Intellectual Disabilities Slides Flashcards
What is a developmental disability?
It is characterized as a disability with no cure, the disability is present at birth, the disability impacts intellectual functioning due to impaired growth of the brain, it starts before age 18, children do not meet developmental milestones at expected times, and it impacts the trajectory of physical, intellectual, and/or emotional development
What are the different causes for developmental disability?
Preterm birth, low birth weight, genetic of chromosomal abnormalities, or environmental toxins
How do Music Therapists address Developmental Disabilities?
MT’s use first person terminology, “individuals with disabilities” rather than “disabled person”, MT’s focus on the ability of an individual and what they can do as a person
What are three features of intellectual disabilities?
Challenges with intellectual functioning, challenges with adaptive functioning, onset during childhood
What are some domains in which individuals with intellectual disabilities often need support?
Intellectual functioning such as problem solving, reasoning/judgement, decision making/planning, academic learning (often have low IQ 70 to 75
Adaptive functioning such as practical skills, social skills, and conceptual skills.
What is adaptive functioning?
Practical Skills: occupational skills, time management, living independently, travel, safety, use of money, healthcare
Social Skills: communication skills, interpersonal skills, empathy skills
Conceptual Skills: money, language and literacy, time, and numbers
What are the descriptors for Intellectual Disabilities?
Levels depend on IQ and support needed: can be moderate, severe, to profound
Mild to Moderate Level of Intellectual Disabilities
Less impact on conceptual development, can learn practical life skills, function with minimum levels of support, may be able to care for self, travel to familiar places, can learn basic life skills
Sever Level of Intellectual Disabilities
Major delays in development, limited communication skills, need support in social settings, need care to live in supervised setting (group home)
Profound Level of Intellectual Disabilities
Cannot live independently, require assistance and help with activities of daily living, minimal ability to communicate, require physical support
What are some areas of strength to be focused on during Assessment with individuals with intellectual disabilities?
Gross motor skills, ability to ask for help, able to live independently, sense of money to purchase, able to think abstractly - metaphor, communication skills, socially aware - friend, group activities, make choices based on preferences, self-reflect, self-confidence, memory skills - recall, understand empathy and schedule
Whare some areas of need to be focused on during Assessment with individuals with intellectual disabilities?
Communication - speech, articulation, someone to them to the store, limited social interactions, emotional reflection, emotional expression, emotional well-being, other coping or leisure skills
What are potential goals and objectives to be used in Assessment of individuals with intellectual disabilities?
Cognitive/Academic: reading, counting, addition, math, arithmetic, recognize shapes/objects, following directions, memory
Communication: enhance verbalization and vocalization, promote nonverbal, improve auditory location
Motor: wrist and arm, stretch, sway, grasp, fine motor and gross motor, walking
Social: attend to task, eye contact, empathy, active listening, taking turns
Emotional: emotional expression and tolerance
Self-Help/Independence: activities of daily living (tie shoes, brush, put on clothes, brush hair)
Leisure: building self-esteem, self-confidence, decrease stress, personal expression
What are potential Music Therapy interventions?
Cognitive/Academic: call and response songs with visual aids to learn concepts, group drumming for math, follow directions and attention, alphabet piano to spell words, music to imitate animals, drumbeats and shapes, create a playlist for studying
Communication: “Old Macdonald” for call and response (animal sounds), play instrument for oral motor control, singing vocabulary words, instrumental circle for nonverbal cues and gestures
Motor: “Hokey Pokey” for gross motor skills, group stretching, instrument play for fine motor, drumming for hand grasps
Social: singing songs to listen to others and cues (work together), instrument jam with designated roles, improvisation to address social, dancing for eye contact
Emotional: sing song, songwriting about strategies, iso principle with music to shift mood, drum circle to express emotions, music to develop coping strategies, identify emotions
Self-help/Independence: song with lyrical directions, mirroring and role model
Leisure: songwriting for self-expression, play an instrument for self-confidence/self-esteem, breath support with harmomica
What are some considerations for Music Therapy?
Age appropriate songs, activities, and reinforcement, provide cues, clear instructions, and model, repetition and adjust pace to adapt, use schedule and routine for structure, foster ownership and inclusion, Increase abilities for functional behavior
