Intellectual Developmental Disorder (IDD)

Question 1

Who development the first intelligence test?

Answer 1

Alfred Binet & Theophile Simon (France)

Question 2

Why did Binet & Simon wanted to create an intelligence test?

Answer 2

French government commissioned them to develop a way to identify school children who might need special help in school

Question 3

Name of 1st intelligence test

Answer 3

Stanford-Binet scale
(Made by Binet, adapted by Stanford university)

Question 4

Dark history of IQ testing

Answer 4

• Use of IQ testing overlapped with eugenics movement (pseudoscience) in Western world
  => IQ testing was seen by eugenicists as a way to identify people who they thought should not be allowed to have children
  -> Subsequent development of IQ tests was racist, testing culturally based knowledge and test-taking proficiency
  -> Rooted in White/Western ideology and thinking → some groups did systematically worse (→ justification of oppression)
  =>!!During this time, people identified as having lower intellectual functioning were put in institutions and sterilized without their consent!! (more likely to be white, indigenous/poor)

Question 5

Cognitive abilities def

Answer 5

Set of mental processes which IMPROVE and DEGRADE over the course of the lifespan
*Little separation between intelligence and your actual ability

Question 6

Intelligence

Answer 6

Measured quantity which summarizes a person’s ability to apply knowledge and skills.
*Little separation between intelligence and your actual ability

Question 7

Crystallized vs Fluid intelligence

Answer 7

• Crystallized: Knowledge acquired through life. Amount of knowledge. How many facts do you know?
  => Increase throughout life
• Fluid: Ability to use your mind to solve NOVEL problems. Raw processing power. How can you succeed in this novel task?
  => Increase in child/young adulthood, decline through adulthood/old age.

Question 8

A significant contribution to the psychometric approach to intelligence was the idea of …

Answer 8

Mental Age

Question 9

How was ‘mental health’ calculated during Simon & Binet time?

Answer 9

• Large battery of tasks: diff questions at diff levels of difficulty
  => Mental age: # of age graded problems that you’re able to solve

Question 10

Hierarchical views of intelligence

Answer 10

• GENERAL ability (VARIANCE in g): General intelligence. UNMEASURED characteristic — we’re gonna try to approximate it.
• BROAD abilities (COGNITIVE DOMAIN VARIANCE): cognitive domain variance (e.g. fluid/crystallized intelligence)
• SPECIFIC abilities (SPECIFIC TEST + ERROR VARIANCE): Level IQ tests are getting to, Individual tasks thought to represent cognitive domains

Question 11

Hierarchical views of intelligence: why are the arrows up to down?

Answer 11

G ⇒ causes us to have certain level of whatever domains we care about;
G ⇒ can cause our specific level of e.g. fluid intelligence ⇒ and our level of e.g. fluid intelligence causes our performance on the tasks to be better/worse

Question 12

Example of different intelligence tests (2)

Answer 12

(1) Binet’s test (After Lewis Terman, Stanford University, translated and published for use with American children) => Stanford-Binet Intelligence Scale (SB): Gives an overall IQ score
(2) Wechsler Scales: Diff tasks for diff ages

Question 13

Wechsler Scales: diff tests (3)

Answer 13

• Wechsler Preschool and Primary Scale of Intelligence (WPPSI-4) (pre-schoolers)
• Wechsler Intelligence Scale for Children (WISC-5) (kids 6-18)
• Wechsler Adult Intelligence Scale (WAIS-5) (18+)

Question 14

What approach to intelligence is reflected in WISC?

Answer 14

Hierarchical view of Intelligence
=> Full Scale IQ (FSIQ)
=> 5 primary index (domains of intelligence): Verbal comprehension, Visual spatial, Fluid reasoning, Working memory, Processing speed: Composed of specific tasks + extra tasks

Question 15

Primary index scales (WISC) (5)

Answer 15

(1) Verbal comprehension
(2) Visual spatial
(3) Fluid reasoning
(4) Working memory
(5) Processing speed

Question 16

Why extra tasks per index scales in WISC? (4)

Answer 16

(1) If you have specific concern about a particular area (e.g. working memory) of intellectual functioning, might choose a test for that area
(2) Tests are highly standardized (strict protocol): If standardization broken, one of those subscales might be invalidated (can’t rly use the scores anymore)
(3) There are other aspects of intelligence that are NOT the primary focus of Weschler scales - but you might be interested in that.
(4) There are OTHER ways to calculate IQ that don’t depend on these 5 scales. E.g. i have a history of concussion so i have a bad working memory. If i have lower processing speed + bad memory and i include BOTH on your FSIQ, im gonna underestimate your IQ – so I would use an alternative score.

Question 17

WISC question: E.g. i have a history of concussion so i have a bad working memory. If i have lower processing speed + bad memory and i include BOTH on your FSIQ, im gonna underestimate your IQ – so I would use an alternative score… what is it?

Answer 17

GAI - general ability index:
=> Accounts more for the first 3 primary index scales (verbal comprehension, visual-spatial, fluid reasoning) → doesn’t use working memory processing speed as much

Question 18

Test norms def

Answer 18

Standards of normal performance expressed as average scores and the range of scores
=> Based on the performance of a large, representative sample

Question 19

Standard deviation

Answer 19

Measure of how tightly the scores are clustered around the mean score

Question 20

Distribution of IQ scores

Answer 20

• 68% between 84 and 115
• Nearly 95% have scores between 70 and 130
• Fewer than 3% have scores of 130 or above (criterion of giftedness)
• Fewer than 3% have scores below 70 (DSM-4 criteria for intellectual disability)

Question 21

Are IQ scores stable over time? (4)

Answer 21

(1) Around age 4, fairly strong relationship between early and later IQ
=> However, many individual children show ups and downs in their IQ scores over course of childhood
(2) Closer administration times are more highly correlated
(3) Stability increases as time goes on (more fluctuation in IQ when young vs adult)
(4) Exception (infant IQ associated with later IQ): For kids with moderate to severe IDD

Question 22

Most studies find racial and ethnic differences in IQ scores. Why do the group differences exist? (4)

Answer 22

(1) Bias in the tests: remaining cultural bias in tests (e.g. accent)
(2) NOT due to genetic differences between groups – race is not genetic it is socially constructed
(3) Environmental differences among groups (lower SES, less access to healthcare, education…) - Some “culture générale” questions
(4) Stereotype threat: happens even if you don’t believe the stereotype is true — happens with every gender/race/identity

Question 23

Potential mechanism for stereotype threat (2)

Answer 23

(1) Stress/Worrying about possibly conforming to stereotypes is distracting students (they often don’t realize the source of the stress)
(2) Thinking about stereotypes might lead students to think of their abilities as FIXED traits (=/ things they can work on and improve)
-> Teaching pple to think about their abilities as changeable encourages them to work harder to improve their math grades

Question 24

Ethnic differences in IQ scores. What do you find when you account for things e.g. family income, home environment (…) associated with low SES differences

Answer 24

Black White disparities in IQ go down to ~9-point difference.
-> Differences still persist that may be due to other factors

Question 25

But... do nonverbal test subscales ALSO display the same degree of cultural bias?

Answer 25

Cultural bias visuo-spatial information CAN influence testing scores (e.g. cultures not using stimuli in a certain way, positive or negative space…)

Question 26

Continued criticisms of IQ Tests (2)

Answer 26

(1) Test knowledge associated with the cultural majority (2) Focus on speed of processing

Question 27

One of the continued criticisms of IQ tests is that they focus mainly on speed of processing. What's a partial solution to this?

Answer 27

General Ability Index (GAI): - Don’t rly rely on memory and processing speed - Provides an estimate of general intellectual ability that is less reliant on working memory and processing speed than the FSIQ

Question 28

Gardner’s Theory of Multiple Intelligences

Answer 28

Gardner rejects IQ score is a measure of human. Not “how smart are you”, but “how are you smart” intelligence 8 intelligences: - Musical-rhythmic - Linguistic-verbal - Intrapersonal - Existential - Logical-mathrs - Interpersonal - Naturalistic - Visual spatial - Bodily-kinesthetic *Evidence not as strong as psychometric models

Question 29

Sternberg’s Triarchic Theory of Intelligence

Answer 29

3 types of intelligence: - PRACTICAL intelligence: “street smart”, adapting to environment - CREATIVE intelligence: art/music side, novel problems - ANALYTIC intelligence: evaluating/planning… => "SUCCESSFUL intelligence" idea came after triarchic theory

Question 30

Under Sternberg’s theory, "successful intelligence" allows one to… (4)

Answer 30

- Establish and achieve reasonable goals - Optimize your strengths and minimize weaknesses - Adapt to the environment - Use all three components of intelligence

Question 31

In DSM-5, intellectual Developmental Disorder is defined by .....

Answer 31

ADAPTIVE FUNCTIONING => rather than strictly by intellectual functioning and IQ -> When considering treatment, focus is on integration and building strengths and independence

Question 32

DSM-4 vs DSM-5 for considering intelligence in IDD

Answer 32

In DSM-4, rely solely on IQ/intellectual functioning. IN DSM-5, adaptive functioning. => Relation to Flynn Effect and effect of rebalancing on IQ distribution (IQ scores have risen about 3 points per decade) => About the time a test gets rebalanced, might lead pple to score a few points LOWER than they should otherwise (bc norms have been changed & test rebalanced)

Question 33

Domains of Adaptive Functioning

Answer 33

(1) CONCEPTUAL skills: - Receptive/Expressive language - Reading/Writing - Money Concepts - Self-directions (2) SOCIAL skills: - Interpersonal, responsibility - Self-esteem - Gullibility (likelihood of being manipulated), avoids victimization - Follows rules (3) PRACTICAL skills: - Personal activities of daily living e.g. eating/toileting - Instrumental activities of daily living e.g. preparing meals, managing money, using transport...

Question 34

Role of environment in IDD

Answer 34

=> Major environmental variations affect cognitive performance and social adjustment in children from disadvantaged backgrounds

Question 35

Etiology of IDD (2)

Answer 35

(1) ORGANIC: - Chromosome abnormalities, single gene conditions, and neurobiological influences... - Tend to be moderate, severe, and profound  - Prevalence COMPARABLE across SES groups (2) CULTURAL/FAMILIAL - Does not have a clear cause - Risk factors: Includes family history of IDD, economic deprivation, inadequate child care, poor nutrition, parental psychopathology... - Tend to be mild cases (most cases!) - Higher rates in lower SES families

Question 36

Specific Organic Syndromes: Chromosomal abnormalities (4)

Answer 36

*Most common cause of severe ID (1) Down syndrome (chromosome 21, most cases are random events) (2-3) Prader-Willi and Angelman (chromosome 15, most cases are random events) (4) Fragile-X syndrome (X chromosome, inherited)

Question 37

Specific Organic Syndromes: Single-gene problems

Answer 37

Phenylketonuria (PKU; inherited) -> Cannot metabolize amino acid phenylalanine, rising levels are toxic and impact intellectual development

Question 38

Specific Organic Syndromes: Neurobiological injury (3)

Answer 38

- Prenatal (e.g., Fetal Alcohol Syndrome) - Perinatal (e.g., anoxia at birth) - Postnatal (e.g., head injury)

Question 39

Down Syndrome - Characteristics (6)

Answer 39

(1) Underlying symbolic abilities of children = largely intact (2) Considerable delay in EXPRESSIVE LANGUAGE DEVELOPMENT; (expressive

Question 40

Emotional & Behavioral Problems in IDD: Rates compared to typically developing children

Answer 40

Rate is 3 to 7 times greater than in typically developing children -> Most common psychiatric diagnoses: Impulse control disorders, anxiety disorders, and mood disorders

Question 41

Other Physical and Health Disabilities: Rates compared to typically developing children

Answer 41

Prevalence of chronic health conditions in ID population is much higher than in the general population -> Life expectancy for individuals with Down syndrome is now approaching 60 years

Question 42

Prevention & IDD

Answer 42

(1) Prenatal care - Psychoeducation about what good prenatal care looks like to reduce risk of prenatal neurobiological injury — e.g. “not eating this, consuming alcohol…” - Increase gestation time - Plan for uncomplicated delivery (2) Early childhood care and education - Safe (=/ toxic) and stimulating (=speech/communication, educational enrichment in low SES) environments

Question 43

How many words per hour are addressed to a toddler who has parents with advanced degrees (vs no university degree)?

Answer 43

- University: 2153 - Non-university: 616 => Gap of ~1500 words/hour, 30 million word gap across life

Question 44

30-million word gap: Controversies about the initial 1995 study (2)

Answer 44

(1) Gap might not exist/be as large (2) Quality may matter more than quantity

Question 45

30-million word gap: Answers to controversies (3)

Answer 45

(1) You DO see differences in quantity of words by SES (2) Quality of language exposure matters too (3) Increasing quantity of language exposure is likely beneficial + would reduce disparities in early childhood language abilities. => This is a SYSTEMIC issue – we shouldn’t stigmatize lower SES families, we should develop policies and change social structures to better support them

Question 46

Early Environment intervention

Answer 46

Carolina Abecedarian Project

Question 47

Carolina Abecedarian Project: Design

Answer 47

- One of the most famous early childhood education initiatives. - Four cohorts of children recruited from 1972 and 1977 (low SES families) - Randomly assigned as infants to receive a (1) FULL-TIME educational intervention at a project-run childcare center OR (2) to be cared for at home OR (3) in another child care center - Offered enriched environments from infancy through preschool (lasted 5 years): Individualized educational program, Focus on language, Games

Question 48

Carolina Abecedarian Project: Results (3)

Answer 48

(1) By age 2, children receiving the program have higher test scores (vs control) (2) These differences were maintained over time (IQ scores, maths/reading achievement scores) -- until 21yo! (3) A larger percentage of children in the intervention group went to college

Question 49

High Scope Perry Preschool Study: Design

Answer 49

- 123 high risk preschoolers, (1) 58 entered into new high quality preschool program, (2) 65 got nothing

Question 50

High Scope Perry Preschool Study: Results (6)

Answer 50

(1) Less likely to experience teenage pregnancy (2) Less likely to commit crimes (3) More likely to graduate from high school (4) More likely to maintain job + higher income (5) More likely to own home/car (6) For every dollar they put into the program, they got back ~13$ in community revenues

Question 51

Behavioral Approaches and IDD

Answer 51

Initially seen as a means to control or redirect negative behaviors (e.g. ABA)

Question 52

Cognitive-Behavioral Therapy and IDD (3)

Answer 52

Goal: Teach kids with IDD strategies to improve their adaptive functioning (e.g. break down more complex tasks into smaller steps, help develop strategies) => Self-instructional training and metacognitive training => Verbal instructional techniques => Teaching the child to be strategical and meta strategical (= think more about strategizing and planning so you can better overcome challenges of daily life) - ^ trying to address lack of generalization (i.e. other aspects of life)

Question 53

Family-Oriented Strategies and IDD (3)

Answer 53

Huge role of families in treatment - Help families cope with the demands of raising a child with ID - Some ID children and adolescents benefit from residential care or out-of-home placement (severe cases) - The inclusion movement integrates individuals with disabilities into regular classroom settings (curriculum adapted to individual needs)