Intellectual Disability Flashcards
1
Q
diagnoses associated with ID
A
- global developmental delay
- down syndrome
- williams syndrome
- fragile x syndrome
- angelman syndrom
- cri du chat syndrome
- prader-willi syndrome
- autism spectrum disorder
2
Q
global developmental delay
A
- umbrella term
- significantly delayed in 2+ areas of development
- language, motor, cognitive, sensory
3
Q
down sydrome
A
- one extra copy of chromosome 21
- affect physical development and learning abilities
4
Q
williams syndrome
A
- rare genetic condition
- developmental and cognitive delays, ID (usually mild), heart problems, physical traits
5
Q
fragile x syndrome
A
- inherited genetic disorder
- physical abnormalities, behavioral issues, developmental delay, ID
6
Q
angelman syndrome
A
- caused by genetic change
- delayed development, speech and balance problems, ID, and seizures
7
Q
cri du chat syndrome
A
- rare genetic disorder (missing chromosome pieces)
- ID, developmental delay, small head, low birth weight, hypotonia
8
Q
prader-willi syndrome
A
- rare genetic disorder
- physical, mental, cognitive, behavior problems
- speech delay
9
Q
barriers to successful communication in ID
A
- environment
- limited social network and communication partners
- staff often over-rely on verbal communication
- few opportunities to engage as equal communication partners
- interactions tend to be more directive than discursive
- comprehension difficulties under-estimated
- choice making is limited
10
Q
assessment resources
A
- formal standardized assessment
- informal assessment
- role of peers, caregivers, siblings
- degree of difficulty
11
Q
early communication skills
A
- preverbal intentional communication (gaze, gesture, vocalizations)
- expressive vocab
- receptive vocab is larger
12
Q
assessment goals
A
- enhance communication (not identify problems)
- what impact does partner behavior have
- describe deficits and determine how it will affect the child’s daily functioning
13
Q
communication partner requirements
A
- pleasure and affect (verbal and nonverbal cues)
- responsiveness to the child’s cues of readiness
- acceptance of the child’s style and temperament
14
Q
importance of the environment
A
- sensory issues
- group and individual work
- barriers to participation
15
Q
assessment considerations in older children/adolescents
A
- interests
- motivation
- functional, practical
16
Q
what to assess
A
- domains of language (receptive, expressive, form, content, use)
- nonverbal communication
- AAC
- language in context
17
Q
assessment resources
A
- standardized and non-standardized assessments
- relevant materials
- interviews and questionnaires
- criterion-referenced procedures
- observations
- dynamic assessment
- functional assessment
18
Q
AAC considerations
A
- recognize and value all communication modalities (verbal and nonverbal)
- speech, intonation, sign language, pictures, symbols, gestures, body language, behavior
19
Q
total communication approach (AAC) purpose
A
establish a positive communication environment that compliments a person’s communication profile
20
Q
mild ID (IQ and DSM-V criteria)
A
- IQ: 50 - 69
- criteria: can live independently with minimum levels of support
21
Q
average IQ range
A
85 - 115 (average 100)
22
Q
moderate ID (IQ and DSM-V criteria)
A
- IQ: 36 - 49
- criteria: independent living with moderate levels of support (group homes)
23
Q
severe ID (IQ and DSM-V criteria)
A
- IQ: 20 - 35
- criteria: requires daily assistance with self-care activities and safety supervision
24
Q
profound ID (IQ and DSM-V criteria)
A
- IQ: < 20
- criteria: requires 24/7 care
