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193 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What was the definition of Intellectual disability according to Hammurabi's code?
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Mental and physical disabilities were punishment by God or possession by evil spirits.
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How did Plato treat ID people?
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No 2 ID people could be create an offspring;
Offspring of the deformed/inferior would be put away. |
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What did Aristotle think about ID people?
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No deformed child would be allowed to live.
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What was Sparta's view of ID people?
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Only the strongest and brightest were to have children
Deformed kids would be killed (infanticide) Lending of wives: if a woman gives birth to a deformed kid, the husband can "borrow" a wife from someone else so that he can have a normal kid |
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In the Roman Republic, what specific authority did fathers have towards children wtih ID?
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The father had the authority to kill, mutilate or sell kids who were not acceptable (i.e., with ID)
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What was the treatment of ID people by the 2nd century?
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Any type of defective person became an object of amusement and was sold in markets.
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What was Frankturt-am-Main's view of ID people in 1497?
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ID people were idiots kept by friends.
ID people were put away in monestaries, hospitals, prisons, warehouses, charitable facilities, alms houses, penthouses, and other buildings most of which had lost their original usefulness Basically, ID people were not killed but, isolated far from society or ridiculed by society |
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What was Frankturt-am-Main's view of ID people in the 19th century?
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Were members of foster families?
Had family responsibilities and chores Were employed in the town and on farms Could use all community facilities |
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Describe Bedlum (1247)
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1st hospital in Europe
Became a mental hospital in 1377 Dark cells Co-ed Few staff Low quality |
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Describe early American care of ID people.
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"Bidding out"-the pauper and person' w/ ID sold to someone who could care for them
"Passing on"-loading people w/ MR or mental illness into a cart, transporting them to another town and leaving them there Almshouses- intended for the poor; general holding pen for all sorts of children aged and inform adults, sick people, etc. |
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How had the definition of MR changed from before 1905 to after 1905?
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Definition of MR after 1905 was related to scores on intelligence tests.
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What components of the most current ID definition were part of the ID definition after 1905?
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Onset before 18 yrs of age
IQ Adaptive Behavior Score |
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What was the treament of people w/MR after 1905?
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Forced sterilization
LARGE institutions |
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1959 MR definition:
IQ-1 SD below mean 16% of population What was wrong with this definition? |
Did not predict success in jobs as an adult
Classified too large a population of students |
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1972 def. of MR:
IQ-2 SD below mean 3% or 6 million people What was wrong with this def.? |
Adult outcomes still uncertain
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What did the 1983 def. of MR add to the def?
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Adaptive behavior deficits
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What was the 1992 def. of MR?
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IQ-sub average
Limitations in 2 areas of adaptive behavior |
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What was the 1996 def. of MR?
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IQ less than 70
Adaptive behavior score < 70 MR before 21 yrs |
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What is the current scientific def. of MR?
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Significant limitations in general intellectual functioning
Significant limitations in adaptive functioning Onset before 22 years of age |
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What are the measures for def. in MR?
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Significant limitations in general intellectual functioning: 2 SDs below mean on 2 areas of standardized adaptive behavior measure
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What are the different areas of adaptive behavior?
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Communication
Self-help skills Socials skills Use of community resources Domestic Basic development Numbers/academic Reading Self Emotional Health Job/vocational/social |
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Describe the Communication area of Adaptive Behavior.
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Expressive and receptive, writing
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Describe the Self-help skills area of Adaptive Behavior.
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Dressing, eating, toileting, hygiene
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Describe the Social skills area of Adaptive Behavior.
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Interactions, play
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Describe the Use of community resources area of Adaptive Behavior.
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Money use
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Describe the Basic development area of Adaptive Behavior.
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Sensory, motor
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Describe the Numbers/academic area of Adaptive Behavior.
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Basic time and math skills
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Describe the Reading area of Adaptive Behavior.
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Functional reading (reading signs, etc)
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Describe the Self area of Adaptive Behavior.
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Self-awareness
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Describe the Emotional area of Adaptive Behavior.
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Coping, conflict resolution, etc.
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Describe the Health area of Adaptive Behavior.
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Preventive treatment
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Describe the Job/vocational/social area of Adaptive Behavior.
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Getting, doing, and keeping a job
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What is the IQ range of a person with Mild MR?
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55-70
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What is the IQ range of a person with Moderate MR?
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35-54
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What is the IQ range of a person with Severe MR?
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20-34
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What is the IQ range of a person with Profound MR?
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less than 20
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In how many adaptive behavior domains does a person with Mild MR have a deficiency?
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2+ domains
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In how many adaptive behavior domains does a person with Moderate MR have a deficiency?
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2+ domains
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In how many adaptive behavior domains does a person with Severe MR have a deficiency?
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All domains
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In how many adaptive behavior domains does a person with Profound MR have a deficiency?
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All domains
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In a population distrubtion, what percent of the population has an IQ between 70 and 132?
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95%
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In the population distribution, what percent of people are gifted?
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2%
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In the population distribution, what percent of people have MR?
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2%
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When is Mild MR usually identified?
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Usually not identified till elementary school
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For children with mild MR, what is their academic ability?
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Can do academics (yet behind peers)
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Do children with mild MR play w/other kids?
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Yes
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What are the vocational opportunities for people with mild MR?
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Employed in competitive market: can do and keep a job
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Can people with mild MR live independently?
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Yes
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When is Moderate MR usually identified?
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Usually identified in preschool
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What happens to the language and social development of children with Moderate MR?
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Miss language and social developmental milestones
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What kind of academic curriculum do children with Moderate MR require?
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Require a daily living skills academic curriculum
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Describe the social abilities of people with Moderate MR?
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Engage in simple conversation and social interactions:similar to 6-8 yr old children
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What are the vocational opportunities for people with Moderate MR?
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May be employed
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When is Severe MR identified?
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at infancy
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Describe development in a child with Severe MR.
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Significant delays in development
Biological anomalies |
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What kinds of developmental delays are present in children with Severe MR?
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Motor, self-help, communication, etc.
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What age range are people with Severe MR most like?
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Children 4-6 yrs old
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What kind of academic curriculum do children with Severe MR require?
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Require an adaptive behavior type curriculum: very specific, basic skills
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What are the vocational opportunities for people with Severe MR?
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Typically not employed
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What kind of living arrangements do people with Severe MR require?
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Require signficant assisstance for living
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When is Profound MR identified?
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In infancy
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Describe development in a child with Profound MR.
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Delays in development
Biological anomalies |
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What is the mental age of child with Profound MR?
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Birth to 4 yrs
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What kinds of skills do children with Profound MR have?
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Similar to a child of birth to 4 years
Sitting, imitating sound, recognition of caregiver Some w/ adaptive behavior and movement Some medically fragile and immobile |
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What kind of living arrangements are required for people with Profound MR?
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Assisstance w/all aspects of daily life
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How does the use of MR levels help in helping people with MR?
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Use of MR levels help predict academic/intellectual functioning and rate of learning.
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How does early intervention help people with MR?
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The earlier the intervention is implemented, the easier it is "to jump a line," thus increase functioning and learning
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What are the causes of MR?
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Heredity
Embryonic alterations Preg. and perinatal problems Childhood medical conditions |
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How can heredity cause MR?
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Genetic abnormalities
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What types of embryonic alterations can cause MR?
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Teratogen exposure: alcohol, drugs, AIDS, tobacco, Thalidomide
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What types of preg and perinatal problems can cause MR?
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Traumatic injury (Prolonged, obstructed labor, motor vehicle accidents, falls, near drowning, etc)
Maternal age Maternal malnutrition Low SES Lack of prenatal care |
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What types childhood medical problems can cause MR?
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Infections
Lead poisoning Etc.. |
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How did law and ethics effect the definition of MR?
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Definition of MR changed as society changed.
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How did laws mandating access to special edcation change?
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First laws were made that simply allowed secial needs children to get an education (go to school). Then laws were created that mandated the special needs children get QUALITY education.
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What does the Education for All Handicapped Children Act (PL 94-142) grant?
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Least Restrictive Environment
Free Appropriate Education Individualized Education Plan |
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What does the Education for the Handicapped Amendment (PL 99-457) offer?
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An option of early intervention
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What was the educational treament of special needs children before the Education for All Handicapped Children Act (PL 94-142) ?
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1/2 children w/disabilities were w/out appropriate education.
1,000,000 kids were excluded from public schools. Families paid educational expenses from their own pockets. |
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What is the purpose of the Individuals with Disabilities Act of 1997?
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1)Availability of FAPE determiend by the individual neds of the kid and to prepare child for employment and independent living
2) To ensure the rights of children and parents 3) To assist agencies in providing services 4) "To assess and ensure the effectiveness of efforts to educate children w/disabilities" |
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What are the components necessary to achieve FAPE?
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Evaluation of rights and receiving of services
Development of an IEP |
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What is needed for the development of an IEP?
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Must have educational benefit
Must be geared towards developing independence and self-sufficiency in the child Must be reviewed often for progress Special Education: Specially designed instruction to meet unique neds of the child at no cost to parents |
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What does an IEP include?
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Present level of performance
Measurable goals (short-term objectives) Supportive services Exclusion |
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Describe what the result ofthe Board of Education vs. Rowley case of 1982.
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What was appropriate may not be the best.
Emphasis must be given to appropriate education that is most beneficial to the child's progress, knowing it may not be the best. Services should be determined by the kids (their level), not their diagnosis; thus individualized plans, not a one-size-fits-all. |
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What is the rule of choosing appropriate placement?
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LRE: If a kid can succeed through inclusion, then do it. If not, don't.
Inclusion vs. non-inclusion should be based on skills at home vs school Inclusion/Mainstreaming is segregated |
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What are the techniques that should be used in ensuring the child will be provided with appropriate LRE and IEP?
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Collect data on goals
Use effacacious, research-based practices |
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Look at IDEA changes table.
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LOOK AT IDEA CHANGES TABLE.
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Review Behaving Ethically w/the Law section of study guide
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SEE STUDY GUIDE!
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Review Ethical Ethical Responsiliblity Melds with Educational Law: Use science/research-based treatment/instruction
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SEE STUDY GUIDE!
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What does ABA focsu on in regards to general treament strategies?
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Current reasons for all behavior.
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Define ABA.
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Science of behavior change
Systematic application of learning principles and technique Skills to help kids function more fully in society Focus on current reasons for all behavior A way of understanding why children behave in a certain way |
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Describe the ABC model of behavior.
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Antecedent leads to a behavior which leads to a consequence.
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Define antecedent.
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People, events, objects, etc., in a child's immediate surroundings that can influence behavior
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Describe stimulus discrimination.
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Kids can learn to behave in one way in the presence of one person and behave in another way in the presence of another person (stimulus discrimination)
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What is something you must always do with regards to evaluting antecedents in the MR population?
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With ID population, ALWAYS have medical status evaluated for possible problems.
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What are areas of assesment in antecedent evaluation?
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Classroom environment
What you ask them to do (difficul or easy task, praise, choice/variety) Phsyiology (illness) Patterns (day of week, month, year, holidays) Specific antecedent (demands, method of giving instruction, told to wait) |
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Define behavior.
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Response
Any movement of an organism or its parts, defined exactly Anything a person says or does |
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Define consequence.
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An event immediately following a behavior that increases and decreases the probability that the behavior will occur in the future
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Name the two types of consequences.
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Reinforcement
Punisher |
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Define positive reinforcement.
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Giving a child something that is "desired" increases the likelihood the child will do the behavior again
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Define negative reinforcement.
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Taking away something unpleasant from the child increases the likelihood the child will do the behavior again
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Name the two types of reinforcers.
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Primary (unconditioned)
Secondary (conditioned) |
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Define primary reinforcer.
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Inherently rewarded
Needed for survival Food, water, sleep |
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Define secondary reinforcer.
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NOT necessarily needed for survival
Attention: praise, hugs, kisses, startles, redirection Intrinsic: visual, tacticle, kinesthic stimluation; relief of pain Things: toys, wearing certain clothing, etc. |
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Define punishment.
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Decreaes a child's behavior by adding something unpleasant or taking something pleasant away
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What is behavior modification based on?
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Recording behavior
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What are behavior analytic decisions based on?
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The data.
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What are the purposes of behavioral assessment?
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Determine what environmental conditions and contingencies maintain beavhior
Define behavior Develop hypothese for treating problem behaviors or instructing new behaviors. |
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What is the importance of taking assessment data?
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Describes target problem: Should behavior even be modified?
Assists w/developing appropriate treatment strategies: Eliminates "guess work." Allows for research form treatment literature Baseline data allows determination of whether treatment is results in behavior change. Data can prompt and reinforce people doing the behavior modifying. Reactivity: Observed behavior gets better w/direct treatment |
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Define behavioral assessment.
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Procedures undertaken to understand where, when , and why the target behavior occurs
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What are the two kinds of behavioral assessments?
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Ecological and Functiona.
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What is assessed in ecological assessment?
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Antecedents:
Times of day Activities Social situations Different people |
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What is assessed in functional assessment?
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Consequences:
Attention Escape Intrinsic reinforcement Multiple determinants |
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What are the indirect functional assessment procedures?
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Interviews
Questionnaires (history, rating scales) Role playing Self-report (check lists and monitoring) Consults (asking other professionals) |
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What are the advantages of indirect functional assessment procedures?
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Convenient
Less-time consuming Potential for revealing covert behavior |
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What are the disadvantages of indirect functional assessment procedures?
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Inaccurate data
Can only be used as a starting point Bad memories Biases |
It Can Be Bad
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What are direct functional assessment procedures?
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Direct observation under natural conditions
Experimental Functional Analysis |
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Define Experimental Functional Analysis.
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Systematic manipulation of specific factors that are associated w/the behavior
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Topography
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Form of a particular response; should be defined accurately.
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Frequency
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Amount
Number of instances in a given time |
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Intensity
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Force of a response
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Stimulus control
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Conditions in which behavior occurs vs. conditions in which the behavior doesn't occur
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Quality
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Measure of judgement: topography, frequency, latency
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What measurement of judgement is used the least in assessing quality?
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Topography
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What are possible sources of errors in data collection?
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Response definition not well defined
Difficult observation environment Poorly trained observers Badly designed data sheet |
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What is the disadvantage of descriptive analysis?
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Limited in making connections
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What are the disadvantages in systematic analysis?
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Labor intensive
Time to make connections Need for highly trained supervisors Requires graphical data collections and analysis |
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Describe the different ways of arranging the environment in a FA of a behavior.
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Vary the environment.
Vary nature of command. Vary the tasks. Vary when person is asked. |
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Review general hints of giving commands from study guide.
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SEE STUDY GUIDE
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Prompt
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"Extra" help paired with an instruction that helps a child respond correctly.
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Name the different kinds of prompts.
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Gestural
Verbal Modeling (imitation) Hand-over-hand Position, order, and size |
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Of the different kinds of prompts, which is the most intrusive?
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Hand-over-hand
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Review general strategies of prompting from study guide
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SEE STUDY GUIDE
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When should you use continuous reinforcement?
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When child is first learning a new skill.
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When should you use intermittent reinforcement?
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To help a child maintain a skill.
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Review strategies in increasing appropriate behavior from study guide
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SEE STUDY GUIDE
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Explain the mechanics of differential reinforcement of behavior.
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Reinforce the behavior you want. Doing so will increase the appropriate behavior and put the inappropriate behavior on extinction.
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DRO
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Reinforcing any other behavior other than the target behavior
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What are the disadvantages of DRO?
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Imprecise b/c all other behaviors are reinforced.
Mixed or undesirable effects |
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DRI
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Reinforce behavior that is incompatible w/target behavior
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DRA
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Reinfocing another behavior that's not necessarily incompatible.
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DRFE
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Reinforcing alternative behavior that serves as the same function as the inappropriate behavior.
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What things should be taken into consideration when using DRFRE
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Choose a behavior that works in the real world.
Person has to have the opportunity to use the new behavior. Use the same reinforcement as in reinforcing the problem behavior. |
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Extinction
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Reinforcement of a previously reinforced behaviro is discontinued
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Extinction burst
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Behavior will increase!
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Spontaneous recovery
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Behavior will come back some time after extinction has been put in place, in a different setting, in the presence of different people, etc...
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What are side effects of extinction?
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Aggression
Spontaneous recovery Extinction bursts (consider safety measures) |
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What considerations that should be taken into account when using extinction?
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Identify and withhold the correct reinforcer
Side effects Make sure reinforcement rate for other behaviors is dense: use with DR. |
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Positive punishment
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Presentation of stimulus decreases behavior
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Negative punishment
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Removal of stimulus decreases behavior
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Review decisions for using techniques that decrease behavior from study guide.
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SEE STUDY GUIDE
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Time out
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Time out from reinforcement
Removal or withdrawal of reinforcement for a specific period of time contingent on a behavior |
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Exclusionary time out
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Away from room
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Inclusionary time out
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In room
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Review:
General hints for teachers Considerations for decreasing behavior General hints Hints for teachers of children with autism and ID Hints for teachers of children with attention problems |
SEE STUDY GUIDE
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Reinforcer
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Any event that increases the strength of the behavior it follows
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Reinforcement
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The proceudre of increasing the strength of a behavior by following it with a reinforcer (reinforcing event)
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Review: Basic Reinforcement Rules from study guide
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SEE STUDY GUIDE: Notes from How to Select Reinforcers
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Material reinforer
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Any tangible item
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Privalge or activity reinforcer
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Any privilage or activity that increase the behavior.
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Social reinforcers
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Events that give attention, approval, or recognition
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Token reinforcers
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Tangible things that can be exchanged for material activity, or social reinforcers at a later time
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Review considerations in selecting reinforcers from study guide
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SEE STUDY GUIDE
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Planned ignoring
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The procedure of ignoring behavior in an effort to cause it to decrease;
Noticing when someone is trying to get your attention by engaging in an undersirable behavior and ignoring that behavior in a preplanned manner |
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Review the basic steps in using planned ignoring.
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SEE STUDY GUIDE
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Functions of behavior
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Specific consequences such as attention from others or escape from demands which may be inadvertently reinforcing the problem
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Ecological context
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How a behavior changes across different times, activities, or social situations, to determine how each of these antecendents may control high or low probabilities of the problem
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What is the purpose of functional and ecological analysis?
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To improve the efficacy of treatment by enabling the practitioner to correct existing environmental conditions and/or contingencies which are inadvertently provoking and/or reinforcing the problem
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What are the goals of functional analysis?
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To isolate the nature and role of environmental conditions which control different probabilities of the clinical problems
To document the precsise events which closely follow and possibly serve as inadvertent or planned contingencies for problems, thus reinforcing their continuation |
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Methods of functional and ecological analysis need to be_______?
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Valid
Reliable Replicable |
RRV
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What are 4 things that IDEA ensures for individuals with disabilities?
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Independent living
Full participation Equal opportunity Economic self-sufficiency |
IFEE
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Assistive technology device
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Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child w/a disability
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Assistive technology service
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Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device
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Child with a disability
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A child with:
Mental retardation Hearing impairments (including deafness) Speech or language impairments Visual impairments (including blindness) Serious emotional disturbance Orthopedic impairments Autism Traumatic brain injury Other health impairments Specific learning disabilities And who, by reason, thereof, needs special education and related services |
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Child aged 3 through 9
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may include, at the discretion of State and local educational agency, a child experiencing developmental delay, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas:
Physical development Cognitive development Communication development Social or emotional development Adaptive development |
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Educational service agency
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A regional public multi-service agency:
Authorized by State law to develop, manage, and provide services or programs to local educational agencies Recognized as an administrative agency for purposes of provision of special education and related servies provided within public elementary and secondary schools of the State Includes any other public institution or agency having administrative control and direction over a public elementary or secondary school |
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Elementary school
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A nonprofit instituional day or residential school that provides elemenatry education, as determined under State law
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Equipment
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Machinery, utilities, and built-in equipment and nay necessary enclosures or structers to house such machinery, utilities, or equipment
All other items necessary for the functioning of a particular facility as a facility for the provision of educational services, including items such as: Instructional equipment and necessary furniture Printed, published, and audio-visual instructional materials Telecommunications, sensory, and other technological aids and devices Books, periodicals, documents, and other related materials |
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Excess costs
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Those costs that are in excess of the average annual per-student expenditure in a local educational agency during the preceding school year for an elementary or secondary school student, as may be appropriate and computed after necessary deductions
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Free Appropriate Public Education (FAPE)
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Special education and related services that:
Have been provided at public expense, under public supervision and direction, and w/out charge Meet the standards of the State educational agency Include an appropriate preschool, elementary, or secondary school education in the State involved Are provided in conformity with the individualized education program required |
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Indian
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An individual who is a member of an Indian tribe
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Indian tribe
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Any Federal or State Indian tribe, brand, racheria, pueblo, colony, or community, including any Alaska Native village or regional village corporation
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Individualized Education Program (IEP)
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A written statement for each child w/ a disability that is developed, reviewed, and revised
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Institution of higher education
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Includes any community college receiving funding from the Secretary of the Interior under the Tribally Controlled Community College Assistance Act of 1978
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Local educational agency
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Public board of education or other public authority legally constiuted within a State for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township, school district, or other political subdivision of a State
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Native language
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When used w/ reference to an individual of limited English proficiency
The language normally used by the individual, or in the case of a child, the language normally used by the parents of the child |
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Nonprofit
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As applied to a school, agency, organization, or institution
A school, agency, organization, or institution owned and operated by oen or more nonprofit corporations or associations no part of the net earnings of whic inures, or may lawfully inure, to the benefit of any private shareholder or individual |
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Outlying area
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The United State Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands
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Parent
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A legal guardian
An individual assigned to be a surrogate parent |
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Special education
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Specially designed instruction, at no costs to parents, to meet the unique needs of a child with a disability, including
Instruction conducted in the classroom, at home, in hospital and instituions, and other settings Instruction in physical education |
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Specific learning disability
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A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written
Disorder may manifest itself in imperfect ability to listen, speak, read, write, spell, or do mathematical calculations Includes conditions such as: Perceptual disabilitiea Brain injury Minimal brain dysfunction Dyslexia Developmental aphasia Does not include A learning problem that is primarily the result of visual, hearing, or motor disabilities, of MR, of emotional disturbance, or environmental, cultural, or economic disadvantage |
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State
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Each of the 50 States, the District of Columbia, the Commonwealth of Puerto Roica, and each of the outlying areas
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State educational agency
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The State board of education or other agency or officer primarily responsible for the State supervision of public elementary and secondary schools, or , if there is no such officer or agency, an officer or agency designated by the Governor or by State Law
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Supplementary aids and services
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Aids, services and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated w/nondisabled children to the maximum extent appropriate
May include one-to-one tutoring and/or remediation in reading, writing, spelling, and arithmetic skills. Children don't have to be placed in special education classes to receive these services. |
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Transition services
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a coodinated set of activities for a student with a disability that:
Are designed w/in an outcome-oriented process, which promotes movement from scho to post-school activities, including: Post-secondary education Vocational training Integrated employment (including supported employment) Continuing and adult education Adult services Independent living Community participation Are based on the individual student's needs, taking into account the student's preferences and interests Include: Community experiences Development of employment and other post-school adult living objectives When appropriate, acquisition of daily living skills and functional vocational evaluation Must be outcome-oriented: Must have clear outcomes |
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