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Diagnosis Management 2 > Intellectual and communication disorders > Flashcards

Intellectual and communication disorders Flashcards

1
Q

definition of intellectual disability

A

significant limitations in intellectual functioning and adaptive behavior that emerges before age 18

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2
Q

3 domains that must be assessed for intellectual disability

A

-conceptual domain - academic skills
-social domain - relationships
-practical domain - personal hygeine

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3
Q

IQ for mild intellectual disability

A

-

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4
Q

IQ for moderate intellectual disability

A

-35-50

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5
Q

IQ for severe intellectual disability

A

20-35

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6
Q

IQ for profound intellectual disability

A

<20

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7
Q

associated with moderate intellectual disability

A

-acquires language
-achieves 2-3 grade level
-socialization difficulty in adolescence
-can do semi-skilled work under supervision

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8
Q

associated with severe intellectual disability

A

-may develop communcation
-may do well in supervised living
-cause typically identified

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9
Q

associated with profound intellectual disability

A

-usually identifiable cause
-may/may not be able to communicate
-may/may not be taught some self-care

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10
Q

clinical features of mild intellectual disability

A

-egocentric or reduced abstract thinking
-intellectually at the high elementary level
-may acquire vocational skills
-social problems

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11
Q

clinical features of moderate intellectual disability

A

-academic achievement middle elementary
-aware of deficits/feels alienated
-requires supervision in occupation but can become competent with support

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12
Q

clinical features of severe intellectual disability

A

-minimal speech
-impaired motor development
-may develop language in school age years
-needs extensive supervision

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13
Q

clinical features of profound intellectual disability

A

-constant supervision
-limited communication
-limited motor development
-may develop language by adult

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14
Q

frequent behavioral traits of profound intellectual disability

A

-hyperactivity
-low frustration tolerance
-aggression
-affective instability
-repetitive/stereotypic motor behaviors
-self-injurious behavior

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15
Q

How is the severity of intellectual disability determined

A

level of adaptive functioning, not IQ

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16
Q

alexia

A

failure to read

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17
Q

agraphia

A

failure to write

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18
Q

aphasia

A

failure to communicate

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19
Q

therapy interventions often used with intellectual disability

A

cognitive therapy
psychodynamic therapy

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20
Q

medication to deal with aggression in intellectual disability

A

antipsychotics and possible anticonvulsants
(aripiprazole and risperidone)

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21
Q

medications for comorbid ADHD in intellectual disability

A

stimulants
clonidine
atomoxetine

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22
Q

medications to treat comorbid depressive disorders in intellectual disability

A

SSRIs

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23
Q

medication for sterotypical motor movements in intellectual disability

A

antipsychotics (when disruptive/harmful)
SSRIs

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24
Q

which SSRIs are used for sterotypical motor movements in intellectual disability

A

fluoxetine
fluvoxamine
paroxetine
sertraline

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25
most likely comorbid disorders with mild intellectual disability
disruptive and conduct disorders
26
most likely comorbid disorders with severe intellectual disability
autism self-mutilation self-stimulation
27
what is prader-willi syndrome almost always associated with
compulsive eating disturbances, hyperphagia, and obesity
28
clinical features of PKU
-severely intellectually disabled -perceptual difficulties -impaired verbal/nonverbal communication
29
symptoms of rett syndrome
ataxia, facial grimacing, teeth grinding, loss of speech
30
who is affected by Rett syndrome
only girls
31
clinical features of Lesch-Nyhan syndrome
-intellectual disability -microcephaly -seizures -choreoathetosis -spasticity -severe compulsive mutilation by biting fingers
32
maternal prenatal conditions that can affect brain development
uncontrolled DM anemia emphysema HTN alcohol/narcotic use
33
maternal infections that can cause intellectual disability
syphilis toxoplamosis Herpes HIV
34
acquired infections that can cause intellectual disability
encephalitis meningitis
35
domains of language competence
phonology grammar semantics pragmatics
36
phonology
Ability to produce sounds that constitute words -discriminate between sounds that are made by a letter or group of letters
37
semantics
organization of concepts and acquisition of words
38
pragmatics
understanding context of speech and how to interact/converse
39
essential feature of expressive language disorder
marked impairment in the development of age-appropriate expressive language
40
language understanding and articulation in expressive language disorder
understanding is relatively intact and articulation is often immature with grammatical errors
41
diagnosis of expressive language disorder
below average verbal language and low scores on standardized expressive verbal tests
42
characterizations of expressive language deficits
limited vocabulary simple grammar variable articulation
43
difference between expressive and mixed receptive/expressive language disorder
comprehension is not impaired in expressive language disorder
44
difference between expressive language disorder and autism
expressive still tries to form relationships regardless of disability and often autism does not
45
difference between expressive language disorder and selective mutism
selective mutism has normal language development
46
most common psych comorbidities with expressive language disorder
ADHD, anxiety disorders, ODD, and conduct disorder
47
auditory processing deficits in receptive/expressive language disorder
-discriminating between sounds and rapid sound changes -deficits in association of sounds and symbols -memory of sound sequences
48
intellectual capacity in mixed receptive/expressive language disorder
age-appropriate
49
clinical features of receptive/expressive language disorder
-may appear deaf -responds appropriately to environmental sounds but not spoken words -slow language acquisition
50
most frequent comorbidities with mixed receptive/expressive language disorder
additional language disorders learning disorders psychiatric disorders ADHD
51
prognosis if mixed receptive/expressive language disorder is identified early
worse because it is likely severe
52
main feature of speech sound disorder
difficulty pronouncing speech sounds correctly d/t omissions, distortions, or misarticulation
53
consonant v. vowel sounds in speech and sound disorder
vowel sounds are not affected
54
remission of speech and sound disorder
typically spontaneous by the third grade
55
physical and neurologic abnormalities/disorders to r/o in speech and sound disorder
dysarthria hearing impairment mental retardation pervasive developmental disorders
56
treatment options for speech and sound disorder
phonologic approach traditional approach
57
definition of child onset fluency disorder
disruptions in normal flow of speech by involuntary speech motor events
58
behaviors commonly associated with stuttering
eye blinks facial grimacing head jerks abnormal body movements
59
development of stuttering
insidious over weeks or months
60
phase 1 of child onset fluency disorder
-occurs during preschool period -weeks/months between episodes -frequent spontaneous recovery -usually when excited/upset or there is communicative pressure
61
phase 2 of child onset fluency disorder
-elementary school years -few, if any, intervals of normal speech -stuttering involves significant parts of speech
62
phase 3 of child onset fluency disorder
-anywhere between 8 and adulthood -stuttering comes and goes in response to situations
63
cluttering
erratic dysrhythmic speech patterns or rapid/jerky spurts of words/phrases
64
most frequent comorbidities with child onset fluency disorder
anxiety disorders ADHD
65
Lidcombe program for treatment of child onset fluency disorder
uses operant conditioning with praise for periods of no stuttering and asking for immediate correction of stuttered words when it does happen
66
family based PCIT for child onset fluency disorder
aims to identify and diminish stressors associated with increased stuttering
67
semantogenic theory of child onset fluency disorder
stuttering is a learned response to normative childhood dysfluencies
68
classical conditioning theory of childhood onset fluency disorder
stuttering becomes conditioned to environmental factors
69
cybernetic model theory of childhood onset fluency disorder
speech depends on appropriate feedback for regulation and stuttering occurs because of a breakdown in the feedback loop
70
main definition of social pragmatic communication disorder
problems using verbal/nonverbal communication for social purposes without restricted/repetitive interests or behaviors
71
what differentiates social pragmatic communication disorder from autism
autism has restricted/repetitive interests/behaviors
72
main clinical manifestations of social pragmatic communication disorder
-deficits in social greeting and sharing information -problems adjusting communication to fit context or needs of the listener -problems following conversational rules like give and take -trouble understanding things that are not explicitly stated like inferences
73
common comorbidities with social pragmatic communication disorder
ADHD social anxiety disorder

Diagnosis Management 2 (8 decks)

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