Student CH 15 - CONSIDERATIONS IN SERVICE DELIVERY TO SPECIAL POPULATIONS Flashcards

1
Q

The majority of IAC are 2 years old or younger. What countries do they come from?

A

Top sending countries:

  1. China
  2. Ethiopia
  3. Russia (no more)
  4. South Korea
  5. Ukraine
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2
Q

How much has IAC dropped in the U.S.?

A

adopted has dropped by almost 2/3

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3
Q

T/F Hwa-Froelich 2012 found that U.S. families adopt CH from abroad 4-16x more than families from other countries

A

True

Most adopted before 2 yrs

Most studies: South Korean and Romanian

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4
Q

Hwa-Froelich 2012 focuses on S Korea and Romania. What were the outcomes for these countries?

A

South Korean: positive outcomes

Romanian: negative outcomes

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5
Q

How do IAC become orphans?

A

Some have parents who are dead

In many cases, however, parents put their children into orphanages  cannot afford to feed them

Also, in some cases, parents are not married; great disgrace in some countries, so the child is placed in an orphanage

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6
Q

Who is Kathleen Morris and what did she (Practical strategies for therapists working with SI/SPD Disorders) do?

A

Volunteered: Russian, Romanian, Bulgarian orphanages

She has also worked for 17 years as the founder and director of two SI clinics

I went to her workshop

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7
Q

What did Kathleen Morris find about how Russian kids become orphans?

A

Russian cities—mothers abandon CH on streets

Walking along holding hands; mother says “look there!” drops CH’s hand, runs away

Orphanage workers go out PMs to look inside manholes—CH hiding from cold

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8
Q

What did Morris say about the orphanages?

A
Smell in orphanages is so bad that some visitors throw up when they enter 
In some Bulgarian orphanages, schedule:
	1. Breakfast
	2. Sit on bench 
         3. Lunch
         4. Sit on bench 
         5. Dinner 
         6. Go to bed—stay there
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9
Q

Former student Marilyn Stansfield, (worked in Romanian orphanage) found what about workers and the o?

A

Orphanage workers stole supplies—diapers, wheelchair parts, bottles, soap, combs, toilet paper

Sometimes Marilyn told not to change a wet diaper or use shampoo during a bath

Workers took orphans’ food

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10
Q

Marilyn also volunteered at a Romanian hospital for abandoned babies…What was it like?

A

8 beds-room

Only human contact = diaper change

Not held or cuddled

All meals: blanket/pillow propped next to heads, bottle placed on blanket

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11
Q

Marilyn tried to feed a newbie from a bottle and what happened?

A

Wouldn’t eat—stared at Marilyn

Nurse: baby unfamiliar with being held while fed

Too much sensory input—held and easy simoltaneously

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12
Q

What are some ACCULTURATION ISSUES?

A

Frequently, IAC are abruptly taken out of their familiar surroundings and placed into totally new environments

This is especially hard on older IAC

They may miss the familiarity of surroundings they have known all their lives

Used to interacting with other children, not adults

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13
Q

What are some general conditions of IAC?

A

Possible post-traumatic stress syndrome

Consequent need for psychological services, emotional support

Adoptive parents may need these services also–feel overwhelmed

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14
Q

Other potential areas of concern include

A

Malnourishment—decreased brain development and general health

Decrease dental care
Decrease gross, fine motor skills
Behavioral Issues
Physical abuse, neglect
Decrease emotional bonding opportunities
Potential alcoholism in birth mothers (esp. Eastern European)

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15
Q

Hwa-Froelich 2012—found major parent concerns were…

A

HIV infection
Latent TB
Immunization status
Short stature

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16
Q

Articulatory-phonological skills may be negatively impacted by what?

A

low oral muscle tone

Some IAC refuse to even chew, let alone speak

Again, dental/orthodontic needs may have been neglected

17
Q

define language

A

A system of symbols that represents concepts formed by exposure and experience

18
Q

T/F With very limited exposure and experience, some IAC may have very limited conceptual foundations

A

True

19
Q

A challenge for many IAC are

A

Decrease Cognitive-Linguistic stimulation in L1

Rapid L1 loss

Weak conceptual foundation upon which to build L2

20
Q

IAC may have Post-institutional Autistic Syndrome. Which is ?

A

experienced such abuse and neglect that they exhibit autistic-like behaviors—e.g., rocking, hair-pulling

21
Q

Ellesef 2012 (Adoption and pragmatic problems. ADVANCE for SLPs, 12/24/12 issue) found what that some CH (5-10 years post-adoption) tested high on standardized tests. but was else?

A

But significant pragmatic deficits

Pragmatic deficits interfered with academic performance and social interactions inside and outside of school

22
Q

So we know from research that The younger IAC are at the age of adoption, the better their chances for what?

A

developing language normally

Those who show initial delays may still have them later; we always need to test when the children are newly adopted and follow up

23
Q

SLPs are becoming increasingly involved in providing services to IAC, especially on

A

multidisciplinary teams

Remember, parents need support too

24
Q

what is an examples of Anecdotal evidence

A

pediatricians may tell adoptive parents “wait and see”

Increasingly, this is being viewed as unacceptable; currently, most experts recommend that adoptive parents just assume that children will need additional services and stimulation in all areas of development

25
Q

When children are evaluated:

A

Parent report is usually highly reliable and valid

Use prelinguistic measures of joint attention, symbolic play, object permanence, prespeech vocalization

**MacArthur Communicative Development Inventory is popular

26
Q

In terms of service delivery Maybe CILF-FALF gap—hard for parents. Why?

A

CILF usually develops fast

Good for parents to read, play games, provide sensory stimulation

Envt—well structured with daily routines—watch over-stimulation
Ideal to videotape parent-ch interaction, give feedback

27
Q

Again, remember that social-emotional-pragmatics problems needing tx may include

A

Decrease Theory of Mind

Difficulty regulating emotion

Poor comprehension of abstract and inferential information

Difficulty interpreting body language, facial expressions, gestures

28
Q

STUDENTS WITH AUGMENTATIVE/ALTERNATIVE COMMUNICATION (AAC) NEEDS..what should we remember?

A

How comfortable are families with high-tech devices?

If they are not, we might need to introduce low-tech devices or even boards with pictures

Researchers recommend: picture communication systems printed both in L1 and English

29
Q

T/F ELL students tend to be overidentified

A

true

Students with DD can still be bilingual!

Be careful about early intervention recommendations, because parents may not believe that early independence is important

30
Q

T/F CLD CH with HI less likely to be in SPED, restrictive environments than mainstream CH

A

False they’re more likely

Different countries have different forms of sign language; may or may not be similar to ASL

Some Deaf culturally-linguistically diverse CH—little—no exposure to sign language

Encourage development and use of sign language; don’t force CH to be oral only

31
Q

With classroom amplification

Studies: if a teacher uses an FM system and students hear her voice more loudly, they may

A

pay better attention
participate more in discussions
learn new vocab words faster

32
Q

Stoll, Tolentino, and Roseberry-McKibbin (CSHA, 2008) studied CLD families with ASD children

These families believed in what?

A

mainstream causes of ASD and also in mainstream treatment (e.g., early intervention, dietary modifications, etc.)

33
Q

Challenges impacting service delivery include:

A

If CH no speaking, pediatricians say “bilingualism at home” and tell parents CH will “grow out of it”

Many countries: little-no recognition of phenomenon of ASD. Stigma.

Some families not comfortable with play-based tx, may prefer highly structured tx