression
skills are lost and not regained
factors to consider when assessing atypical behaviour
- cultural/social norms
- situational norms
- gender norms
- developmental norms
- changes over time
the organization of typical development
- development has a universal:
- sequence (temporal order)
- structure (cross domain relations)
- continuities and discontinuities (stages)
developmental psychopathology
the organizational perspective of developmental psychopathology takes a holistic view in which all domains of development (cognitive, social, emotional, and biological) are viewed as being in continual interaction with one another
risk factors in development
- probabilities not certainties
- probability of adverse outcome increases with:
- number of risk factors
- whether risk is chronic
- risk factors interact with vulnerability to produce negative outcomes
protective factors in development
- protective factors buffer effects of adversity (vulnerability)
- examples include: individual, family, and social or community characteristics
- they interact with vulnerability to produce positive outcomes
examples of risk factors
- chronic poverty
- parenting deficits
- parent mental health
- death of a parent
- perinatal stress
- community disasters
- family breakup
- homelessness
resilience at first
- a resilient child was like rubber that could bounce back from adversity
- resilience was all about the individual and their internal characteristics
- intelligence, motivation, perseverance
resilience now
resilience depends on many factors including supports from family, peers, and community
resilience
- not a global characteristic
- dynamic process
- assessed in multiple domains:
- cognitive, emotional, social, family relations, community relations
resilience: individual characteristics
- intelligence (measured as IQ)
- appealing, sociable, easygoing disposition
- self-efficacy, self-confidence, high self-esteem
- perspective taking skills
- talents
- faith
resilience: family characteristics
- Close relationship to caring parental figure
- Appropriate parenting
– Authoritative: warmth, structure, high expectations - Socioeconomic advantages
- Connections to extended supportive family networks
Resilience: School and Community
- Adults outside of family who take an active interest in the child’s welfare
(e.g., coach) - Connections to social agencies (e.g., big brother/sister)
- Attendance at effective schools
Protective Mechanisms Rutter (1990)
- Reduction of risk impact
- Reduction of negative chain reactions
- Promote self-esteem and self-efficacy
- Opening of opportunities
Bronfenbrenner’s ecological model
- Child develops within system
- Risk and protective factors at all levels
- Systems theory predicts that changes in one part of the system affect the whole system
What the study of ID and DD offers developmental theory
- Test theories about typical development, expand and fine tune these theories
- Typical development is seamless and well integrated
Thus, Cognitive Theory X - A + B + C = D
- In a child with a developmental disability, development may be protracted
and have looser connections across domains of function we can better see
the limits and the range of possibilities
Thus, Refined Cognitive Theory X - A + B1 +B2 + C = D
Scientific Goals: What can we learn from ID and DD?
- Experiment in Nature
– Conditions naturally alter development - Slowing
- Absence of some aspect
- Extremes
- Regressing (losing skills already acquired)
Clinical Goals: What can we learn from ID and DD?
- Essential treatment target(s) with best outcome
– Develop evidence-based Interventions - Critical periods to intervene (language development)
- Different goals at different ages (target parents and later peers)
- Prevention and health promotion
- Mental health risk and consequences
- The unique role of cognitive (social, emotional, language
impairment) in mental health
Policy Goals: What can we learn from ID and DD?
Minority, vulnerability, ostracism
* Human rights
* Societal values (Who and what matters)
* Social status (SES, minority status)
* Access to Education
* Inclusion (societal expectations)
* Diversity
