ID, ASD, HI Flashcards
Definition of Intellectual Disabilites
“ Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The disability originates before age 18. (AAIDD)
Intellectual disability adversely affects academic achievement, and is
typically characterized by 2 SD below the mean ( ≤70), but varies by state
(typical range 70-75)
What are the Etiological categories( down syndrom)?
Organic: results from major chromosomal, genetic, or traumatic causes (e.g., Down Syndrome, fragile X)
IQ below 50
Higher mortality rate
High prevalence of associated physical disabilities
Siblings usually of normal intelligence
Often accompanied by health problems
Dependent on care for life
Unlikely to experience neglect in the home environment
Exhibit atypical patterns of development
What are the Etiological categories(family)
Familial: no known cause, but tends to run in families
IQ rarely below 50
Normal mortality rate
Less likely to have other physical disabilities
More likely that siblings have subnormal intelligence
Increased prevalence at lower socioeconomic levels
More normal physical appearance
With some support can lead independent life as adults
Increased likelihood they’ll experience neglect in the home
Exhibit normal developmental patterns at a slower rate of growth
What is the Prevelance of ID
- 1 – 3 % of population
- Higher rate of boys to girls
- Children with ID occupy approximately15% of SLP caseload in school setting
- High probability SLP will work with child with ID
Language Delay vs. Language Disorder ID
mirror the developmental sequence seen in children developing typically, but at a slower rate
have the language abilities of a younger person
Before the age of 10:
Generally follows the expected developmental sequence (however, a reduction in quantity of language)
Shorter sentences
Reduced complex grammar
Reduced diversity in vocabulary
After age 10: (qualitative communication behaviors that suggest a language disorder)
Heterogeneous group
Example behaviors: repeatedly asking the same question; continuing a behavior despite numerous attempts at extinction
What are some of the Charactericstics of a child with ID?
Appearance:
Differences in head size: microcephaly, hydrocephaly
Deviations in orofacial structure: small eyes, poor head and midface growth (FAS)
Physical Disabilities:
Cerebral palsy/other motor impairments (20-30%)
Health Problems
Obesity more common (29.5-50.5%)
Epilepsy (15-30%)
What are some of the Characteristics of Language in ID?
Semantics:
Concrete in thinking, learning, and use of vocabulary
Poor understanding of idioms
Research indicates that development is much like that of typical children, but at a slower rate
Syntax:
Developmental lag in syntactic functioning
Bound morphemes are mastered in the same order, but at a slower rate
Number of inflectional errors approximately the same as typically developing children
Developmental pattern for acquisition of phrase structures like that of typically developing children, but at a slower rate
Rely on and as the only form of clausal linkage
Produce significantly fewer question forms (e.g., interrogative reversals and wh- questions)
Speech production:
Exhibit phonological processing problems
Final consonant devoicing process (e.g., cap for cab)
Characteristics of Downs?
Language acquisition is below expected related to individual’s NV cognitive abilities
Strength in vocabulary development
Weakness in morphosyntax development & use - simple sentences (lack articles, pronouns, conjunctions, etc.)
Typical to have significant phonological deficits
Pragmatic skills variable
Characteristics of Fragile X?
- Language Characteristics of Children with Fragile X Syndrome
- Consistent with NV cognitive ability
- Develop receptive skills @ ½ rate of typically developing (TD) children; & expressive skills at 1/3 rate of TD children
- Persistent phonological impairment
- Difficulties with prosody
- Content (semantics) area of strength
- Word finding problems
- Pragmatic skills variable
What is the Top-Down learning approach?
Top-Down Learning
- Individuals with ID are able to demonstrate better communication and functional skills within naturalistic and familiar context as compared to their performance on isolated learning/treatment tasks.
- Professionals should focus on functional communication (and skills)
- Focus on use of skills used during daily activities
- Select tasks that occur in daily life
- Link new information to familiar tasks/activities
- Provide familiar cues to prompt behaviors
- Use social reinforcement rather than tangibles
- Build on individual strengths & interests
- Motivation is KEY (for both B-U & T-D learning)
When and how is/can autism be diagnosed?
When is ASD Diagnosed?
Can be diagnosed by 18 months (may be earlier, but often later)
Time of diagnosis can depend on developmental patterns
How is ASD Diagnosed?
No medical tests available
Direct observation of characteristics and behaviors
What does ASD co-occur with and how often?
Co-occurs with ID 75% of the time
What is affected with autism?
Communication and Lanugauge
Thinking
Sensory
Behaviors
Socializationa and relatedness
Socialization issues with ASD?
Doesn’t understand “reciprocity”
Higher interest in objects than people during
toddler years
Greater preference for being alone
Differences observed in eye contact
during “social times”
Communication and Language Problems with ASD?
Literal interpretation of language
Range from nonverbal or low verbal
to high verbal (but odd/unusual)
Immediate and/or delayed echolalia
