Intellectual Impairment Flashcards

1
Q

What is a learning disability?

A

reduced intellectual ability and difficulty with everyday activities which affects someone for their whole life

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2
Q

What are the three core criteria for a learning disability?

A
  • lower intellectual ability
    • usually IQ less than 70
    • significant impairment of social or adaptive function
    • onset in childhood
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3
Q

What is an intellectual disability?

A
  • problems with general mental abilities that affect functioning in two areas
    • intellectual functioning (learning, problem solving)
    • adaptive functioning (communication, independent living)
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4
Q

How does the social model consider disability?

A
  • disability is caused by the way society is organised rather than by a person’s impairment or difference
  • how can society be made fairer through reasonable adjustments to make life normal for all?
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5
Q

How does the medical model consider disability?

A
  • disability caused by impairments and differences
  • focus of fixing impairments
    • moves away from patient centred
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6
Q

What barriers are faced by the social model?

A
  • segregated social provision
  • inflexible organisational procedures and practices
  • inaccessible information
  • inaccessible buildings
  • inaccessible transport
  • negative cultural representations
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7
Q

What are the causes of learning disability?

A
  • preconception
    • heredity
      - parental genotype
    • environmental
      - maternal health
  • pre-natal
    • heredity
      - chromosomal genetic
    • environmental
      - infection
      - maternal health
      - nutrition
      - toxic agents
  • perinatal
    • environmental
      - prematurity
      - injury
  • postnatal
    • heredity
      - untreated genetic disorders (PKU)
    • environmental
      - infection
      - trauma
      - toxic agents
      - nutrition
      - sensory social deprivation
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8
Q

What syndromes are associated with learning disability?

A
  • Down’s syndrome
  • Prader Willi syndrome
  • autism spectrum syndrome
  • fragile x syndrome
  • tuberous sclerosis
  • Turners syndrome
  • Rett syndrom
  • velocardio facial syndrome
  • Williams syndrome
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9
Q

What is Down’s syndrome?

A
  • neurodevelopment disorder of genetic origin
    • affecting chromosome 21
    • usually full trisomy of 21
    • sometimes mosaicism of 21
    • sometimes inherited chromosomal rearrangement of 21
  • signs
    • growth failure
    • broad face, short nose slanting eyes
    • congenital heart disease
    • small arched palate, big wrinkled tongue, dental anomalies
    • abnormal ears
    • flat back of head
    • epilepsy
    • hearing impairment
    • intellectual impairment
  • periodontal disease
    • oral hygiene and function altered
    • impaired migration of gingival fibroblasts
    • saliva and periodontal pathogens altered
    • impaired neutrophil chemotaxis
    • unregulated production of inflammatory mediators
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10
Q

What is Trader Willi syndrome?

A
  • chromosome 15
  • constant desire to eat food
  • restricted growth
  • reduced muscle tone
  • learning difficulties
  • behavioural problems
    • temper tantrums
    • stubbornness
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11
Q

What is autism spectrum disorder?

A
  • complex developmental condition
    • behaviourally defined
    • social interactions and communication altered
    • sensory differences
  • continuum of minimal severe categorical diagnosis
  • dental treatment challenging
    • especially those with sensory atypia
    • hypersensitive to bright lights, noise and touch
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12
Q

What is cerebral palsy?

A
  • neurological condition affecting movement and coordination
    • muscle stiffness or floppiness
    • muscle weakness
    • random uncontrolled body movements
    • balance and coordination problems
  • does not necessarily mean there is a learning disability
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13
Q

What barriers to learning disabilities place on access to oral healthcare?

A
  • access
    • not having a regular dentist
    • difficulties getting an NHS dentist
    • cost
    • service delays
    • transport challenges
  • individual characteristics
    • cognitive, physical and behavioural difficulties
    • dependence upon family, carers or paid support workers
    • anxiety
  • pain recognition
    • challenge communicating
  • attitudes, skills and knowledge of staff
    • professionals do not feel confident
    • some unwilling to provide treatment
  • transition
    • child to adult services
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14
Q

How can getting to the dental surgery be made easier for those with learning difficulties?

A
  • preparation
  • social stories
    • particularly for those with ASD
  • hospital/health passport
  • pre-visit
    • become familiar with location
  • multiple visits with slow progress
  • lease with community disability nurse and team
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15
Q

What are visual supports used for?

A
  • useful for patients with autism
  • visual schedule outlining steps necessary for a dental visit
  • can be given before appointment to reduce the element of unknown
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16
Q

How can arrival to the dental surgery be made easier for those with learning difficulties

A
  • appointment at start of session so not running late
  • ensure appointment times are long enough
  • discuss the best time of day for patient
    • missing activities
    • routine
    • best mood
    • medications
  • take patient straight into the surgery
    • limit time spent in waiting room
17
Q

How may pain be communicated by non-verbal patients?

A
  • agression
  • changes in body language
  • altered facial expression
  • changes to mobility or balance
  • changes to mood (tearfulness, irritability, withdrawal)
  • changes to appetite or vocalisation
  • confusion
  • restlessness or changes to sleep pattern
18
Q

What adjuncts to communication may be utilised?

A
  • makaton
  • picture boards
  • letter boards
  • talking mats
  • drawing
  • writing
19
Q

What are the oral risk factors associated with a learning disability?

A
  • frequent sugar intake
  • prescription medications
    • reduced saliva flow
    • gingival inflammation
  • lower income and educational levels
  • difficulty accessing dental services
  • non-oral feeders
  • reduced oral hygiene
    • reduced dexterity, poor motor control
    • sensory sensitivity
    • difficulty understanding importance
  • tooth wear
    • acidic environment
  • imbrication of teeth
  • pouching and limited food clearance
    • food held in buccal sulcus
  • mouth breathing
    • reduced saliva
20
Q

What oral diseases are associated with learning disabilities?

A
  • higher levels of periodontal disease
  • greater gingival inflammation
  • higher numbers of missing teeth
  • increased edentulism
  • higher plaque levels
21
Q

What self-injurious behaviour may be exhibited by those with learning disabilities and what conditions are they associated with?

A
  • self biting of hands, lips, arms and tongue
  • cerebral palsy
  • autism
  • tourettes
  • leach-nyan syndrome
22
Q

How is self-injurious behaviour managed?

A
  • symptomatic relief
  • reassurance for patients, parents and carers
    • monitoring of the situation
  • distraction
    • when behaviour is observed
  • pharmacological treatment
    • haloperidol
    • diazepam
    • carbamazepine
  • behavioural psychology
    • positive reinforcement
  • construction of oral appliances
  • extraction of specific anterior teeth
    • transfer of behaviour to other area
  • orthographic surgery
    • creation of open bite
    • prevent behaviour
23
Q

How can drooling be related to learning difficulties?

A
  • abnormalities in swallowing
    • rather than absence in swallowing
    • dysphagia
  • difficulties moving saliva to the back of the throat
    • neuromuscular control
  • poor mouth closure
  • jaw instability
  • tongue thrusting
  • posture
24
Q

What can non-carious tooth surface loss be a result of and hoe can it be managed

A
  • bruxism
    • grinding
    • sensory
    • stress-induced (reassurance)
  • reflux
    • acidic environment
    • poor oral clearance
  • medications
  • drinks
25
Q

What advice can be given for erosion

A
  • fluoride mouthwash
  • low abrasion, low acidity, high fluoride, anti-sensitivity toothpaste
  • delay brushing for an hour after consumption of acidic food or drink
  • professional fluoride varnish application
  • use of dentine bonding agents
  • reduce intake of acidic drinks and foods
  • chew sugar free gum, such sugar free lozenge or eat cheese after an acidic meal
26
Q

What advice can be given for dry mouth?

A
  • saliva replacements
  • sugar free chewing gum and sugar free fluids
  • regular dental appointments
  • fluoride rinses
  • high fluoride toothpastes
27
Q

What advice can be given for dry mouth?

A
  • saliva replacements
  • sugar free chewing gum and sugar free fluids
  • regular dental appointments
  • fluoride rinses
  • high fluoride toothpastes
28
Q

What dental advice can be given to those with feeding problems?

A
  • promotion of good oral hygiene
  • low foaming toothpaste
    • sensory issues
    • when uncreased risk of dysphagia
    • SLS free (oranurse, pronamel)
  • suction toothbrush beneficial
  • diet alterations
    • thickeners to prevent aspiration
    • tasters to make more appealing
29
Q

What are the options for conscious sedation?

A
  • inhalation
    • requires toleration of nose piece
  • nasal
    • midazolam
    • IV line subsequently placed
  • intravenous
    • midazolam
  • oral
    • medication placed in diluting juice
    • dosages can be difficult
30
Q

What are the risks of general anaesthetic?

A
  • death
  • brain damage
  • nausea and vomiting
  • lethargy
  • shivering
  • confusion and memory loss
  • bladder problems
  • sore throat
  • allergic reaction
31
Q

What are the stages of general anaesthetic assessment and planning?

A
  • referral
  • patient assessment
    • full history
    • medical reports
  • dental examination and investigations
  • dental treatment planning
  • additional procedures
    • bloods
    • endoscopy
    • imaging
  • anaesthetic pre-assessment
  • consent
  • admission
  • communication within teams
  • pre-operative anxiolytics
  • anaesthetic conduct
  • airway management
    • throat pack
32
Q

When may a GA assessment be required?

A
  • pain and swelling where no alternatives exist for acute management
  • obvious dental disease when no alternative treatment modality is available
  • number of years since a reasonable examination in presence of poor oral hygiene and suspicion of disease
33
Q

What is the purpose of safeguarding?

A
  • preventing harm and promoting welfare
  • protecting individuals from harm
34
Q

What are the roles of the dental practitioner in regards to safeguarding?

A
  • recognise adults at risk
  • respond in acute services to inform other services
  • record and report in detail information obtained
  • remain calm and reassure the individual
  • seek further information