Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

WINTER 2024 > 412 IDD > Flashcards

412 IDD Flashcards

1
Q

IQ tests history

A
  • first developed by Simon and Binet to identify kids who might need help in school
  • because of eugenics, IQ testing was rooted in racist beliefs and used to identify people they thought shouldn’t be having children
  • IQ testing was based on cultural knowledge and test-taking skills so Black, Indigenous, poor people weren’t performing as well and institutionalized/sterilized
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

cognitive abilities vs. intelligence

A
  • cognitive abilities: specific mental processes
  • intelligence: general quantity related to applying learned skills and knowledge in a variety of situations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

psychometric approach to intelligence

A
  • first standardized tests of intelligence
  • crystallized (acquired through schooling and experiences) and fluid (using your mind to solve novel problems, manipulating information)
  • crystallized increases throughout lifetime
  • fluid peaks in young adulthood, then declines as you keep aging
  • uses mental age (the level of age-graded problems that you can solve)
  • Stanford-Binet scales
  • Wechsler scales: WPPSI (preschool), WISC-V (6-18), WAIS-IV
  • score is based on how well you do relative to standardized norms for your age
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

hierarchal view of intelligence

A
  • g: general intelligence (a latent value)
  • broad abilities (like fluid and crystallized) make up g
  • specific abilities assessed by specific tasks trying to tap into your broad abilities which allows us to hypothesize about your level of g
  • g = broad ability = score on tasks of specific abilities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

WISC-V

A
  • FSIQ made up of 5 domains
  • verbal comprehension: similarities & vocabulary
  • visual spatial: block design & visual puzzles
  • fluid reasoning: matrix reasoning & figure weights
  • working memory: digit span & picture span
  • processing speed: coding & symbol search
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

IQ stability in childhood

A
  • starting around age 4, strong relationship with later IQ scores
  • but many children still show ups and downs throughout childhood (influenced by motivation, testing procedures)
  • IQ in infants is unrelated to later scores, EXCEPT for kids with moderate-severe ID
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

IQ normal distribution

A
  • mean of 100, SD of 15
  • 95% of scores are within 2 SDs
  • 70 was IDD cutoff in DSM-IV (not in DSM-5)
  • 130 is giftedness cutoff
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

racial ethnic intelligence disparities

A
  • not due to genetic differences between groups because race isn’t genetic
  • environmental differences: access to resources, adequate schooling, family income (low-SES; when you control for this, the gap shrinks)
  • stereotype threat
  • not only due to verbal tests: nonverbal items could also have cultural elements that interfere with one’s ability to do the task
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

stereotype threat

A
  • things people know about stereotypes about their groups affects performance
  • stress about the stereotypes (confirming) interferes, can be unconscious
  • also because people tend to think of their intelligence as innate and fixed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

general ability index

A
  • similar to FSIQ but without processing speed (which itself is very reliant on working memory)
  • for people who still have the cognitive abilities to do the tasks, but work more slowly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Gardner’s theory of multiple intelligences

A
  • 8 different dimensions of intelligence that don’t ‘add up’ to general intelligence like in the hierarchal view
  • linguistic, bodily-kinesthetic, inter/intrapersonal, visual-spatial, existential, naturalistic, musical, logical-mathematical
  • savant syndrome would be having very high intelligence in one type, and average in others
  • inspired ‘visual’ or ‘auditory’ learners
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Sternberg’s triarchic theory

A
  • practical (adapting, selecting, shaping environments), creative (dealing with novel problems, automatization), analytic (thinking critically, planning)
  • three components working effectively together = successful intelligence = adapt, achieve reasonable goals, optimize strengths and weaknesses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Flynn effect

A
  • IQ estimate may be too high or too low depending when you take the test in relation to when it was normed (3pt increase per decade)
  • contributes to DSM-5 decision to remove IQ score cutoff (removing access to services)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

mild IDD severity

A
  • 85% of people with IDD
  • not identified until early elementary (we don’t see conceptual difficulties in preschool but language and social immaturity emerge in elementary)
  • kids from lower SES more likely to have mild IDD
  • as adults, will need support for complex independent tasks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

moderate IDD

A
  • 10% of kids with IDD
  • identified during preschool
  • more pronounced conceptual difficulties (expressive/receptive language, reading and writing)
  • modal level of severity in people with Down syndrome
  • as adults will function at elementary school level
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

severe IDD

A
  • 3-4% of kids with IDD
  • clear organic cause
  • identified at young ages
  • limited speech (which affect social domain)
  • need lots of supervision and support for everyday activities
16
Q

profound IDD

A
  • 1-2% of people with IDD
  • identified in infancy
  • clear organic cause + co-occurring medical conditions
  • limited conceptual skills, language, nonverbal gestures
  • dependent on others for almost everything
  • still find pleasure in interaction
17
Q

IDD prevalence

A
  • 1-3%
  • more prevalent in lower SES (only for mild severity) and in males (again, only for mild)
  • as we increase in severity spectrum, organic causes spread evenly in all SES groups and genders
18
Q

IDD heritability and environment

A
  • heritability of intelligence is about 50% which means a large proportion can be worked on to enrich the environment and develop IQ
  • genetic influences are partially modifiable by the environment
  • phenotype can be affected by gene-environment interaction
  • heritability estimates decrease when SES is low (more environmental variability)
19
Q

organic causes of IDD

A
  • chromosome abnormalities, single gene conditions, neurobiological influences
  • tends to be moderate, severe, profound
  • comparable prevalence across SES
20
Q

cultural/familial causes of IDD

A
  • no clear cause
  • family history of IDD, economic deprivation, inadequate childcare, poor nutrition, parental psychopathology
  • tends to be mild
  • higher rates in low SES families
21
Q

chromosomal abnormalities

A
  • most common cause of severe IDD
  • Down syndrome (three copies of chromosome 21, most cases are random events)
  • Prader-Willi and Angelman (deletions of chromosome 15)
  • Fragile-X syndrome (part of the X chromosome is slightly bent, inherited)
22
Q

single-gene conditions

A
  • phenylketonuria (inherited, can be identified at birth and managed with restrictive diet to avoid IDD)
  • cannot metabolize phenylalanine so rising levels are toxic and can impact intellectual development
23
Q

neurobiological injury

A
  • prenatal (fetal alcohol syndrome)
  • perinatal (anoxia)
  • post natal (head injuries)
24
Q

Down syndrome comorbidity with IDD

A
  • 15-20% of people with IDD have Down
  • underlying symbolic abilities are intact (understanding abstract meanings)
  • delay in expressive language (more deficits than in receptive language)
25
Q

Down syndrome characteristics

A
  • fewer distress signals or desire for proximity with caregiver
  • delayed (but positive) self-recognition
  • delayed and abnormal internal state language
  • deficits in ToM = deficits in language and description of internal experiences
  • social skill deficits can lead to peer rejection (but still a desire for proximity)
26
Q

emotional and behavioural problems comorbidity

A
  • rates much higher likely due to communication deficits, additional stressors, neurological deficits
  • impulse control disorders, anxiety and mood disorders most common
  • similar developmental patterns as typical children: internalizing problems more common in adolescence
  • ADHD symptoms are common, Pica (affects 8-10% across ages and levels of IDD), self-injurious behaviour
27
Q

physical and health disabilities comorbidity

A
  • higher prevalence of chronic health conditions
  • life expectancy for people with Down is about 60 yrs (cognitive decline after adolescence can contribute to this)
  • epilepsy, cerebral palsy common
28
Q

prevention of IDD

A
  • prenatal care (reduce neurobiological injury, increase gestation time, plan for uncomplicated delivery)
  • early care and education (safe and stimulating environments: remove lead paint, focus on speech and communication, preschool intervention, enrichment for low SES youth)
29
Q

disparities in early communication in high/low SES

A
  • parents with doctoral degrees speak to their children significantly more than parents who haven’t gone to university, and much more than parents on social assistance
  • leads to a projected word gap of 30 million in the first 3 yrs of life (differences in developing receptive language)
  • educational enrichment is especially important for low SES
30
Q

Carolina Abecederian project

A
  • low-income families with kids randomly assigned to receive a full-time educational intervention or be cared for at home
  • educational enrichment from infancy to preschool (5 yrs)
  • learning games, following the child’s lead and challenging them, focus on language
  • started seeing differences in IQ at 15 months, then dramatic differences at age 2-3
  • differences maintained when kids go to school (IQ, reading and math scores)
  • still see differences at 21 yrs, more people going to college
  • also see long-term benefits for the society (less crime, paying more taxes)
31
Q

behavioural approaches for IDD

A
  • initially a means to control/redirect negative behaviours
  • individuals have a right to a least restrictive effective treatment and one that results in safe and meaningful change
  • essentially reinforcement to teach skills and improve adaptive functioning
32
Q

CBT for IDD

A
  • self-instructional training and metacognitive training
  • verbal instructional techniques
  • teaching the child to be strategical (how to use strategies for effective living) and metastrategical (how to choose strategies for situations)
  • addressing a lack of generalization that is common (teaching something in one domain, but child finds it difficult to translate them to another situation)
33
Q

family-oriented strategies for IDD

A
  • helping cope with the demands of raising a child with IDD
  • some kids may benefit from out-of-home placement
  • generally, inclusion movement supports helping individuals integrate into society (regular classroom settings, teachers must adjust the curriculum)

WINTER 2024 (28 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions