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Language Development-Roseberry > LANGUAGE DEVELOPMENT OF CHILDREN PRENATALLY EXPOSED TO DRUGS AND/OR ALCOHOL; IMPACT OF AIDS (EXAM 4) > Flashcards

LANGUAGE DEVELOPMENT OF CHILDREN PRENATALLY EXPOSED TO DRUGS AND/OR ALCOHOL; IMPACT OF AIDS (EXAM 4) Flashcards

1
Q

Children with prenatal drug and/or alcohol exposure (PDAE) are a very __________ group

A

heterogeneous

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2
Q

involves damage to an unborn baby due to the mother’s alcohol consumption during pregnancy

what disorder is this?

A

Fetal Alcohol Spectrum Disorder (FASD)

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3
Q

true or false.

The child who has Fetal Alcohol Effects (FAE) has problems similar to those of a child with FASD, but to a greater degree.

A

false- lesser degree

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4
Q

true or false.

Smoking and alcohol cannot damage sperm

A

FALSE - it can

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5
Q

Male ____ double their chances of fathering babies with problems like hydrocephalus

A

smokers

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6
Q

men abstain from smoking, drinking for ___ months before ch conceived

A

5-6

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7
Q
  1. Small head-microcephaly
  2. Pre- and post-natal growth problems low birth weight length
  3. CNS dysfunction  delayed motor development, mild-profound intellectual disability, learning disabilities
  4. ADHD (hyperactive)
  5. Abnormal craniofacial features (skull and face); small eyes, strabismus (lazy eye), nystagmus (pupils of the eye quiver like jello 24/7
  6. malformations of major organ systems, esp. heart
  7. behavior problems defiance
  8. Swallowing problems
  9. learning and school problems, esp. reading & writing
  10. speech problems- articulation disorder, oral motor coordination problems (e.g. articulation-child cannot say “r” , oral-
  11. poor play, social skills
  12. cognitive problems-difficulties with memory and reasoning
  13. lang delays-comprehension (understanding) and expression (talking and writing)
  14. hearing issues- OME (otitis media with effusion) and/or sensorineural hearing loss
  15. auditory processing problems (remembering what they hear)
  16. sleep disturbances
  17. the eyes may be set wide apart also

these are the characteristics of ???

A

CHILDREN WITH FASD

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8
Q

true or false.

Olswang, Svensson, and Astley (2011)

Examined social classroom skills of typically developing (TD) and drug abuse students

12 pairs of ch observed in classrooms 20 minutes a day for 4 days across 2 weeks

A

false - Fetal Alcohol Spectrum Disorder (FASD not drug abuse

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9
Q

true or false
Olswang et al. (2011) found that:

Ch w/FASD not as prosocial as TD peers
Ch w/ FASD– increased occurrences of passive/disengaged and irrelevant behavior than TD peers

A

true

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10
Q
  • Help ___ students be more engaged and social in classroom settings
  • Increase teach awareness
A

FASD

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11
Q

Drugs that do the most serious damage to the developing fetus are ___, ____, ____, and _____

A

cocaine, heroin, morphine, and LSD

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12
Q

true or false

  • For mothers who use heroine, this causes her blood vessels to constrict, thus reducing the flow of oxygen and other nutrients to the baby

The baby is “dealt a small deck”

this drug alters actions of baby’s neurotransmitters (brain connection)
- negatively affects behavior
May have congenital defects such as cleft palate

A

false - cocaine

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13
Q

true or false (read EACH statement)

BEHAVIORS AND CHARACTERISTICS OF drug EXPOSED CHILDREN

  • Fewer spontaneous vocalizations from infancy
  • Lack of appropriate gestures and words to communicate needs
  • Poor visual tracking
  • Gross and fine motor problems
  • Decreased awareness of body in space
  • Emotional liability- are mood swings from apathy to aggressiveness
  • Great difficulty with transitions and changes
  • Test limits; refuses to comply
  • Tantrums, hitting, throwing things
  • decrease problem- solving skills
  • Syntactic problems (word order), esp. disorganized sentences
  • Word retrieval problems (you can’t think of the word you are trying to say)
  • **Indiscriminate attachment to new people
  • Decreased responsiveness to praise, rewards
  • Decreased use of gestures and words to initiate social interactions; poor eye contact
  • Articulatory-phonological disorders
  • Language difficulties that are not easily determined by standardized measures
A

true

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14
Q

true or false

BEHAVIORS AND CHARACTERISTICS OF drug-EXPOSED CHILDREN

In assessment, it may be best to informally evaluate these children’s language skills in everyday settings. These children may not qualify for therapy in the public schools

A

true

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15
Q

true or false

SUGGESTIONS FOR INTERVENTION

  • Early intervention key
  • Studies: parents of cocaine-exposed children increased insecurity, disorganization, avoidance of attachment
  • Look at environment, work w/parents
A

true

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16
Q
  • Conventional politeness (please, thank you, excuse me
  • Turn-taking skills (HUGE)
  • Appropriate expression of feelings (using words) because ch may act out physically

what skill is this?

A

pragmatics

17
Q

true or false.

Keep things structured and not overstimulating

  • Ch benefit from routine, structure
  • Announce transitions in advance-no surprises
  • Limit distractions and decrease outer stimuli
A

true

18
Q

true or false
Remember that these children often do not retain what they learn, so…

  • Repeat things over and over
  • Use concrete, hands on activities to teach concepts
  • Give directions slowly one by one
A

true

19
Q

true or false.

Also…

  • Help them learn appropriate play skills, especially cooperative play involving other children
  • Give physical movement breaks; don’t expect them to sit still for long periods of time (TQ!!)
A

true

20
Q

Lewis et al (2013):

  • Ch prenatally exposed to cocaine esp. had difficulties with _____ and ____ ________ (PP)
  • PP deficits ______ impacted reading fluency, comprehension, and letter-word
A
  • syntax; phonological processing

- negatively

21
Q

LANGUAGE AND BEHAVIORAL CHARACTERISTICS OF CHILDREN WITH HIV/AIDS

  • HIV manifests primarily in the peripheral nervous system
  • Children may have chronic OME
  • They may also have delays in social skills

-Difficulty w/memory and academics
attention deficits

-Difficulties w/pragmatics skills

A
  • FALSE - central nervous system, communication skills (bullet point 1 and 3)
22
Q

SERVICE DELIVERY**

  • One issue for babies with HIV/AIDS is _____ hospitalization
  • ____ stimulation is minimal

Thus, we can provide early language stimulation programs by _________

A
  • prolonged
  • Language
  • working with the family
23
Q

We can specifically work on:

  • Oral ____ and___-____ skills
  • In the later stages of AIDS, word on eye-gaze communication
A
  • lang

- pre-literacy

Language Development-Roseberry (7 decks)

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