Application Assignment 1 Flashcards
(33 cards)
1
Q
Define Severe Disability (SD)
A
a condition in which the development of typical abilities is both adversely and substantially affected across multiple domains
2
Q
What % of students have SD
A
1-2%
3
Q
4 types of SD
A
Autism
Deaf-Blindness
Intellectual Disabilities
Multiple Disabilities
4
Q
Autism
A
- Developmental
- affects verbal and nonverbal communication and social interaction
- adversely affects educational performance
- restrictive and repetitive behavior, interests, or activities
5
Q
Deaf-Blindness
A
- concomitant hearing and visual impairment
- causes severe communication, developmental, and educational needs
6
Q
Intellectual Disability
A
- sub-average general intellectual functioning
- deficits in adaptive behavior that manifested during developmental period
- adversely affects educational performance
7
Q
Multiple Disabilities
A
- concomitant impairments
- severe educational needs
8
Q
Environmental description of SD
A
- at risk for being excluded from society
- perceived as most challenging
- have rights abridged
- living, working, playing, and learning in segregated environments
- least to have tools and opportunities to advocate for oneself
- need ongoing, individualized supports to enjoy a quality of life similar to others
9
Q
American Association on Intellectual and Developmental Disabilities (AAIDD) Definition:
A
- ID is characterized by significant limitations in intellectual functioning and adaptive behavior
- covers every day social and practical skills
- originates before 18
10
Q
American Association on Intellectual and Developmental Disabilities (AAIDD) 5 core assumptions:
A
- limitations must be considered within context of community environments typical of age, peers, and culture
- Valid assessment considers cultural and linguistic diversity, differences in communications, sensory, motor, and behavioral factors
- limitations coexist with strengths
- purpose of limitations is to create profile of needed supports
- life functioning generally will improve with personalized supports
11
Q
ID IQ Scores
A
mild: 50-70
moderate: 35-50
profound: below 25
12
Q
What % of SD can be linked to genetic disorders, chromosomal abnormalities, abnormalities of brain development, substance abuse, maternal infections, other pregnancy difficulties
A
75%
13
Q
Most common identifiable causes for SD
A
Down Syndrome (DS)
Fragile X Syndrome
Fetal Alcohol Syndrome
14
Q
Down Syndrome (DS)
A
- 1 in every 700
- trisomy 21
- Physical: flattening head, slanted eyelids, skin at inner corner of eye, depressed nasal bridge, small ears, small mouth, small feet, decreased muscle tone
- health: congenital heart problems, GI conditions, ortho problems, visual difficulties, hearing loss, seizures, obesity, diabetes, dementia
- receptive language better than expressive
- 16% ASD
- better visual processing and memory
- good at sight words
- low maladaptive behavior
15
Q
Fragile X Syndrome
A
- 1.4 in 10,000 male/0.9 in 10,000 female
- cause: inactivation of FMRI gene that results in loss of protein vital for learning and memory
- 80% of boys will be ID
- Physical: long-narrow face, prominent jaw and forehead, large-protruding ears, high-arched palate, hyper-extensible joints, flat feet, enlarged testicles
- health: disorders of eye, ortho disorders, mitral valve prolapse, seizures, otitis media
- learning better with whole task presented
- strong daily living skills (good humor)
- echolalia
- speech is cluttered and perseverative
- difficult auditory memory and receptive language
- behaviors: hand flapping, lack of eye contact, tactile defensiveness, hyperactivity, inattention
- 30% ASD
16
Q
Fetal Alcohol Syndrome
A
- 9 in 1,000
- physical: smooth ridge between nose and upper lip, lower height, lower weight, small head size
- behavior: hyperactivity, problems with attention, poor coordination
- verbal learning most impaired
- challenges in planning, sequencing, self-monitoring, goal-directed behavior
17
Q
Prader-Willi Syndrome
A
- 1 in 10,000
- not-inherited - chromosomal abnormality
- physical: low muscle tone, obesity, short, small hands and feet, underdeveloped sex organs, insatiable appetite (specifically 1-3)
- behavior: compulsive, skin-picking, excessive sleeping, verbal perservations, stubbornness, obsessions, meltdowns, impulsivity
- delayed motor, cognitive abilities, and emotional-behavioral development
- speech and language difficulties
- difficulties with sequential processing, stronger on tasks with simultaneous processing
18
Q
Angelman Syndrome
A
- 1 in 12,000 to 1 in 20,000
- part of chromosome 15 missing
- physical: jerky body movements, stiff-legged walking, wide-smiling mouth, thin upper-lip, deep set eyes, fair hair and skin, light blue eyes
- 80% have epilepsy
- similar behaviors to ASD: little to no speech, hand flapping, short attention span, motor delays
- social, happy, and affectionate
- comp is advanced despite little verbal ability
19
Q
Multiple Disabilities characteristics
A
- one with ID with additional sensory or physical disability
- 122,000 children have multiple disabilities
- common conditions: high blood pressure, obesity, brittle bones, depression, general tiredness, heart disease, respiratory disease, eating disorders, growth impairments
- uncommon behaviors: repetitive movements, hand flapping, self-injurious behavior, making loud and atypical vocalizations
20
Q
Deaf-Blindness Characteristics
A
- 1,300 children
- causes: viral infections or genetic problems like mutations
- average or above average intelligence
- limited social and communication abilities and require structured learning opportunities
- transdisciplinary model of intervention must be developed to address both problems together
21
Q
ASD Characteristics
A
- 1 in 59
- primary characteristics: social-emotional reciprocity, nonverbal communicative behaviors, development and maintaining of relationships
- rocking, hand-flapping, echolalia, spinning, tapping, babbling, pointing, meaningful gestures at early age, no words by 16 months, no 2 word combos by 2 years, no response to name, lose previously acquired language or social skills, poor eye contact, line up toys in methodical way, be attached to toy or object, not smiling, seeming unable to hear
- 1/3 have ID
22
Q
Learning Characteristics and Abilities
A
- language: difficulties with articulation, grammar, vocab, general expressive ability, difficulty comprehending and conversing with others
- attention: difficult to attend to the person, item, or condition
- observational & incidental: do not learn through observation unless additional attention is incorporated
- memory: short term limited, but long term may be better
- skill synthesis: may struggle to see the relationship between skills and use skills in various different situations
- generalization: struggle to show their knowledge with different people, at different times, in different locations, and under different conditions
- self-management: few opportunities to learn the skills of monitoring what they are doing, engaging in correct action, and reinforcing themselves to do so
23
Q
Personal-Social Characteristics
A
- challenging behaviors: repetitive behaviors, aggression, self-injury, non-compliance, elopement; these behaviors may be to communicate, escape, gain attention, gain access to reinforcement, or gain sensory stimulation
- friendships & peer relationships: restricted social networks due to skills of the student, attitudes
- love & intimacy: most are provided with limited info and support related to physical and emotional aspects of intimacy; some struggle with boundaries and privacy while others have been taught that their physical feelings are bad and should be ignored
24
Q
Physical Characteristics
A
- cerebral palsy: neurological, inability of the brain to control voluntary muscles in a normal fashion; 4 forms of CP
- epilepsy: result of irregular activity within the brain that causes seizures
- cardiovascular disorders: congenital defects, narrowed valves of heart, lack of separation of heart chambers, narrowed arteries, underdevelopment of heart, mix of deoxygenated and oxygenated blood, abnormal development of major veins, attachment of arteries in wrong place
- respiratory disorders: Ashma, bronchitis, apnea, bronchopulmonary dysplasia, cystic fibrosis, respiratory distress syndrome, chronic colds, flu, or pneumonia
- eating problems: poor oral-motor functioning, those with respiratory disease or cardiac disease may lack energy to eat, others struggle with meltdowns, gagging, and regurgitating
- spina bifida & hydrocephaly: most common is myelomeningocele, hydrocephalus occurs when spinal fluid is not absorbed normally (causes brain and head to become enlarged)
25
Inclusive classrooms
- provide access to gen ed curriculum
- access to expert on core content standards
- opportunity for shared learning experiences and observational learning with peers
- peers can provide support as buddies and tutors
26
zero degree of inference
never infer that a learner is incapable of functioning in an inclusive environment or acquiring core content due to disability unless we have data to prove otherwise
27
least dangerous assumption
make decisions based on what will cause the least amount of harm until we have supporting data to prove otherwise
28
principle of parsimony
choose most basic and simple strategies available rather than create something new
29
criterion of ultimate functioning
always strive for learner to be as independent as possible in the LRE
30
applied behavioral analysis (ABA)
systematic instruction and behavior management as being research and evidence based in providing an education for student with severe disabilities
31
ecological inventory
identify individualized functional skills appropriate for a learner
- educational
- community
- domestic
- recreation/leisure
32
adding functional application to core content
- apply content to real world now and in future
- content forms foundation for instruction of future content
- skills necessary to master content
- examples and nonexamples
- how to generalize content
- maintenance of content
- mastery or progression of skills
- opportunties to revisit content
- skills taught in isolation or within a broader scope of skills
33
adding core content to functional skill instruciton
- daily instruction and activity matrix
- class unit matrix
- create lesson plans that identify both the core content and functional skills being taught
