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44 Cards in this Set
- Front
- Back
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Intellectual Disability |
Originates before age 18 Two standard Deviations below the norm 1-3% of population More frequently in males |
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Subcategories of Intellectual Disabilities
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1. Mild Intellectual Disability (IQ 50/55-55/70) 2. Moderate (Down Syndrome: IQ 40/45) 3. Severe (IQ 25/40) 4. Profound (IQ below 20/25) |
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5 Dimensions Associated with Recent Categorizations of Level of Intellectual Disability |
1. Intellectual Ability 2. Adaptive Behavior 3. Participation, interactions, and social roles 4. Mental and physical health 5. Context |
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Causation and Risk Factors |
Prenatal (before birth) - Biomedical, Social (poverty, violence, prenatal care), Behavioral (drugs, smoking), Educational Perinatal (during birth) - Premature birth, lack of birth care, abandonment, etc. Postnatal (after birth) - TBI, seizure disorder, social deprivation, abuse, etc. |
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Down Syndrome |
Most common genetic cause of ID Not inherited / Extra 21st chromosome Loss of hearing / Great Vocab Communication delay (modalities: sign language/AC system) Pragmatics are strength (may interrupt) Reading - strength; Writing - difficult |
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Fragile X
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Mutation of X chromosome Males are more severely affected Long face/ears Severe ID Increased seizures / Anxiety / ADHD Receptive language less impaired Minimally verbal / strong receptive vocab Difficulties with voice quality Word finding problems Pragmatic Difficulties INTERVENTION: pragmatics, some AAC |
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William Syndrome
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Heart disease, failure to thrive, hearing loss, ID, speech and language delay, anxiety.
Delayed verbal skills / articulation is good "Overly Friendly" Pragmatic Difficulties Language is equivalent to mental age |
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Angelman Syndrome |
Two types - Deletion positive and non-deletion
Hyperactivity, sleep disorders, happiness Seizures, gait difficulties, issues with vision Limited Expressive Language - Advanced comprehension skills Communication: nonverbal skills vary Intervention: Increase comm. through AAC gestures and voice output devices |
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Rett Syndrome
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Associated with females
Typical until about 12-18 months 4 Stages: onset, rapid destruction, plateau, late motor deterioration stage Loss use of hands, apraxia, seizures, ID, autistic-like traits AAC options can include eye gaze and partner assisted scanning |
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Prader-Willi |
Obesity, short stature, intellectual delays Learning difficulties are present - even when there is typical intelligence Low-tone may result from Failure to Thrive Receptive and Expressive Language delays may be associated with intellectual disabilities Speech Delays may be associated with Hypotonia |
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Criterion-Referenced Assessment (why preferred over norm-referenced assessment?) |
Spontaneous language sample Interview individual's family, caregiver, and teachers. Evaluation of AAC devices for some individuals Evaluation of reading and writing Limitations of Norm-Referenced: Not included in normative sample Lack of Pragmatic Assessments |
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Functional Assessment |
Gather info about behavior to identify purpose Gain attention Obtain a desired item Avoid/Escape Sensory Stimulus |
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Functional Communication Training |
Behavioral Intervention used to replace problem behaviors with socially acceptable options Providing opportunities to practice replacement behavior |
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AAC (Augmentative and Alternative Communication)
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Assessment: AAC modes (books, sign language, communication device Intervention: Modeling, communication opportunities, meaningful communication |
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Characteristic Deficits of ASD |
Communication and Social Behavioral Motor/Perceptual Learning Differences |
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Communication and Social Differences (ASD) |
Difficulties with joint-attention Less positive emotional affect Less gestures Expressive language may include echolalia Difficulty with peer relationships |
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Behavioral Differences (ASD) |
Hypersensitive (tries to escape too much input) Hyposensitive (don't notice input; smells, sounds) Narrow and rigid interests |
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Motor and Perceptual Differences (ASD) |
Delayed motor development Walking on toes |
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Learning Differences (ASD) |
Memory for symbolic info impaired Task that require rote memory (visual info) may be intact Difficulties with empathy (theory of mind) |
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ASD and Co-occurring Conditions |
1 of 68 children in the US have ASD More males than females (4:1) Co-occurring conditions: intellectual disability, seizure disorders |
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Possible Causes of ASD |
Genetic Investigations Environmental Factors |
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Assessment and Intervention |
Developmental Issues: Sensorimotor Skills Joint Visual Attention Family Involvement |
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Assessment and Progress Monitoring |
Screening: does child need further testing? Diagnostic Evaluation: Does child have ASD? Team Approach Use of Specific Tests Communication Assessment Monitoring: Rating scales may be appropriate monitoring tools |
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Screening VS Diagnostic Tests |
Screening: To detect potential disease Diagnostic: To establish presence/absence of disease |
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Communication Assessment |
Case history, parent interview, observation of child during play, etc. Evaluate: joint attention Verbal/Nonverbal communications Receptive / Expressive Language Later Pragmatics: Conversational skills Literacy skills |
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Intervention Challenges |
Numerous interventions available Be aware of diff. approaches and evidence behind each approach |
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Categorizing Approaches |
Traditional Behavioral Contemporary Behavior Developmental Targets/Goals - early comm., later pragmatics, AAC, etc. Whether program is a comprehensive approach or addresses a single skill |
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ASD Interventions |
Early Communication - Early social interaction AAC Later Pragmatics - social cognitive, social stories Reduction of challenging Behaviors - visual supports, FCT |
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Discrete Trial Training |
Specific technique with Applied Behavioral Analysis Used to teach receptive identification of objects, pic, and actions and verbal labeling Often taught in home by parents 20-40 hours a week |
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SCERTS |
Social Communication Emotional Regulation Transactional Supports Based on social interaction and family systems theory |
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What is AAC |
Addresses temporary and permanent impairments in spoken and written language Multi-modal communication: gestures, speech, facial expressions, writing, devices, etc. Goal: Vocab - content/semantics Combining symbols - syntax/morphology Help with pragmatics |
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Individuals with Complex Communication Needs |
Down Syndrome Autism Spectrum Disorders Cerebral Palsy (before, during, or after birth) Multiple Disabilities Dual Sensory Impairment (deaf and blind) |
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AAC symbols |
Unaided: talking, gestures, sign language Aided: picture board, ipad app, device, etc. |
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AAC Aids |
Communication Boards Dedicated Devices Simple Digitized Device Mobile Technologies |
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AAC Strategies |
Prediction: typing a letter and seeing a list of possible words Encoding: group of letters (LOL) |
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Direct Selection VS Scanning |
Direct Selection: pointing with a finger, mouthstick, light, etc. Scanning: require less motor control. involves use of light to pass over each choice |
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Selection Sets |
Fixed Displays - symbols that don't change Dynamic Displays - changes after you click on one image to another set of images (phone) Visual Scene Display - a picture that represents situation, experience, or place. |
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AAC Assessment |
Team Effort: family, occupational therapist, special ed teacher, psychologist, etc. Test: literacy, hearing, vision, oral-motor, speech, cognition, and physical skills Trial use of AAC systems
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Symbol Assessment |
Select Symbols that meet individual's needs Aided/Unaided Match Target Object With: other objects, pics, line drawings, written words. Use of symbols within natural interactions |
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Feature Matching |
Looking at each client's skills and abilities and finding the device/system that best matches that individual's needs. |
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System for Augmenting Language (SAL) |
Speech Generating Device (SGD)
Symbols with English printed above Communication Opportunities Comm. Partner uses symbols Core Words: frequently used Fringe Words: words specific to that person |
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Visual Scene Displays |
Low or High Technology Realistic nature maximizes meaningfulness and organizes language concepts within categories |
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Picture Exchange Communication System (PECS) |
Used with children who are on the autism spectrum Goal is to teach functional communication Based on principles of applied behavior analysis 6 Phases |
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6 Phases of PECS |
1. Teaching the communicative exchange 2. Teaching persistence 3. Discrimination training 4. Teaching 'I want" sentences 5. Teaching a response to "what do you want?" 6. Teaching use of additional sentence starters |
