Test 3 Flashcards by Lexi Robichaux

adaptive behavior

Collection of conceptual, social, practical skills that have been learned and are performed by people in everyday lives (appropriate language, money management skills, following rules, dressing, eating, etc.)

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what type of plan is needed for those with ID?

Flexible and functional intervention plan

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What group is underserved when looking at those with ID?

Children that fall in the range of 1-2 SDs below mean, who do not fall in traditional ID range.
They struggle socially and academically but do not qualify for special services because of IQ cut off

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Diagnosis criteria for ID

Significant limitation in intellectual functioning
Significant limitation in adaptive behavior
Limitations in intellectual functioning and adaptive behavior appear before 18 yrs.

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What do all IQ tests have in common?

All yield a mental age- estimate of an individual’s level of cognitive functioning

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Tests used to asses IQ

Stanford-Binet Intelligence Scale
Weschler Intelligence Scale for Children
Bayley Scales of Infant and Toddler Development
Leiter International Performance Scale

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Causes of ID

Biological
Cultural– individuals for whom social, behavioral, or educational factors predominate

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Language characteristics of those with ID

All children with ID can be expected to exhibit some type of communication or linguistic deficit; one component of all ID is a communication disability

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Implication of language intervention with ID

no one single intervention prescription for children, but a set of general principles and considerations

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What materials are appropriate for those with ID?

-Materials that will engage and motivate
ID can provide a guide
-Start with concrete materials (object vs picture of object)
-Participate in experience rather than just teaching about it
-Mentoring caregivers in material selection

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Goal of working on intelligibility with ID

Speech Production- determine if impairments will hinder efforts to change aspect of language and if improving intelligibility may allow children to display more linguistic abilities

Goal: improve intelligibility, not eliminate errors

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definition of ASD

-a complex, lifelong developmental disability that typically appears during early childhood and can impact a person’s social skills, communication, relationships, and self-regulation.
-a certain set of behaviors and is a “spectrum condition” that affects people differently and to varying degrees.

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DMS-5 categories and criteria

Ongoing problems in area of social communication and interactions in many situations
-deficits in social reciprocity (one sided convos)
-deficits in nonverbal communication
-deficits in developing and maintaining relationships at appropriate level
Restricted, repetitive patterns of behaviors and interests
-repetitive or stereotypes body movements
-rigid adherence to routines
-fixated or perseverative interests
-atypical response to sensory input

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2 domains that fit the criteria for ASD

Category A: Autistic social communication and social interaction.

Category B: Repetitive patterns of behaviors (stimming, sameness, special interests, and sensory sensitivities).

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Prevalence of Autism in boys vs girls

4-5 boys : 1 girl

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Is autism the result of problems in one area of the brain?

No, it is thought to be due to various abnormalities throughout the whole brain, including limbic system

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Interventions with ASD

Behaviorism theory
-Lovaas
-ABA
-Contemporary ABA

Social Interaction theory
-Floor time

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Areas to target in treatment for ASD

-Communication skills
-Engagement & motivation
-Attention and imitation
-Social skills
-Play/leisure
-Cognitive/academic skills
-Behavioral challenges
-Motor skills
-Self-help/life skills (adaptive functioning)

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What type of approaches should be used for those with hearing loss?

a variety
environmental modifications, compensation strategies, and direct intervention

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What is the most common cause of fluctuating hearing loss?

otitis media

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What is damaged in conductive and sensorineural hearing loss?

conductive: outer ear, middle ear, or tympanic membrane

sensorineural: hair cells in the inner ear

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Variables that impact overall speech and language outcomes when working with children with cochlear implants ***

-Whether the CI is a single-channel or multichannel device
-Age of onset of the HL
-Status of the individual’s hearing mechanism
-The age at which the device is acquired
-The timespan since acquiring the device
-The amount of and type of intervention with the device
-A child’s family characteristics
-Child characteristics that influence individual children’s performance and outcomes

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components of hearing aids and what they do

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microphone
amplifier
receiver
battery

most common type of hearing aid

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BTE behind the ear

requirements to be a candidate for 12-23 months and 2+ years

12-23 months: bilateral profound hearing loss 2+ years: severe profound hearing loss (greater/equal to 90 dB in good ear)

2 advantages of using the FM systems in the education system***

Provide improved signal to noise ratio Permit movement of those speaker and listener around the room

Most common type of ALD

Frequency Modulation

How does the deaf culture feel about cochlear implants?

Frequency vs Intensity

Frequency: pitch (Hz) Intensity: loudness (dB)

Additional factor to consider when working with children with HL

-parental hearing status -early identification -concomitant deficits -background noise

What is the most common brain injury in adolescents?

mild TBI (concussion, minor head injury and post-concussive syndrome)

What factor accounts for recovery seen in brain injured children?

plasticity

What is the difference between localized and diffuse lesions?

localized: confined to discrete areas of the brain and typically result from penetrating diffuse: vast and encompass many brain regions and usually result from traumatic head injuries, poisoning or infections

concomitant difficulties with acquired aphasia

-Gross and Fine Motor -Cognitive -Perceptual Motor -Behavioral -Social

characteristics commonly noted with head inury

-They have previous successful experience in social and academic settings -Before their injury, they had a self-concept of being normal -They have many discrepancies in ability levels -They show inconsistent patterns of performance -During recovery, they are likely to show great variability and fluctuation -They have great problems in generalizing, structuring, and integrating new information

Most common syndrome associated with cleft palate

velocardiofacial (VCFS)

When working with gifted children, the treatment plan should be tailors based on what?

the child's strengths and weaknesses

Do gifted children enjoy reading and writing?

Most love reading They like writing if motivated. content is usually good, form may not be exceptional

What is the number one neuromotor impairment?

cerebral palsy

deficits in expressive and receptive language in children with cleft palate

conductive hearing loss from ear infections results in difficulties to hear language and produce language

earliest sign of muscular dystrophy

loss of motor coordination and change in balace

other skills impacted by muscular dystrophy

cognitive processing: attention, memory, visuospatial, language comprehension and language production problems

profile of language skills expected to see in a child with CP

-severity of neuromotor disorder -number of problems associated -manner in which impairments interact

What is the primary speech impairment in CP?

dysarthria

other areas that may be a deficit in those with CP

feeding issues Intellectual Disorder Orthopedic Problems Hearing Loss Seizures Visual Impairment

What form of muscular dystrophy is the most common?

Duchenne

Recommendations in the common sense approach when working with children who are blind

-speak in typical volume -make environment safe -tell child what you are doing -do not make sudden movements -introduce yourself -always ask yourself if the child’s behavior is reasonable in view of sensory deficits

What areas of pragmatic might children who are blind have difficulty with?

-difficulty adjusting volume -unusual nonverbal mannerisms -nodding head less often -smiling more -possible delay in theory of mind

How do the language skills of visually impaired children compare to peers at school age?

most children have caught up to language skills of peers with sight

Is muscular dystrophy a progressive disorder?

Yes by age 10 most will need wheel chair and lose ability to talk

What do blind individuals use echolalia for?

Used to agree with the speaker where sighted children would nod their head or change facial expression

cerebral palsy

Caused by injury to the brain either prenatal, perinatal, or postnasal. Occurs early in life and continues through adulthood but is not progressive.

spina bifida

Most common CNS malformation. Refers to a range of spinal defects caused by a cleft in the spinal column

Muscular dystrophy

Progressive disease that affects arms, legs, and face, resulting in the loss of ability to walk and talk

Cleft palate

Congenital malformation or midface and oral cavity

how does a neuromotor impairment affect the child's ability to explore the environment?

A neuromotor disorder is caused by damage to the CNS-can be developed or acquired. Affects muscle tone, movement, poster, and fine/gross motor skills. Interferes with ability to explore the environment, speak, gestures, and engage in social interaction (language problems are not a direct result of the neuromotor disorder)

Test 3 Flashcards

(56 cards)