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23 Cards in this Set
- Front
- Back
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Define cerebral palsy, what is results from, and it's primary etiology.
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Cerebral palsy is a developmental neuromotor condition that results from a nonprogressive abnormality of the developing brain.
Etiology-early lesions/malformations of the developing brain tissue. |
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The motor skills of a person with cerebral palsy depend on what?
Describe the types of cerebral palsy. |
Motor skills depend on the location of the brain lesion.
TYPES OF CP: Spastic-most common. Hypertonia (increased muscle tone) --hemiplegia: one side of the body primarily affected --diplegia: legs are more affected than the arms --quadriplegia: all limbs, trunk, and oral motor structures are affected. Dyskinetic: involuntary movements and changing patterns of muscle tones throughout the day. --dystonic: rigid posturing of neck/trunk --athetoid: abrupt, involuntary movements; difficult to maintain posture and regulate movement --ataxic: increased or decreased muscle tone with problems balancing/positioning the trunk and limbs in space. (wide base, unsteady gait) |
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1/3-2/3's of individuals with cerebral palsy have some degree of what?
What kinds of visual problems may a person with CP have? 30% of people with CP have which three problems? 40-50% of people with CP display what kind of activity? |
1/2-2/3s of people with CP have some degree of mental retardation.
--visual-perceptual --eye muscle imbalance --loss of visual-acuity --visual field cuts 30% have hearing, speech, &/or language problems 40-50% have seizure activity |
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Speech and Communication
What is the most common speech characteristic of individuals with CP, and what does it vary on? List other speech/comm characteristics of someone with CP. |
Dysarthria is the most common characteristic of people with CP and it varies depending on the type and degree of motor impairment.
Other speech/comm skills: --poor respiratory control (due to muscle weakness, etc) --laryngeal & velopharyngeal dysfunction --oral articulation difficulties (restricted movement of muscle) --other common characteristics such as language delay may be associated with co-occurring problems such as intellectual disability, hearing impairment, or learned helplessness. |
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What must the team by familiar with when considering an AAC aid for a person with CP?
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Be familiar with:
--posture/seating: important for optimal stability and movement efficiency --communication options available: consider access method --symbol size & figure-ground contrast (visual problems) |
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Emphasis on AAC for someone with CP needs to balance what three things?
A longitudinal program should do two things. What are they? |
--motor development training
--speech therapy --academic instruction A longitudinal program needs to meet individuals' communicative needs immediately but "invest in the future" as well. |
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How can we encourage a person with CP to engage in multimodal communication?
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Encourage them to use natural unaided symbols such as gestures, vocalizations, and facial expressions.
ex: use natural communication when speaking with family & friends use AAC device when speaking with an unfamiliar person. |
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Define intellectual disability. What are the four descriptors of types of support?
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An intellectual disability is defined as significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. It originates before 18 years.
Description system of supports: --intermittent --limited --extensive --pervasive |
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What factors are associated with intermittent support and extensive support for ID?
What is a common etiology for ID found worldwide? |
Intermittent support is associated with lower socioeconomic levels, inadequate environmental stimulation, prenatal drugs/alcohol, infection/asphyxia, or minor chromosomal and/or congenital abnormalities.
Extensive support is associated with chromosomal and/or genetic disorders such as down syndrome, fragile x, or fetal alcohol syndrome. Common cause found worldwide is iodine deficiency |
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Describe the nature of opportunity factors for people with ID, and what does the presence of integrated natural communication opportunities directly affect (in terms of AAC)?
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People with ID often face lack of naturally occurring communication opportunities due to lack of inclusion in schools and segregated environments to live, work, and recreate in.
The presence of integrated natural communication opportunities directly affect vocabulary selection and instructional techniques used for AAC. |
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Why would problem behavior occur for people with ID, what are the more recent ways of dealing with it, and how is it relevant to AAC?
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Problem behavior may occur for someone with an ID due to lack of preferred places to go, people to be with, things to do, and ways to communicate.
Recent strategies have been using proactive, ecological strategies and teaching functional communication skills as alternatives. This is relevant to AAC because many people with ID do not use speech as their primary form communication. |
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Intellectual disability is an _________ term that encompasses a large range of syndromes and conditions that result in, among other things, ________ _________.
Communication impairments ____ or ___ ___ occur. The varying nature of remediation intervention for both natural speech development and AAC will be dependent on the ________ _________. |
Intellectual disability is an UMBRELLA term that encompasses a large range of syndromes and conditions that result in, among other things, COGNITIVE IMPAIRMENT.
Communication impairments MAY or MAY NOT occur. The varying nature of remediation intervention for both natural speech development and AAC will be dependent on the SPECIFIC DISABILITY. |
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What are things the AAC team members must be alert to with individuals with ID?
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Be alert to:
--understanding the language, communication, and social-relational characteristics of the individual. --learning strengths --overall development patterns typical to ID --multiple diagnoses of the individual that may affect AAC. |
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What does PDD stand for (regards to autism)?
What are the three main diagnostic features of autism? What is important in making a real difference with regard to outcome for autism? |
PDD: Pervasive developmental disorder
1. impairments in social interaction 2. impairments in communication 3. restricted, repetitive, and stereotypical patterns of behaviors, interests, and activities Early and focused education and related intervention makes a real difference in outcome. |
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What are the findings on cognitive skills in autism?
Without early intervention, 50% of children with autism don't develop what? What are 5 characteristics of speech/communication of autism? |
Findings on cognitive skills are conflicting; one study says 75% of children with autism have intellectual disabilities and another study says 25% has intellectual disabilities.
Without early intervention, 50% of children with autism do not develop sufficient speech for communication. 5 characteristics of speech/comm: 1. echolalia 2. repetitiveness 3. literalness of meaning 4. monotone intonation 5. idiosyncratic use of words/phrases |
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What are the core symptoms in an infant that are good predictors for a later diagnosis of autism? What are two nonverbal impairments in autism?
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Core symptoms:
-failure to make eye contact -failure to orient to name -reduced reciprocal smiling -atypical sensory behavior -difficulty initiating visual tracking -difficulty disengaging visual attention -difficulty with imitation -general lack of social interest Nonverbal impairments: -inability to read facial expressions -inability to take perspectives of others |
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What is a typical language impairments for children with autism? What skills may mask the problem?
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language impairments:
-delay in receptive language; visual-spatial & visual-memory skills may mask it. -lack of linguistic understanding; visuospatial splinter skills may compensate *some children with autism may have better language ability than they display. |
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What are the important factors in intervention?
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important aspects of intervention:
-make it goal directed -evidence-based -individualized -meets the needs of the child/family |
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In regards to communication, what is important to emphasize other than form?
Describe aspects of intervention for emergent communicators. What is developmental discontinuity, and what things should you work on for it? |
Intervention for emergent communicators:
-it must be a dynamic, interpersonal process -base it on naturally occurring routines & functional day-to-day activities -start at the individual's level of social/communicative development -build skills in natural development progression -focus on social rather than object abilities Developmental discontinuity-an uneven distribution of skills (unlike mental retardation) --work on imitation, joint-attention, and natural gestural communication skills. |
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What is speech output good for?
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Speech output is good for:
-teaching literacy skills -communication skills for requesting -responding to questions & social commenting -object labeling skills -reduced frequency of problem behavior -natural speech production it has a positive effect on day to day communication. |
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What theory do children with autism lack? What kind of processors may they be referred to?
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Children with autism lack the "theory of mind"--the ability to attribute independent mental states to oneself & others.
They are "gestalt processors"--the process the WHOLE situation/utterance rather than in component parts, which may be accountable for their echolalia. |
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What are the 6 areas of focus for evidence-based instructional techniques? How can these be accomplished?
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Areas of evidence-based techniques:
1. functional, spontaneous communication using AAC/verbal modallities 2. developmentally appropriate social skills with parents & peers 3. play skills with peers 4. various goals for cognitive development with emphasis on generalization 5. positive behavior supports for problem behavior 6. functional academic skills, as appropriate. Accomplished by: --discrete trial teaching --incidental teaching --teaching based on behavioral analysis |
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When should intervention start? How early can a presumptive diagnosis be made?
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Intervention should start as soon as the diagnosis is seriously considered (not necessarily confirmed). A presumptive diagnosis can be made as early as 6-12 months.
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