Test 3 Flashcards
adaptive behavior
Collection of conceptual, social, practical skills that have been learned and are performed by people in everyday lives (appropriate language, money management skills, following rules, dressing, eating, etc.)
what type of plan is needed for those with ID?
Flexible and functional intervention plan
What group is underserved when looking at those with ID?
Children that fall in the range of 1-2 SDs below mean, who do not fall in traditional ID range.
They struggle socially and academically but do not qualify for special services because of IQ cut off
Diagnosis criteria for ID
- Significant limitation in intellectual functioning
- Significant limitation in adaptive behavior
- Limitations in intellectual functioning and adaptive behavior appear before 18 yrs.
What do all IQ tests have in common?
All yield a mental age- estimate of an individual’s level of cognitive functioning
Tests used to asses IQ
Stanford-Binet Intelligence Scale
Weschler Intelligence Scale for Children
Bayley Scales of Infant and Toddler Development
Leiter International Performance Scale
Causes of ID
Biological
Cultural– individuals for whom social, behavioral, or educational factors predominate
Language characteristics of those with ID
All children with ID can be expected to exhibit some type of communication or linguistic deficit; one component of all ID is a communication disability
Implication of language intervention with ID
no one single intervention prescription for children, but a set of general principles and considerations
What materials are appropriate for those with ID?
-Materials that will engage and motivate
ID can provide a guide
-Start with concrete materials (object vs picture of object)
-Participate in experience rather than just teaching about it
-Mentoring caregivers in material selection
Goal of working on intelligibility with ID
Speech Production- determine if impairments will hinder efforts to change aspect of language and if improving intelligibility may allow children to display more linguistic abilities
Goal: improve intelligibility, not eliminate errors
definition of ASD
-a complex, lifelong developmental disability that typically appears during early childhood and can impact a person’s social skills, communication, relationships, and self-regulation.
-a certain set of behaviors and is a “spectrum condition” that affects people differently and to varying degrees.
DMS-5 categories and criteria
- Ongoing problems in area of social communication and interactions in many situations
-deficits in social reciprocity (one sided convos)
-deficits in nonverbal communication
-deficits in developing and maintaining relationships at appropriate level - Restricted, repetitive patterns of behaviors and interests
-repetitive or stereotypes body movements
-rigid adherence to routines
-fixated or perseverative interests
-atypical response to sensory input
2 domains that fit the criteria for ASD
Category A: Autistic social communication and social interaction.
Category B: Repetitive patterns of behaviors (stimming, sameness, special interests, and sensory sensitivities).
Prevalence of Autism in boys vs girls
4-5 boys : 1 girl
Is autism the result of problems in one area of the brain?
No, it is thought to be due to various abnormalities throughout the whole brain, including limbic system
Interventions with ASD
Behaviorism theory
-Lovaas
-ABA
-Contemporary ABA
Social Interaction theory
-Floor time
Areas to target in treatment for ASD
-Communication skills
-Engagement & motivation
-Attention and imitation
-Social skills
-Play/leisure
-Cognitive/academic skills
-Behavioral challenges
-Motor skills
-Self-help/life skills (adaptive functioning)
What type of approaches should be used for those with hearing loss?
a variety
environmental modifications, compensation strategies, and direct intervention
What is the most common cause of fluctuating hearing loss?
otitis media
What is damaged in conductive and sensorineural hearing loss?
conductive: outer ear, middle ear, or tympanic membrane
sensorineural: hair cells in the inner ear
Variables that impact overall speech and language outcomes when working with children with cochlear implants ***
-Whether the CI is a single-channel or multichannel device
-Age of onset of the HL
-Status of the individual’s hearing mechanism
-The age at which the device is acquired
-The timespan since acquiring the device
-The amount of and type of intervention with the device
-A child’s family characteristics
-Child characteristics that influence individual children’s performance and outcomes
components of hearing aids and what they do
microphone
amplifier
receiver
battery
most common type of hearing aid
BTE behind the ear
requirements to be a candidate for 12-23 months and 2+ years
12-23 months: bilateral profound hearing loss
2+ years: severe profound hearing loss (greater/equal to 90 dB in good ear)
2 advantages of using the FM systems in the education system***
Provide improved signal to noise ratio
Permit movement of those speaker and listener around the room
Most common type of ALD
Frequency Modulation
How does the deaf culture feel about cochlear implants?
Frequency vs Intensity
Frequency: pitch (Hz)
Intensity: loudness (dB)
Additional factor to consider when working with children with HL
-parental hearing status
-early identification
-concomitant deficits
-background noise
What is the most common brain injury in adolescents?
mild TBI (concussion, minor head injury and post-concussive syndrome)
What factor accounts for recovery seen in brain injured children?
plasticity
What is the difference between localized and diffuse lesions?
localized: confined to discrete areas of the brain and typically result from penetrating
diffuse: vast and encompass many brain regions and usually result from traumatic head injuries, poisoning or infections
concomitant difficulties with acquired aphasia
-Gross and Fine Motor
-Cognitive
-Perceptual Motor
-Behavioral
-Social
characteristics commonly noted with head inury
-They have previous successful experience in social and academic settings
-Before their injury, they had a self-concept of being normal
-They have many discrepancies in ability levels
-They show inconsistent patterns of performance
-During recovery, they are likely to show great variability and
fluctuation
-They have great problems in generalizing, structuring, and
integrating new information
Most common syndrome associated with cleft palate
velocardiofacial (VCFS)
When working with gifted children, the treatment plan should be tailors based on what?
the child’s strengths and weaknesses
Do gifted children enjoy reading and writing?
Most love reading
They like writing if motivated. content is usually good, form may not be exceptional
What is the number one neuromotor impairment?
cerebral palsy
deficits in expressive and receptive language in children with cleft palate
conductive hearing loss from ear infections results in difficulties to hear language and produce language
earliest sign of muscular dystrophy
loss of motor coordination and change in balace
other skills impacted by muscular dystrophy
cognitive processing: attention, memory, visuospatial, language comprehension and language production problems
profile of language skills expected to see in a child with CP
-severity of neuromotor disorder
-number of problems associated
-manner in which impairments interact
What is the primary speech impairment in CP?
dysarthria
other areas that may be a deficit in those with CP
feeding issues
Intellectual Disorder
Orthopedic Problems
Hearing Loss
Seizures
Visual Impairment
What form of muscular dystrophy is the most common?
Duchenne
Recommendations in the common sense approach when working with children who are blind
-speak in typical volume
-make environment safe
-tell child what you are doing
-do not make sudden movements
-introduce yourself
-always ask yourself if the child’s behavior is reasonable in view of sensory deficits
What areas of pragmatic might children who are blind have difficulty with?
-difficulty adjusting volume
-unusual nonverbal mannerisms
-nodding head less often
-smiling more
-possible delay in theory of mind
How do the language skills of visually impaired children compare to peers at school age?
most children have caught up to language skills of peers with sight
Is muscular dystrophy a progressive disorder?
Yes
by age 10 most will need wheel chair and lose ability to talk
What do blind individuals use echolalia for?
Used to agree with the speaker where sighted children would nod their head or change facial expression
cerebral palsy
Caused by injury to the brain either prenatal, perinatal, or postnasal. Occurs early in life and continues through adulthood but is not progressive.
spina bifida
Most common CNS malformation. Refers to a range of spinal defects caused by a cleft in the spinal column
Muscular dystrophy
Progressive disease that affects arms, legs, and face, resulting in the loss of ability to walk and talk
Cleft palate
Congenital malformation or midface and oral cavity
how does a neuromotor impairment affect the child’s ability to explore the environment?
A neuromotor disorder is caused by damage to the CNS-can be developed or acquired.
Affects muscle tone, movement, poster, and fine/gross motor skills.
Interferes with ability to explore the environment, speak, gestures, and engage in social interaction (language problems are not a direct result of the neuromotor disorder)
