Intellectual Disability

Question 0

In 1959 what classified ID

Answer 0

1 SD or more below mean

Question 1

Since 2002 what has the criteria been for ID

Answer 1

Significant limitations in both intellectual functioning and adaptive behaviour, which covers every day social and practical skills and developing before age 18. Psychometric ally, 2 SD’s below average ie <70

Question 2

When was the genetic basis of DS discovered?

Answer 2

50 years ago

Question 3

What change in attitude had been seen regarding ID?

Answer 3

Emphasis on normalisation, inclusion and mainstreaming- recognising level of support as intermittent, limited, extensive or profound as opposed to isolating and institutionalising

Question 4

Describe the FMR1 gene expression

Answer 4

The gene is located on the X chromosome and contains a DNA segment called CGG trinucleotide- increased expression of the CGG segment on the FMR1 gene is associated with impaired cognitive and reproductive functioning. More than 200 repeats is considered full mutation

Question 5

What are the cognitive features of William Syndrome?

Answer 5

Mild ID, higher than DS or FXS M=60
25% will have IQ moderate or above
Compared to DS and FXS language and spatial skills do not decline with age
Pragmatic language skills a ‘super’ strength- chatty and seek social contact
Suggestions that executive functioning impaired but more research needed- perform similarly to prada-wili syndrome on
Spatial reasoning below mental age
Poor at drawing and block design tasks
Although weak in spatial reasoning, can recognise faces easily
High empathy, sensitivity to criticism and high anxiety
Social-cognitive aspects problem ie talking about irrelevant information, leading to difficulties maintaining friends
Problems with attention
Lack of social inhibition

Question 6

Describe the general model of reading comprehension including linguistic and orthographic systems

Answer 6

Cognitive components
1. Fluent printed word recognition ie reading comprehension including written language skills (phonological and orthographic coding)
2. listening comprehension
3. Discourse specific comprehension skills eg building a mental rep of the meaning if text
Oral language precursors of reading skills including
1. Phonological awareness
2. Rapid serial naming
3. Broader language skills eg vocab and syntax

Question 7

What are the 3 components of reading corresponding to the WIAT?

Answer 7

Word reading, reading comprehension and pseudo word decoding
These correspond to phonological decoding- matching sounds to symbols, word recognition- matching words to symbols and text comprehension- attaching meaning to what one has read

Question 8

What are the main features of developmental reading disorders or dyslexia?

Answer 8

1. Neurobiological in nature/origin
2. Difficulties with accurate and or fluent word recognition, poor spelling and decoding abilities
3. Result from a deficit in the phonological component of language and is often unexpected in relation to other cognitive abilities
4. Secondary consequences include problems with reading, comprehension, and reduced reading experience that can impede growth of vocab and background knowledge
5. Idiopathic ie not explained by hearing or visual problem
6. Deficit in speed and accuracy of printed word recognition

Question 9

Describe the major components of the language system

Answer 9

1. Phonology- organisation of sounds in language eg match speech sounds to letters when reading and writing
2. Grammar- syntax (rules that govern the combo of words) and morphology (ability to form new words)
3. Semantics- how words form meanings/expression
4. Pragmatics- ability to make sense of language in a social context (responsively and delivery)

Question 10

What are the main features of developmental language disorders?

Answer 10

1. Deficits in phonology, grammar, semantics ( smaller vocab), and Pragmatics
2. Grammar most severe, then phonology
3. Semantics and Pragmatics secondary and less severe
4. Late emergence of language skills
5. Tenth percentile for language compared to peers of similar age
6. Congenital not acquired
7. Not due to psychiatric illness, autism or selective mutism.
8. Non verbal iq at least 85

6.

Question 11

Describe the structure and scores of the CELF-4

Answer 11

5-21 year olds, 30-45 mins
16 subtests depending on age (5-8, 9-12, 13-21).
6 indexes- core language score, receptive language score, expressive language score, language structure, language content, language memory and working memory).
4 levels of analysis
1. Is there a LD
2. What’s the nature of the LD (above) including strengths and weaknesses, content
3. What are the elements of language (criterion reference and working memory)
4. Pragmatics eg classroom performance