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42 Cards in this Set
- Front
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Mild Intellectual Development Disorder Conceptual Domain |
Preschool - may be no obvious conceptual differences.
School-age & Adults - difficulties in learning academic skills involving reading, writing, arithmetic, time, or money. -- Some support needed.
Adults - abstract thinking, executive function, and short-term memory are impaired.
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Mild Intellectual Development Disorder Social Domain |
Individual is immature in social interactions - e.g. difficulty in accurately perceiving peers' social cues.
Difficulties regulating emotion and behavior in age-appropriate fashion.
At risk of being manipulated by others - e.g. gullibility. |
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Mild Intellectual Development Disorder Practical Domain |
Support in adulthood typically involves grocery shopping, transportation, home and child-care organizing, nutritious food preparation, and banking and money management.
Support in making health care and legal decisions, and help in learning to perform a skilled vocation competently. |
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Moderate Intellectual Development Disorder Conceptual Domain |
Preschoolers - language and pre-academic skills develop slowly.
School-age - slow progress in reading, writing, mathematics, and understanding of time and money.
Adults - academic skill development is typically at an elementary level, and support is required for all use of academic skills in work and personal life. |
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Moderate Intellectual Development Disorder Social Domain |
Spoken language is typical primary tool for social communication, but is much less complex than that of peers.
May not perceive or interpret social cues accurately.
Social judgement and decision-making abilities are limited, caretakers must assist with life decisions. |
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Moderate Intellectual Development Disorder Practical Domain |
CAN care for personal needs involving eating, dressing, elimination, and hygiene after an extended period of teaching.
Independent employment in jobs that require limited conceptual and communication skills can be achieved.
Inadequate behavior is present in a significant minority and causes social problems.
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Severe Intellectual Development Disorder Conceptual Domain |
Attainment of conceptual skills is limited.
Little understanding of written language or of concepts involving numbers, quantity, time, and money. |
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Severe Intellectual Development Disorder Social Domain |
Spoken language is quite limited in terms of vocabulary and grammar.
Speech and communication are focused on here and now within everyday events.
Able to understand simple speech and gestural communication. |
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Severe Intellectual Development Disorder Practical Domain |
Support for all activities of daily living, including meals, dressing, bathing, and elimination.
Requires supervision at all times.
Maladaptive behavior, including self-injury, is present in a significant minority. |
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Profound Intellectual Development Disorder Conceptual Domain |
Conceptual skills generally involve the physical world rather than symbolic processes.
Visuospatial skills may be acquired. - e.g. matching and sorting based on physical characteristics.
Co-occuring motor and sensory impairments may prevent functional use of objects.
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Profound Intellectual Development Disorder Conceptual Domain |
Very limited understanding of symbolic communication in speech or gesture.
May understand some simple instructions or gestures.
Expresses own desires and emotions largely through nonverbal, non-symbolic communication.
Co-occurring sensory and physical impairments may prevent many social activities. |
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Profound Intellectual Development Disorder Practical Domain |
Individual is dependent on others for all aspects of daily physical care, health, and safety. May be able to participate in some of these activities.
May assist with some daily work tasks - e.g. carrying dishes to the table.
Co-occurring physical and sensory impairments are frequent barriers to participation (beyond watching) in home, recreational, and vocational activities. |
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Conceptual examples: |
Competence in: memory, language, reading, writing, math reasoning, acquisition of practical knowledge, problem solving, judgment in novel (or new) situations, etc. |
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Social examples: |
Awareness of others' thoughts, feelings, experiences, empathy, interpersonal communication skills, friendship abilities, social judgement, etc. |
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Practical examples: |
Self-management across life settings, including personal care, job responsibilities, money management, recreation, self-management of behavior, school and work task organization, etc. |
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Physical Problems of the intellectually disabled |
Shorter life span than average
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Emotional & Behavioral Problems of the intellectually disabled |
Stereotypies and self-injurious behavior (or SIB)
Aggression - negative correlation with IQ
Internalizing problems - e.g. blaming self for being bullied
ADHD-related symptoms - hyperactivity, inattention, and impulsivity.
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Causes & Risks of Intellectual Disability |
Prenatal - Genetic disorders, chromosome abnormalities, malformation of CNS, maternal infections, teratogens, malnutrition, etc.
Parinatal - prematurity, delivery complications
Postnatal - infections, toxins, trauma, diseases, malnutrition, and deprivation
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Down Syndrome |
Trisomy 21 - 3 copies of chromosome 21 caused by nondisjunction
Physical features - small skull and mouth, sloping eyebrows, large protruding tongue, almond shaped eyes.
Cognitive features - better receptive language than expressive, hippocampal functioning differs. |
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Fragile X Syndrome |
Pinched chromosome
Physical features - large forehead, low protruding ears, large testes, heart murmur, and crossed eyes
Cognitive features - hypervigilance, hypersensitivity, females higher IQ and fewer problems than males
Comorbidities - Autism like behaviors (25%) and high ADHD (boys > girls), high depression prevalence for females |
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Williams Syndrome |
Deletion of genetic material on chromosome 7
Physical features - elfin (delicate) appearance, low nasal bridge, star-shaped patterns in irises
Cognitive deficits in - problem solving, dampened amygdala activity, mild to moderate intellectual disability
Behavioral features - cheerful, sociable, gregarious, musical prowess, "cocktail party syndrome", normal, even poetic language
Associated physical problems - cardiovascular problems, kidney problems, deficient depth perception, hyperacusis |
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Prader-Willi Syndrome |
7 genes on chromosome 15 are missing (paternal)
Physical features - short stature, incomplete sexual development, low muscle tone, involuntary urge to eat constantly, often other obsessions and compulsions
Hypothalamic abnormalities
Cognitive features - learning disabilities, attention difficulties, good visuospatial skills |
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Angelman Syndrome |
7 genes on chromosome 15 are missing (maternal)
Physical features - large jaw, open mouthed expression, movements, stiff walk, seizures (90%)
Cognitive features - language expressive difficulties, and attention difficulties
Behavioral features - hyperactivity, profound desire for personal interaction, frequent laughter, and happy disposition
Fascination with water and reflective surfaces
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PKU |
Child born with phenylketonuria - inability to properly break down amino acid "phenylalanine
An autosomal recessive disorder - in which two copies of an abnormal gene must be present in order for disease to develop
Resulting intellectual disability can be successfully prevented by environmental change - e.g. diet restrictions |
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Fetal Alcohol Spectrum Disorder (or FASD) |
A range of physical, mental, and behavioral outcomes caused by prenatal alcohol exposure
Fetal alcohol syndrome
Partial fetal alcohol syndrome
Alcohol-related neurodevelopmental disorder |
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Fetal alcohol syndrome (or FAS) |
Distinguished by:
1) Slow physical growth 2) A pattern of 3+ facial abnormalities 3) Brain injury in 3+ areas of functioning
Mother's body uses a lot of oxygen to metabolize alcohol, cutting off oxygen necessary for cell growth in fetus |
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Partial fetal alcohol syndrome (or p-FAS) |
Characterized by:
1) 2-3 facial abnormalities 2) Brain injury in 3+ areas of functioning |
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Alcohol-related neurodevelopmental disorder (or ARND) |
3+ areas of mental functioning are impaired |
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What 4 criteria must be fully met for an FAS diagnosis? |
1) Growth deficiency - e.g. lower birth weight 2) FAS facial features - e.g. smooth philtrum 3) CNS damage - e.g. head circumference 4) Prenatal alcohol is NOT necessary |
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Individuals with Disabilities Education Improvement Act of 1990 |
Law ensuring services to children with - speech or language disabilities, learning disabilities, intellectual disabilities, emotional disturbance, and developmental delay
Ensures all disability students obtain appropriate free public education and related services. Ensures protected rights for students and parents. Assists states and local cities in providing education to disabled children while ensuring effectiveness of educational efforts. |
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Individualized Educational Plan (or IEP) |
Includes analysis and planning regarding:
1) Child's present functioning 2) Short and long-term educational goals 3) Educational services needed 4) Expected duration of services |
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Mainstreaming/Inclusion Classroom Setting |
Classroom is comprised of both disabled and non-disabled students |
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When does mainstreaming/inclusion work best? |
When students with ID become active in learning
When ID students frequently interact and cooperate with typically developing students |
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Mainstreaming/Inclusive Class PROS |
Reaching IEP goal. Improving communication and social skills. Increasing positive peer interactions. Post school adjustments. Higher self-esteem. |
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Mainstreaming/Inclusive Class CONS |
Neglectful ignorance for severely disabled students that require individualized instruction or highly controlled environments. More difficult to focus for students with attention deficits. Increased probability of ridicule from typically developing students. Regular life skills development neglect due typical classroom environment. Not evidence-based!
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Medication for challenging behaviors |
Atypical antipsychotics - block dopamine and serotonin receptors
Generally result in decrease of all behaviors, not just SIBs
Parents at risk for depression |
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DSM-5 Criteria for Intellectual Disability |
Three criteria must be met:
1) Deficits in intellectual functions - e.g. reasoning, problem solving, planning, abstract thinking, academic learning, etc. 2) Deficits in adaptive functioning... that fail to meet developmental and sociocultural standards for personal independence and social responsibility - e.g. communication, social participation, independent living, etc. 3) Onset of intellectual and adaptive deficits occurring during developmental period. |
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Intellectual Disability DSM-5 Definition |
Disorder with onset during developmental period that includes: - Both intellectual & adaptive functioning deficits in: - Conceptual domains - e.g. judgement - Social domains - e.g. awareness of others - Practical domains - e.g. self-management |
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Mental Age |
individual's level of mental development relative to others |
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Intelligence Quotient (or IQ) |
Now obtained statistically (using a deviation method) from a person's relative standing in their own age group.
individuals mental age divided by chronological age multiplied by 100
U.S. follows a normal distribution (or bell shaped curve) |
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A misuse of intelligence tests |
Can lead to false expectations in self, becoming a self-fulfilling prophecy |
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Adaptive Functioning |
Determines severity level of ID and level of support needed.
Measures
1) Conceptual competence - e.g. memory, language, reading, writing, math, problem solving, judgement in new situations, etc. 2) Social awareness - e.g. awareness of others' thoughts, feelings, experiences, social judgement, friendship abilities, etc. 3) Practical skills - e.g. self-management, personal care, job responsibilities, money management, work task organization, etc. |
