Module 1 Flashcards
A condition which suggests that development of typical abilities is somehow adversely affected is ________________.
severe disabilities
Individuals with severe disabilities tend to be
challenged by significant weaknesses in general
learning abilities, personal and social skills,
and/or __________________________.
sensory and physical development
Individuals with severe disabilities tend to be
challenged by significant weaknesses in general
learning abilities, sensory and physical
development, and/or
__________________________.
personal and social skills
Individuals with severe disabilities tend to be
challenged by significant weaknesses in sensory
and physical development, personal and social
skills, and/or __________________________.
general learning abilities
In typical life environments, individuals with
severe disabilities generally tend to have
difficulty showing ____________________.
independent living skills
The AAIDD frames intellectual disability according to humans’ needs for ______________.
different levels of support
The AAIDD characterizes intellectual disability as
significant limitations in intellectual functioning
and _______________.
adaptive behavior
The AAIDD characterizes intellectual disability as
significant limitations in adaptive behavior and
_______________.
intellectual functioning
The 5 dimensions of the AAIDD theoretical
model include intellectual abilities, adaptive
behavior, health, participation, and
___________.
context
The 5 dimensions of the AAIDD theoretical
model include intellectual abilities, adaptive
behavior, health, context, and -
___________________.
participation
The 5 dimensions of the AAIDD theoretical model include intellectual abilities, adaptive behavior, participation, context, and _________________.
health
The 5 dimensions of the AAIDD theoretical
model include intellectual abilities, health,
participation, context, and ________________.
adaptive behavior
The 5 dimensions of the AAIDD theoretical
model include adaptive behavior, health,
participation, context, and _________________.
intellectual abilities
The DSM-4 and most school districts categorize
the level of intellectual disability for persons
with a measured IQ of 50-70 as
________________.
mild
The DSM-4 and most school districts categorize
the level of intellectual disability for persons
with a measured IQ of 35-50 as
________________.
moderate
The DSM-4 and most school districts categorize the level of intellectual disability for persons with a measured IQ of 20-35 as ________________.
severe
The DSM-4 and most school districts categorize
the level of intellectual disability for persons
with a measured IQ of below 20-25 as
________________.
profound
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 _______________.
moderate intellectual disability
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 _______________.
severe intellectual disability
Often, persons with measured IQs below 20 to
25 AND developmental ages under 12 months
are considered to have a _______________.
profound intellectual disability
When persons have clusters of similar physical
and behavioral characteristics AND common
genetic or physiological traits, such people are
said to have a _____________.
syndrome of intellectual disability
Most moderate/severe/profound intellectual disabilities occur between conception and birth and are ____________________.
biologically-based
Down syndrome, fragile X syndrome, and fetal
alcohol spectrum disorders comprise about
______ of all individuals with moderate, severe,
or profound intellectual disabilities.
one-third
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: _________________
Down syndrome
Most students with Down syndrome fall in the
____________ range of intellectual disabilities
mild to moderate
For persons with Down syndrome, receptive
language is typically better than ____________.
expressive language
For individuals with Down syndrome, performance on visual tasks is generally better than _____________ tasks.
auditory
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
Fragile X syndrome (FXS)
The syndrome results in more significant
intellectual disability for boys than girls
Fragile X syndrome (FXS)
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.
Fragile X syndrome (FXS)
Approximately 30% of students with Fragile X
syndrome also meet the criteria for a diagnosis
of:
ASD
This range of disorders cause developmental delays in approximately 1 in 1,000 live births, resulting from a reduced number of developed brain cells.
Fetal Alcohol Spectrum Disorders (FASDs)
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.
Fetal Alcohol Spectrum Disorders (FASDs)
This is a cognitive-behavioral phenotype that
may be defined as a generalized deficit in
processing complex information.
Fetal Alcohol Spectrum Disorders (FASDs)
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 _____________.
Prader-Willi syndrome (PWS)
Students with this syndrome tend to show
obsessive-compulsive behaviors, other
maladaptive behaviors, and insistence on
sameness, especially as they approach
adolescence.
Prader-Willi syndrome (PWS)
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.
Prader-Willi syndrome (PWS)
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.
Angelman syndrome (AS)
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.
Angelman syndrome (AS)
A student who has an intellectual disability and
at least one physical/sensory disability is
generally classified as having ____________.
multiple disabilities
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.
multiple disabilities
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).
deaf-blindness
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.
deaf-blindness
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.
autism spectrum disorders (ASD)
Students with these disorders often have
narrow interests, difficulty with play behavior,
and ritualistic behaviors.
autism spectrum disorders (ASD)
Two main communication deficits of students
with this disorder are joint attention and
symbolic use.
autism spectrum disorders (ASD)
Attending to other people, following other people’s gaze, and getting other’s attention to share objects of interest.
joint attention
Imitation of others’ speech
Echolalia
Conventional gestures, learning word meaning,
and using objects according to their
function/meaning.
Symbol use
Following social communication rules, such as
switching roles between speaking and listening
Pragmatics
Students who tend to want their environment to
be arranged in a certain order, with highly
predictable daily events are showing
_______________.
insistence on sameness
