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Diagnosis Management 2 > Intellectual and communication disorders > Flashcards

Intellectual and communication disorders Flashcards

1
Q

definition of intellectual disability

A

significant limitations in intellectual functioning and adaptive behavior that emerges before age 18

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2
Q

3 domains that must be assessed for intellectual disability

A

-conceptual domain - academic skills
-social domain - relationships
-practical domain - personal hygeine

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3
Q

IQ for mild intellectual disability

A

-

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4
Q

IQ for moderate intellectual disability

A

-35-50

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5
Q

IQ for severe intellectual disability

A

20-35

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6
Q

IQ for profound intellectual disability

A

<20

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7
Q

associated with moderate intellectual disability

A

-acquires language
-achieves 2-3 grade level
-socialization difficulty in adolescence
-can do semi-skilled work under supervision

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8
Q

associated with severe intellectual disability

A

-may develop communcation
-may do well in supervised living
-cause typically identified

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9
Q

associated with profound intellectual disability

A

-usually identifiable cause
-may/may not be able to communicate
-may/may not be taught some self-care

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10
Q

clinical features of mild intellectual disability

A

-egocentric or reduced abstract thinking
-intellectually at the high elementary level
-may acquire vocational skills
-social problems

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11
Q

clinical features of moderate intellectual disability

A

-academic achievement middle elementary
-aware of deficits/feels alienated
-requires supervision in occupation but can become competent with support

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12
Q

clinical features of severe intellectual disability

A

-minimal speech
-impaired motor development
-may develop language in school age years
-needs extensive supervision

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13
Q

clinical features of profound intellectual disability

A

-constant supervision
-limited communication
-limited motor development
-may develop language by adult

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14
Q

frequent behavioral traits of profound intellectual disability

A

-hyperactivity
-low frustration tolerance
-aggression
-affective instability
-repetitive/stereotypic motor behaviors
-self-injurious behavior

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15
Q

How is the severity of intellectual disability determined

A

level of adaptive functioning, not IQ

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16
Q

alexia

A

failure to read

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17
Q

agraphia

A

failure to write

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18
Q

aphasia

A

failure to communicate

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19
Q

therapy interventions often used with intellectual disability

A

cognitive therapy
psychodynamic therapy

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20
Q

medication to deal with aggression in intellectual disability

A

antipsychotics and possible anticonvulsants
(aripiprazole and risperidone)

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21
Q

medications for comorbid ADHD in intellectual disability

A

stimulants
clonidine
atomoxetine

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22
Q

medications to treat comorbid depressive disorders in intellectual disability

A

SSRIs

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23
Q

medication for sterotypical motor movements in intellectual disability

A

antipsychotics (when disruptive/harmful)
SSRIs

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24
Q

which SSRIs are used for sterotypical motor movements in intellectual disability

A

fluoxetine
fluvoxamine
paroxetine
sertraline

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25
Q

most likely comorbid disorders with mild intellectual disability

A

disruptive and conduct disorders

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26
Q

most likely comorbid disorders with severe intellectual disability

A

autism
self-mutilation
self-stimulation

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27
Q

what is prader-willi syndrome almost always associated with

A

compulsive eating disturbances, hyperphagia, and obesity

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28
Q

clinical features of PKU

A

-severely intellectually disabled
-perceptual difficulties
-impaired verbal/nonverbal communication

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29
Q

symptoms of rett syndrome

A

ataxia, facial grimacing, teeth grinding, loss of speech

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30
Q

who is affected by Rett syndrome

A

only girls

31
Q

clinical features of Lesch-Nyhan syndrome

A

-intellectual disability
-microcephaly
-seizures
-choreoathetosis
-spasticity
-severe compulsive mutilation by biting fingers

32
Q

maternal prenatal conditions that can affect brain development

A

uncontrolled DM
anemia
emphysema
HTN
alcohol/narcotic use

33
Q

maternal infections that can cause intellectual disability

A

syphilis
toxoplamosis
Herpes
HIV

34
Q

acquired infections that can cause intellectual disability

A

encephalitis
meningitis

35
Q

domains of language competence

A

phonology
grammar
semantics
pragmatics

36
Q

phonology

A

Ability to produce sounds that constitute words
-discriminate between sounds that are made by a letter or group of letters

37
Q

semantics

A

organization of concepts and acquisition of words

38
Q

pragmatics

A

understanding context of speech and how to interact/converse

39
Q

essential feature of expressive language disorder

A

marked impairment in the development of age-appropriate expressive language

40
Q

language understanding and articulation in expressive language disorder

A

understanding is relatively intact and articulation is often immature with grammatical errors

41
Q

diagnosis of expressive language disorder

A

below average verbal language and low scores on standardized expressive verbal tests

42
Q

characterizations of expressive language deficits

A

limited vocabulary
simple grammar
variable articulation

43
Q

difference between expressive and mixed receptive/expressive language disorder

A

comprehension is not impaired in expressive language disorder

44
Q

difference between expressive language disorder and autism

A

expressive still tries to form relationships regardless of disability and often autism does not

45
Q

difference between expressive language disorder and selective mutism

A

selective mutism has normal language development

46
Q

most common psych comorbidities with expressive language disorder

A

ADHD, anxiety disorders, ODD, and conduct disorder

47
Q

auditory processing deficits in receptive/expressive language disorder

A

-discriminating between sounds and rapid sound changes
-deficits in association of sounds and symbols
-memory of sound sequences

48
Q

intellectual capacity in mixed receptive/expressive language disorder

A

age-appropriate

49
Q

clinical features of receptive/expressive language disorder

A

-may appear deaf
-responds appropriately to environmental sounds but not spoken words
-slow language acquisition

50
Q

most frequent comorbidities with mixed receptive/expressive language disorder

A

additional language disorders
learning disorders
psychiatric disorders
ADHD

51
Q

prognosis if mixed receptive/expressive language disorder is identified early

A

worse because it is likely severe

52
Q

main feature of speech sound disorder

A

difficulty pronouncing speech sounds correctly d/t omissions, distortions, or misarticulation

53
Q

consonant v. vowel sounds in speech and sound disorder

A

vowel sounds are not affected

54
Q

remission of speech and sound disorder

A

typically spontaneous by the third grade

55
Q

physical and neurologic abnormalities/disorders to r/o in speech and sound disorder

A

dysarthria
hearing impairment
mental retardation
pervasive developmental disorders

56
Q

treatment options for speech and sound disorder

A

phonologic approach
traditional approach

57
Q

definition of child onset fluency disorder

A

disruptions in normal flow of speech by involuntary speech motor events

58
Q

behaviors commonly associated with stuttering

A

eye blinks
facial grimacing
head jerks
abnormal body movements

59
Q

development of stuttering

A

insidious over weeks or months

60
Q

phase 1 of child onset fluency disorder

A

-occurs during preschool period
-weeks/months between episodes
-frequent spontaneous recovery
-usually when excited/upset or there is communicative pressure

61
Q

phase 2 of child onset fluency disorder

A

-elementary school years
-few, if any, intervals of normal speech
-stuttering involves significant parts of speech

62
Q

phase 3 of child onset fluency disorder

A

-anywhere between 8 and adulthood
-stuttering comes and goes in response to situations

63
Q

cluttering

A

erratic dysrhythmic speech patterns or rapid/jerky spurts of words/phrases

64
Q

most frequent comorbidities with child onset fluency disorder

A

anxiety disorders
ADHD

65
Q

Lidcombe program for treatment of child onset fluency disorder

A

uses operant conditioning with praise for periods of no stuttering and asking for immediate correction of stuttered words when it does happen

66
Q

family based PCIT for child onset fluency disorder

A

aims to identify and diminish stressors associated with increased stuttering

67
Q

semantogenic theory of child onset fluency disorder

A

stuttering is a learned response to normative childhood dysfluencies

68
Q

classical conditioning theory of childhood onset fluency disorder

A

stuttering becomes conditioned to environmental factors

69
Q

cybernetic model theory of childhood onset fluency disorder

A

speech depends on appropriate feedback for regulation and stuttering occurs because of a breakdown in the feedback loop

70
Q

main definition of social pragmatic communication disorder

A

problems using verbal/nonverbal communication for social purposes without restricted/repetitive interests or behaviors

71
Q

what differentiates social pragmatic communication disorder from autism

A

autism has restricted/repetitive interests/behaviors

72
Q

main clinical manifestations of social pragmatic communication disorder

A

-deficits in social greeting and sharing information
-problems adjusting communication to fit context or needs of the listener
-problems following conversational rules like give and take
-trouble understanding things that are not explicitly stated like inferences

73
Q

common comorbidities with social pragmatic communication disorder

A

ADHD
social anxiety disorder

Diagnosis Management 2 (8 decks)

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