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NDDs/Stroke > Intervention, Support & Context > Flashcards

Intervention, Support & Context Flashcards

1
Q

One example of a communicational intervention to help children with NDD’s?

A

PECs

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2
Q

What is PEC’s

A

Communication intervention involving showing caregivers cards to demonstrate their requests

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3
Q

PECs has 6 phases - what are the first 3?

A
  1. How to communicate
  2. Distance and persistence
  3. Picture discrimination
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4
Q

Psychoeducational programs can be broadly grouped into 3 categories:

A

Communication
Behavioural
Developmental/Educational

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5
Q

What is the ‘communication’ phase of PECS?

A

Students learn to exchange single pictures for items/activities

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6
Q

What is the ‘distance and persistence’ phase of PECS?

A

Generalising single card use across new places, people and across distances

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7
Q

What is the ‘picture discrimination’ stage?

A

Selecting from 2 or > pictures

Communication book

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8
Q

PECS has 6 stages. What are the last 3 stages?

A

Sentence structure
Answering Qs
Commenting

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9
Q

What does the ‘commenting’ stage of PECS involve?

A

Teaching to comment in response to questions

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10
Q

What is an example of a behavioural intervention?

A

ABA

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11
Q

ABA was developed by

A

Lovaas, 1987

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12
Q

Recommendations for ABA include:

A

Start < 3
40 hours min. per week
Therapy lasting min. 2 years
One-to-one trials

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13
Q

ABA is an _____ and_____ therapy

A

Intensive

Rigid

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14
Q

The Early Start Denver model draws on….

A

ABA

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15
Q

Positives of Early Start Denver Model? (3)

A
  1. Positive interactions for parents
  2. Reduction in challenging behaviour
  3. Improved communication/adaptive behaviour
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16
Q

One ethical flaw of the Early Start Denver Model is that it is…

A

Training to be neurotypical when one isn’t

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17
Q

3 limitations of the Early Start Denver Model?

A
  1. Rigid/inflexible
  2. Financial
  3. Positive outcome isn’t guaranteed
18
Q

Norbury & Sparks (2012) believe it is important to consider what families…

A

Value and disvalue about their child’s behaviour/lang/education

19
Q

Cridland et al., (2014) NDD’s have a _______ on family

A

Bi-drectional influence

20
Q

Cridland et al., (2014)

NDD’s can affect a families: (3)

A

Daily routines, self-care, communciation etc

21
Q

Guite et al., (2004) believed that

A

Different family members should be considered separately, e.g. mothers and siblings

22
Q

Cridland et al., (2014) believed that having a child with an NDD is not always a negative experience. Positive impacts include (3)

A
  1. Improved communication
  2. Higher empathy/patience
  3. Refocus of energy (valuing what you have)
23
Q

Cridland et al., (2014) constrcuted a model that allows us to consider different aspects of family structure. This is called

A

The family systems approach

24
Q

The first stage of the Family Systems Approach is

A

Boundaries

25
Q

What is the boundaries stage of the FSA?

A
  • Hypothetical borders between family system & environment
  • Defines family in relation to other systems
26
Q

What is the Traumatic Growth stage of the FSA?

A

Challenging circumstances evoking positive change - increased personal strength etc

27
Q

Tint & Weiss’s (2015) systematic review found that:

A

Family wellbeing - important concept underlying public policy/clinical practice

28
Q

Tint & Weiss’s (2015)

Recommendations? (3)

A
  1. Using theoretical framework in developing policies/practice
  2. Research to help identify appropriate resources
  3. Extend research beyond early years
29
Q

Why must variability be considered in neurodevelopmental disorder research?

A
  • Universality of deficit: uniform cognitive profile?

- There is inter and intra individual variability!

30
Q

Why must the sample size be considered in neurodevelopmental disorder research? (4)

A
  • Drop out
  • Participant fatigue
  • Ethics?
31
Q

Ball & Karmiloff-Smith (2015)

Why are adult models inappropriate?

A

They are static, whereas NDD disorders require a dynamic approach

32
Q

Ball & Karmiloff-Smith (2015)

Genes can be expressed widely initially…

A

Then become confined to certain brain regions –> the phenotype will change too

33
Q

Ball & Karmiloff-Smith (2015)

Any account of genotype to phenotype mapping..

A

Should be sensitive to possible chages in gene expression and cognitive phenotype over developmental time

34
Q

Ball & Karmiloff-Smith (2015)

Future directions for research (4)

A
  1. Tracing full developmental trajectories
  2. Longitudinal studies at neural level
  3. Microdevelopmental change
  4. In-depth accounts of environmental changes
35
Q

Ball & Karmiloff-Smith (2015)

What is microdevelopmental change?

A

Tracking change over a very short term

36
Q

Makrygianni & Reed (2009)

Method

A

Meta anaylsis of 14 behavioural intervention studies

37
Q

Makrygianni & Reed (2009)

What is the most thoroughly evaluated and best-known intervention?

A

ABA-based treatment

38
Q

Makrygianni & Reed (2009)

Findings –>

Behavioural EIP’s are effective in…

A

Improving intellectual, language, communication and socai abilities of ASD children

Moderate/high effect on adaptive behavioural improvement

39
Q

Makrygianni & Reed (2009)

Findings

Improvement of intellectual/adaptive skills is affected by….

A

Intensity of the program (>25 hours per week)

40
Q

Makrygianni & Reed (2009)

Findings

Factors correlated with effectiveness were….(5)

A
  1. Intensity
  2. Duration
  3. Parental Training
  4. Age (starting < 35 months)
  5. Adaptive behaviour at intake

NDDs/Stroke (9 decks)

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