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Pediatric Skills Ch 15 > intellectual disability (ID) > Flashcards

intellectual disability (ID) Flashcards

1
Q

A child with ID has:

A
  • impaired cognitive functioning that interferes with ability to perform age appropriate tasks in areas of occupation.
  • may or may not have associated physical disability.
  • occurs before the age of 18.
  • significantly below average intellectual functioning (determined by intelligence testing).
  • deficits in 2 or more adaptive skill areas.
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2
Q

When is ID usually diagnosed?

A

When child fails to meet developmental milestones or when they begin school.

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3
Q

ID - What is the old terminology?

A

mental retardation

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4
Q

intelligence quotient (IQ)

A

a score from 1 of several standardized tests (0 to 145)

  • 100 is average score
  • standard deviation of 15 pts.
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5
Q

normal limits (average intelligence quotient)

A

85 - 115

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6
Q

borderline intellectual disability

A

70 - 84

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7
Q

mild ID

A

55 -69

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8
Q

moderate ID

A

40 - 54

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9
Q

severe ID

A

25 -39

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10
Q

profound ID

A

lower than 25

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11
Q

IQ tests are administered by:

A

psychologists

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12
Q

adaptive functioning is:

A
  • conceptual, social and practical abilities needed to adapt to changing environment.
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13
Q

conceptual skills

A
  • receptive and expressive language.
  • reading and writing.
  • money concepts.
  • self direction.
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14
Q

social skills

A
  • self esteem.
  • social problem solving
  • ability to follow rules.
  • obey laws.
  • avoid being victimized.
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15
Q

practical skills

A
  • ADL’s
  • occupational skills
  • health care
  • travel/transportation
  • schedules/routines
  • safety
  • use of money
  • telephone use
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16
Q

Vineland Adaptive Behavior Scale

A
  • uses parental input

- measures communication, daily living, socialization and motor skills.

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17
Q

School Functional Assessment

A
  • uses teacher input

- measures ability to perform occupational tasks in school setting.

18
Q

Support Intensity Scale (SIS)

A
  • measures level of support needed for an adult with ID to lead a normal, independent life.
19
Q

mental age

A

age level at which child is performing

20
Q

chronological age

A

child’s actual age

21
Q

estimate of IQ in younger children

A

(mental age) divided by (chronological age) X 100

22
Q

ID often dx according to when they occur

A
  • prenatal, before birth
  • perinatal, at birth
  • postnatal, birth to age 3
23
Q

ID prenatal causes

A
  • genetic
  • embryonic development problem
  • acquired causes (toxins)
24
Q

genetic causes of ID

A
  • errors when genes combine
  • genes changing during the process (mutations)
  • inheriting impaired genes from parents
25
Q

acquired causes (maternal toxins) of ID

A
  • teratogens
26
Q

teratogen

A
  • physical of chemical substance that causes complication in fetus.
  • medication, lead, alcohol, drugs and infections
  • most dangerous in first 12 wks when CNS, most organs and limbs develop.
27
Q

perinatal causes of ID

A
  • lack of oxygen (anoxia)
  • brain trauma (bleeding)
  • premature (before completion of 37th wk) or low birth weight
28
Q

postnatal causes of ID

A
  • infection (ex. viral meningitis, encephalitis)
  • trauma to the brain
  • teratogens (ex. lead)
  • neglect (lack of stimulation, poor diet or starvation.
29
Q

Mild ID

A
  • 55 - 69 IQ
  • educable
  • reading at grade 6 - 7 level
  • writes simple letters or lists
  • simple mathematical functions (multiplication & division)
  • computer/internet for simple research & communication
  • partial or complete support thru employment
  • may live independently or with minimal supervision
30
Q

Moderate ID

A
  • 40 - 54 IQ
  • trainable
  • write name
  • remember home phone number
  • understand written numbers & quantities
  • basic money concepts
  • may learn recurring actions
  • may enjoy simple leisure activities
  • supervised living arrangements
31
Q

Severe ID

A
  • 25 - 39 IQ
  • functional independence depends on physical limitations (CP, seizure disorder, vision, hearing…)
  • recognize his photo
  • routine self care skills
  • simple classroom routine rules
32
Q

Profound ID

A
  • < 25 IQ
  • may learn routine ADL’s
  • smile on approach
  • indicate food preferences
  • feed oneself with spoon
  • make visual contact
  • allow caregiver to bath them
  • allow caregiver to touch them
  • cooperate with dressing or self care
33
Q

global mental function deficits in ID

A
  • poor memory
  • slower learning
  • attention problems
  • difficulty generalizing
  • lack of motivation
  • orientation (person, place, time, self & others
34
Q

OT intervention

A
  • not aimed at improving intelligence
  • is aimed at developing performance patterns
    (habits, roles, rituals and meaningful activity)
35
Q

specific mental function deficits in ID

A
  • attn. span
  • memory
  • direction & relation of objects to one another (perception)
  • slower learning
  • recognition of objects & people
  • making sense of stimuli
  • problem solving
  • generalizing & abstract thinking
  • slow or delayed language skills
  • adding & subtracting
  • poor motor planning
  • emotion regulation
  • body image, self concept & self esteem
36
Q

OT is responsible for referral to speech therapy in ID,

true or false?

A

true

37
Q

Speech and OT can work together, true or false?

A

true

38
Q

behavior and emotional therapy OT would use is:

A

OT would develop a behavior modification plan including:

  1. identify behaviors
  2. collect data on each behavior
  3. prioritize the behaviors
  4. create a plan
  5. implement the plan
  6. collect date and evaluate outcome
  7. modify plan
39
Q

children with ID may have a full range of emotions, true or false?

A

True, they may have difficulty expressing them.

40
Q

movement related function OT intervention includes:

A
  • extended practice
  • repetition
  • simple directions
  • modification/adaptation of requirements

Pediatric Skills Ch 15 (1 decks)

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