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Teaching Strategies for Students with Severe Disabilities > Module 1 > Flashcards

Module 1 Flashcards

1
Q

A condition which suggests that development of typical abilities is somehow adversely affected is ________________.

A

severe disabilities

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2
Q

Individuals with severe disabilities tend to be

challenged by significant weaknesses in general

learning abilities, personal and social skills,

and/or __________________________.

A

sensory and physical development

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3
Q

Individuals with severe disabilities tend to be

challenged by significant weaknesses in general

learning abilities, sensory and physical

development, and/or

__________________________.

A

personal and social skills

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4
Q

Individuals with severe disabilities tend to be

challenged by significant weaknesses in sensory

and physical development, personal and social

skills, and/or __________________________.

A

general learning abilities

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5
Q

In typical life environments, individuals with

severe disabilities generally tend to have

difficulty showing ____________________.

A

independent living skills

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6
Q

The AAIDD frames intellectual disability according to humans’ needs for ______________.

A

different levels of support

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7
Q

The AAIDD characterizes intellectual disability as

significant limitations in intellectual functioning

and _______________.

A

adaptive behavior

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8
Q

The AAIDD characterizes intellectual disability as

significant limitations in adaptive behavior and

_______________.

A

intellectual functioning

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9
Q

The 5 dimensions of the AAIDD theoretical

model include intellectual abilities, adaptive

behavior, health, participation, and

___________.

A

context

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10
Q

The 5 dimensions of the AAIDD theoretical

model include intellectual abilities, adaptive

behavior, health, context, and -

___________________.

A

participation

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11
Q

The 5 dimensions of the AAIDD theoretical model include intellectual abilities, adaptive behavior, participation, context, and _________________.

A

health

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12
Q

The 5 dimensions of the AAIDD theoretical

model include intellectual abilities, health,

participation, context, and ________________.

A

adaptive behavior

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13
Q

The 5 dimensions of the AAIDD theoretical

model include adaptive behavior, health,

participation, context, and _________________.

A

intellectual abilities

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14
Q

The DSM-4 and most school districts categorize

the level of intellectual disability for persons

with a measured IQ of 50-70 as

________________.

A

mild

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15
Q

The DSM-4 and most school districts categorize

the level of intellectual disability for persons

with a measured IQ of 35-50 as

________________.

A

moderate

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16
Q

The DSM-4 and most school districts categorize the level of intellectual disability for persons with a measured IQ of 20-35 as ________________.

A

severe

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17
Q

The DSM-4 and most school districts categorize

the level of intellectual disability for persons

with a measured IQ of below 20-25 as

________________.

A

profound

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18
Q

Often, persons with measured IQs which is

between 35 to 40 AND below 50 to 55 who have

relatively low adaptive behavior are considered

to have a _______________.

A

moderate intellectual disability

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19
Q

Often, persons with measured IQs which is

between 20 to 25 and 35 to 40 AND who have

relatively low adaptive behavior are considered

to have a _______________.

A

severe intellectual disability

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20
Q

Often, persons with measured IQs below 20 to

25 AND developmental ages under 12 months

are considered to have a _______________.

A

profound intellectual disability

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21
Q

When persons have clusters of similar physical

and behavioral characteristics AND common

genetic or physiological traits, such people are

said to have a _____________.

A

syndrome of intellectual disability

22
Q

Most moderate/severe/profound intellectual disabilities occur between conception and birth and are ____________________.

A

biologically-based

23
Q

Down syndrome, fragile X syndrome, and fetal

alcohol spectrum disorders comprise about

______ of all individuals with moderate, severe,

or profound intellectual disabilities.

A

one-third

24
Q

One common syndrome associated with

intellectual disability affects 1 in 691 live births,

usually occurs with an extra chromosome, and

results in slower physical/motor/language/

mental development is: _________________

A

Down syndrome

25
Q

Most students with Down syndrome fall in the

____________ range of intellectual disabilities

A

mild to moderate

26
Q

For persons with Down syndrome, receptive

language is typically better than ____________.

A

expressive language

27
Q

For individuals with Down syndrome, performance on visual tasks is generally better than _____________ tasks.

A

auditory

28
Q

A syndrome that occurs in approximately 1 in

4,000 males and 1 in 8,000 females, and results

in loss of a protein needed for learning and

memory

A

Fragile X syndrome (FXS)

29
Q

The syndrome results in more significant

intellectual disability for boys than girls

A

Fragile X syndrome (FXS)

30
Q

Students with this syndrome tend to learn more

easily when presented with whole tasks, have

weak social/communication skills and auditory

memory/receptive language, have

speech/language delays with echolalia, but show

stronger daily living skills.

A

Fragile X syndrome (FXS)

31
Q

Approximately 30% of students with Fragile X

syndrome also meet the criteria for a diagnosis

of:

A

ASD

32
Q

This range of disorders cause developmental delays in approximately 1 in 1,000 live births, resulting from a reduced number of developed brain cells.

A

Fetal Alcohol Spectrum Disorders (FASDs)

33
Q

Students with these disorders have difficulty

with speech/language, verbal learning, and

behaviors that require planning and self-

monitoring. Learning math and social skills

tends to be difficulty, and adaptive behavior is

often problematic.

A

Fetal Alcohol Spectrum Disorders (FASDs)

34
Q

This is a cognitive-behavioral phenotype that

may be defined as a generalized deficit in

processing complex information.

A

Fetal Alcohol Spectrum Disorders (FASDs)

35
Q

This syndrome is due to a chromosomal

anomaly, occurs in approximately 1 in 10,000

births. Students with this syndrome tend to

overeat, have low muscle tone, and develop

obesity are all characteristics of _____________.

A

Prader-Willi syndrome (PWS)

36
Q

Students with this syndrome tend to show

obsessive-compulsive behaviors, other

maladaptive behaviors, and insistence on

sameness, especially as they approach

adolescence.

A

Prader-Willi syndrome (PWS)

37
Q

Research indicates that students with this syndrome tend to have painful and constant hunger, delayed motor development, speech/articulation problems, weakness in sequential processing, but show better performance on tasks that require simultaneous processing.

A

Prader-Willi syndrome (PWS)

38
Q

This syndrome caused by chromosomal anomaly

occurs in approximately 1 in 10,000-20,000

births, usually results in severe to profound

intellectual disability, and often results in stiff-

legged walking and jerky body movements.

A

Angelman syndrome (AS)

39
Q

Students with this syndrome are generally

perceived as sociable/affectionate, have better

comprehension than verbal expression, and

often have problems with feeding, sleep,

restlessness, mouthing, hand flapping, and

stereotyped behavior.

A

Angelman syndrome (AS)

40
Q

A student who has an intellectual disability and

at least one physical/sensory disability is

generally classified as having ____________.

A

multiple disabilities

41
Q

Students with this classification of disability

often develop health problems (e.g., high blood

pressure or obesity) and may be more prone to

stereotyped movements, self-injurious behavior,

or atypical vocalization.

A

multiple disabilities

42
Q

This classification of disability is generally caused by viral infections (e.g., rubella or infections during pregnancy) or CHARGE syndrome (e.g., heart/breathing/swallowing problems).

A

deaf-blindness

43
Q

Students with congenital ________________ are

more likely to have intellectual disabilities,

mental illness, behavior disorders, and

characteristics of ASD (e.g., self-stimulation or

stereotyped behaviors.

A

deaf-blindness

44
Q

These disorders occur in approximately 1 in 88

of the population, are caused by both genetic

and environmental factors, are often identified

between ages 2 and 3 years, and typically are

characterized by social impairments,

communication, and repetitive behaviors.

A

autism spectrum disorders (ASD)

45
Q

Students with these disorders often have

narrow interests, difficulty with play behavior,

and ritualistic behaviors.

A

autism spectrum disorders (ASD)

46
Q

Two main communication deficits of students

with this disorder are joint attention and

symbolic use.

A

autism spectrum disorders (ASD)

47
Q

Attending to other people, following other people’s gaze, and getting other’s attention to share objects of interest.

A

joint attention

48
Q

Imitation of others’ speech

A

Echolalia

49
Q

Conventional gestures, learning word meaning,

and using objects according to their

function/meaning.

A

Symbol use

50
Q

Following social communication rules, such as

switching roles between speaking and listening

A

Pragmatics

51
Q

Students who tend to want their environment to

be arranged in a certain order, with highly

predictable daily events are showing

_______________.

A

insistence on sameness

Teaching Strategies for Students with Severe Disabilities (6 decks)

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