Week 2 (Ch 4)

Question 1

A diagnostic label may be necessary to secure access

to __________ and _____________,

Answer 1

SLP services and educational support

Question 2

Knowing the different etiological classifications

provides hints about _______________ or ______________.

Answer 2

what areas to look at in assessment or what areas might receive priority in intervention

Question 3

Clinical reports and medical histories contain

__________________, therefore we need to understand ______________.

Answer 3

information about diagnostic categories, what the labels mean

Question 4

Define: intellectual disability

Answer 4

Disability characterized by significant limitations both in

intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills.

Question 5

4 diagnostic requirements for intellectual disability

Answer 5

Limitations in present functioning must be considered within the
context of community environments typical of the individual’s age,
peer group, and culture
 Valid assessments consider linguistic and cultural differences in the
way people communicate, move and behave
 Within an individual, limitations often coexist with strengths
 Major purpose of describing limitations is to develop a profile of
needed supports

Question 6

Define: intellectual functioning

Answer 6

Refers to general mental capacity, such as learning,

reasoning, and problem solving

Question 7

IQ test scores around _______ indicate limitations in

intellectual functioning

Answer 7

70-75

Question 8

IQ score is not ________…the inclusion of adaptive
skills in the definition leaves open the option of diagnosing an ID in an individual who has borderline IQ scores and significant limitations in adaptive behavior

Answer 8

absolute

Question 9

Adaptive behavior comprises what 3 skills?

Answer 9

Conceptual skills, social skills, practical skills

Question 10

Examples of conceptual skills

Answer 10

Language and literacy; money, time and number concepts; self-
direction

Question 11

Examples of social skills

Answer 11

Interpersonal skills, social responsibility, self-esteem, gullibility,
naivete, social problem solving, and the ability to follow rules/obey
laws to avoid being victimized

Question 12

Examples of practical skills

Answer 12

Activities of daily living (personal care), occupational skills,
healthcare, travel/transportation, schedules/routines, safety, use of money, and use of the telephone

Question 13

Cognitive characteristics of ID: Some reports find a similar pattern of cognitive
development to_________, but _________ (Owens, 2009)

Answer 13

typically developing children, but at a slower rate

Question 14

Cognitive characteristics of ID: Others report a more ________ profile of cognitive
development with more pronounced deficits in executive functioning than would be expected given the overall level of cognitive functioning and working memory (Wilner et al 2010; Caretti et al., 2010).

Answer 14

uneven

Question 15

Language Form in ID: Language characteristics of ID: Acquisition of specific grammatical devices follows a ____________, but _____________.

Answer 15

typical developmental sequence, at a slower rate

Question 16

Once MLU is _________, children with ID tend to use
shorter, less complex sentences with few elaborations and relative clauses than do typical peers at the same MLU level (Abbeduto & Boudreau, 2004)

Answer 16

above 3

Question 17

_________________ is often one of the first

signs of ID

Answer 17

Delayed language acquisition

Question 18

Approximately 50% of children with nonspecific ID

have language skills _________________…the remainder have more uneven profiles

Answer 18

commensurate with nonverbal abilities

Question 19

25% have expressive language deficits relative to

___________, while the remainder had deficits in both __________ and __________ (Miller & Chapman, 1984)

Answer 19

comprehension skills, comprehension and expression

Question 20

While ____________ may be an advantage in

individuals with ID, _____________ is more in keeping with developmental expectations

Answer 20

vocabulary size, conceptual knowledge

Question 21

Individuals with ID may be slow to develop __________ in the pre-verbal stages of development

Answer 21

intentional communication

Question 22

Once some language is acquired, children with ID are

able to engage in _____________, with adequate ___________ and ____________ skills.

Answer 22

socially meaningful conversations, turn-taking and topic maintenance

Question 23

Language use in ID: They are less able to ___________ and ___________ when they have not understood utterances
They also have difficulty _______________.

Answer 23

clarify meaning and request clarification

constructing coherent narratives

Question 24

__________ is the most common genetic cause of ID

Answer 24

Down’s syndrome

Question 25

Down's Syndrome occurs in _______ of ______ live births

Answer 25

1 in 700

Question 26

Down's Syndrome results from _________?

Answer 26

an extra (third) copy of chromosome 21

Question 27

Increasing ________ significantly increases risk for DS.

Answer 27

maternal age

Question 28

2 prominent characteristics of DS

Answer 28

Mild to moderate ID | Hypotonia

Question 29

7 prominent distinctive facial features in DS

Answer 29

microgenia, round face, | macroglossia, epicanthal fold, short stature and shorter limbs and hyperflexibility of joints

Question 30

6 medical conditions associated with DS

Answer 30

``` Higher risk of heart defects  Gastroesophageal reflux disease  Recurrent ear infections  Obstructive sleep apnea  Thyroid dysfunction  Early onset Alzheimer’s disease ```

Question 31

5 cognitive characteristics of DS

Answer 31

Global developmental delays in fine and gross motor skills IQs range between 40 to 70 Deficits in working memory Deficits in executive functioning, including problems with response inhibition, cognitive flexibility and planning Deficits in problem solving

Question 32

3 considerations for language form in DS

Answer 32

Speech intelligibility is poor relative to cognitive ability and is particularly pronounced in connected speech Most speech-sound errors are developmental in nature Reduced intelligibility may be attributed in part to anomalies of articulatory structures or complications from frequent ear infections

Question 33

2 considerations: difficulty acquiring and using syntax in DS

Answer 33

Syntactic comprehension is characterized by slowed growth and decline in adolescence  expressive syntax more problematic…they produce shorter and less complex sentences and few question/negation forms than typically developing peers matched for nonverbal mental age

Question 34

4 considerations: language content in DS

Answer 34

Acquisition of first words is significantly delayed and subsequent growth of expressive vocabulary is slower than expected Some report receptive vocabulary scores in line with cognitive expectations (Laws & Bishop, 2003) Others find that expressive vocabulary is impaired relative to peers matched on nonverbal IQ (Caseli et al., 2008; Price et al., 2007) Gesture is preferentially used and supports vocabulary comprehension

Question 35

5 considerations: language use in DS

Answer 35

Pragmatics is considered to be an area of strength Early joint communicative behaviors such as mutual eye contact, vocalizations, and dyadic interactions with caregivers may be delayed By age 2, infants with DS catch up, with many children showing more social interactive behaviors than TD peers Conversational development and narrative skill well developed Produce fewer elaborative utterances in conversation and less likely to signal non-comprehension or request clarification (Abbeduto et al., 2008)

Question 36

4 considerations: literacy in DS

Answer 36

Reading skills are extremely variable Individuals with DS follow the normal sequence of development, but at a slower rate Profile similar to that of “poor comprehenders” in which word reading abilities are higher than comprehension skills Poor reading comprehension was associated with levels of oral language comprehension

Question 37

4 considerations for DS implications for clinical practice

Answer 37

Monitor hearing because of recurrent ear infections Assess oral-motor structure and function and be aware of how anomalies in oral-motor development may affect speech production and intelligibility Children with DS demonstrate strengths in visual- spatial memory, and using gesture and other social cues may support comprehension and learning new information Intervention should focus not just on developing skills, but on the functional use of those skills in academic, vocational and social contexts