Special Populatins: Intellectual Disability Flashcards
What is an intellectual disability?
- significant limitations in intellectual functioning (IQ test)
- adaptive behavior
- disability originates before age 18
IQ test looks at
reasoning, processing, and new information
adaptive behavior (conceptual, social, and practical skills)
things that help you get through everyday life/social situations, practical situations
-conceptual skills, language and literacry, money, self directions, exectuve functioning
Are ID and Developmental disability sononomous?
NO!!!
Intelectual disability falls under the umbrella of
Developmental disability
A test score between 70 and 75 points to an ID on the IQ test but we also have to test what before you can make a decision?
Adaptive behavior
Intelligence test (Stanford Binet)
IQ tests look at various types of verbal and nonverbal reasoning
- nonverbal would be finding object that goes in box an dpointing
- putting block on car moving away and toward would be verbal because have to know words “toward” and “away”
Adaptive Skills
- conceptual
- social
- practical
conceptual adaptive skills
language and literacy, money, time, # concepts, self direction
social adaptive skill
interpersonal skills, social responsibility, self-esteem, gulibility, naieve, social problem solvig, ability to follow rules/obey laws
practical adaptive skills
activities of daily living, occupational skills, healthcare, travel, schedules, safety, use of money, use of telephone
4 very important things to think about for adaptive skills
- age related
- culture
- modifiable
- moderately stable-can role play to teach about money
- defined by performance-not just knowing what to do; crossing the street example
Capacity triangle includes what 3 things
- environment
- support
- disability
The capacity triangle can improve or diminish what?
how you function
Epidemiology
- prevalence
- severity
- gender
- social class
Prevalence of ID
OVERIDENTIFIED-doesn’t take into consideration adaptive skills. if have good adaptive skills they are not considered to have an ID.
- ppl w/ severe ID have shorter life span
- 2.5% or less of individuals have an ID
Severity of ID
85% have mild so vast majority have a mild impairment-these tend to have children
- moderate = 10%
- severe = 4%
- profound = 2%
Gender of ID
more prevalent in males
Social class of ID
strong correlation between maternal education and intellectual disability
Mild ID
identified at school age so get milestones on time, learn basic language, social, need help academically, more likely to repeat grade in typical classrooms, struggle w/ math semi skilld jobs, live independently
Moderate ID
show signs as a toddler, motor skills lack, uninterested in surroundings, diagnosed in preschool, due to impairments in language development, can communicate effectively but probs w/ basic self care
Severe ID
identified in infancy, almost always have probs w/ developmental milestones, genetic disorder like down syndrome also, speech is limited and difficult to undersatnd, comprehension is better than expression-usually cannot read/write/work independentl
Profound ID
identified in infancy, genetic disorder, health probs coexist, functioning at 12 months in school, nonverbal
Mild intellectual disability-look at 3 areas
- academic performance
- cognitive performance
- social skills performance
Academic performance for a mild ID person (reading and math)
general overall delays in academic development-tend to be low across the board
- reading is most important/usually difficult-see phonological problems similar to kids w/ dyslexia
- difference is that ID kids have probs w/ phonology and comprehension..dyslexic would just have phonology problem
Cognitive performance in Mild ID
attention, memory, and generalization
Attention for mild ID
orienting a task, attendint to a task, selective attention
Memory for mild ID
deficits; may get something one day and next day they’ve lost it; impaired because they can’t attend to begin with so lose memory more frequent
generalization for mild ID
probs with this is that they may learn a word but when they go back to read it in a text, it’s gone
Social skills performance in mild ID
difficulty knowing what things to pay attention to, can’t remember what peer says
-can teach in general education; research shows that lives of these individuals and their functioning can be improved!!!
Associated characteristics for ID
-mainly talking about 25% of kids w/ ID here/the more severe-profound usually show these things
- steriotypes: hand flapping, rigid repetitive movement, rocking, face grimiscing
- self injury
- agression: attn avoiding
- comorbid health problems: more at risk for depression, anxiety, underdiagnosed
ID is characterized by significant limitations in:
self help skills and intellectual functioning
adaptive behavior includes
gullability, counting money
when measuring adaptive skills, you must consider
intellectual functioning
fine motor skills
culture
(t/f) the function of someone w/ id is relatively stable and is not easily influenced by external factors
false
maternal education and ID are correlated w/ each other (t/f)
TRUE
