UNIT 5: Autism & Intellectual Disability Flashcards

Question

Disorders of Intellectual Development

Answer 1

neurodevelopmental disorder that causes problems with intellectual tasks

Answer 2

aka dyspraxia, can be seen as learning difficulty

Answer 3

'Mental Retardation’ • IQ must be 70 or below • Individuals must have significant difficulties in at least 2 Areas of Adaptive functioning: Communication, self-care, social skills, self-direction, health, safety, work, functioning academic skills, leisure, home living, use of community resources • Onset occurs prior to 18 years old

Answer 4

* Most common form of developmental disabilities * Previously called mental retardation, mental handicap. * Most individual with intellectual disabilities have difficulty from birth, allowing early screening and intervention

Answer 5

* In UK, the term learning disabilities is used to describe intellectual disabilities. * Rules out other neurodevelopmental disorders/sensory disorder/learning disabilities etc. * a minimum of 2-3 standard deviation below mean intellectual functioning (for mild) ranging to 4+ (for profound)

Answer 6

``` Communication self-care social skills self-direction health safety work functioning academic skills leisure home living use of community resources ```

Answer 7

health condition that is directly related to condition that results in ID

Answer 8

an unrelated health condition that occurs at the same time as condition that results in ID

Answer 9

health conditions those with ID suffer at higher rate than neurotypical population, many of which are preventable

Answer 10

Antecedent (what happened before) Behaviour (what they do) Consequence (what happens as a result/how you respond)

Answer 11

Trying to increase behaviour by presenting a reward

Answer 12

Trying to increase behaviour by taking away negative stimulus (hard to do)

Answer 13

Trying to reduce behaviour by presenting an adverse stimulus (smacking)

Answer 14

trying to reduce behaviour by taking away something they like

Answer 15

Trying to reduce behaviour by ignoring it - works best in combination with corrective feedback after ignoring behaviour

Answer 16

allowing someone do to a behaviour until they are satisfied or bored or it

Answer 17

if you ruin one part of something, you have to fix the whole

Answer 18

doing something positive to replace the negative action (e.g., buying a replacement for something you broke)

Answer 19

• Manage challenging behaviour by scheduling positive behaviour beforehand

Answer 20

``` Prompting (use of cues) Instructions Manipulating environment stimulus chaining (forward or backward) Modelling ```

Answer 21

The ability of a child to perform new skill in an area or context that they were not taught it in

Answer 22

an impairment in the way that sensory input regulates behaviour, motor function/performance

Answer 23

``` TEACCH Model Visual Schedule Routines and Visual Strategies Work Systems Physical Structure ```

Answer 24

initiation, inhibition, goal setting, planning, organising, self-monitoring and problem-solving

Answer 25

relatively mechanistic and logically based

Answer 26

emotion, beliefs and desires

Answer 27

Knowledge we have of our own cognition, and where/how we need to improve it

Answer 28

An intervention for executive functioning, following a 'plan, do, check, act' model, encouraging goal setting and intentionality

Answer 29

an intervention for executive functioning which aims to help with self-regulation, by likening energy levels to an engine

Answer 30

interventions and instructional methods designed to help people understand and improve social skills

Answer 31

explain social situation to autistic children and what the appropriate response and behaviour, helping them to understanding social cue

Answer 32

Method for improving social skills by considering different areas of social interaction, how they may react, and what they may need to consider in these areas, and where they may find difficulties

Answer 33

Looking at different skills that individuals need for each area of transition (work, education, living skills, social, citizenship, personal (inc. health))