Week 7 ID

Question 1

What are the 3 essential elements defining ID?

Answer 1

1. Intellectual limitations
2. Deficits in adaptive skills
3. Early onset

Question 2

What are some things to take into account when interpreting one’s intellectual functioning?

Answer 2

1. Context of what is typical for that individual’s peers and culture
2. Cultural and linguistic diversity
3. Differences in communication
4. Sensory, motor and behavioral factors

Question 3

What does adaptive functioning refer to?

Answer 3

How effectively individuals cope with ordinary life demands and how capable they are of living independently and abiding by community standards

Question 4

Is IQ stable from childhood to adulthood?

Answer 4

Yes

Question 5

Mental ability is always modified by ___________ despite its strong genetic component

Answer 5

experience

Question 6

____________ offers the most significant opportunity for influencing

Answer 6

Infancy through early chiildhood

Question 7

What is the Flynn Effect?

Answer 7

Sharp rise in IQ test scores, ranging from 5 - 25 points increase in a single generation

Question 8

What do these gains in Flynn Effect reflect?

Answer 8

meaningful aspect of intellectual growth and development

a relatively permissive and child-focused parenting style has emerged during recent decades, which may have given children greater facility with language and stronger overall cognitive capacity

Question 9

What are some possible downsides to the Flynn effect?

Answer 9

test scores drop an average of 5.6 points among persons with borderline and mild ID after a test is re-normed, which can have significant impact on a child’s eligibility for proper educational placement and other related services

Question 10

Is a subnormal IQ sufficient to warrant a diagnosis of ID?

Answer 10

No. A person must also show significant limitations in adaptive behavior, such as communication, self-care, social and interpersonal skills or functional/academic work skills.

This aspect of the definition is important because it specifically excludes persons who may function well in their surroundings, but for whatever reason they just don’t do well in standard IQ tests

Question 11

What factors can contribute to a child’s level of adaptive skills, apart from innate ability?

Answer 11

Experience and opportunity to practise these skills.

E.g Urban/rural place of residence

Question 12

What is the purpose of establishing an upper limit for the age of onset for ID (below age 18)?

Answer 12

1. Acknowledges that ID is a developmental disorder that is evident during childhood and adolescence
2. This age criterion rules out people who may show mental deficiencies caused by adult-onset degenerative diseases, such as Alzheimer’s or head trauma.

Question 13

What are the 4 levels of severity of ID?

Answer 13

Mild, moderate, severe, profound

Question 14

The 4 levels of severity are defined on the basis of ___________ functioning in these domains: ________________ (3)

Answer 14

Adaptive

Conceptual, social, practical

Question 15

What are some characteristics of mild ID?

Answer 15

Might show small delays in development during preschool years, but typically are not identified until academic or behavior problems emerge during early elementary years

Have over-representation of minority group members, most likely due to the social and economic disparities

Question 16

When children with mild ID are in preschool, what do they exhibit?

Answer 16

no obvious conceptual differences actually

they typically develop social and communication skills during preschool years (0 - 5 years), perhaps during modest delays in expressive language.

usually have minimal or no sensorimotor impairment

Question 17

What difficulties do school-aged children with mild ID face in the conceptual domain?

Answer 17

Learning difficulties in academic skills, involving reading, writing, arithmetic, time or money, the support needed in one or more areas to meet age-related expectations

By late teens, their acad skills can reach up to approx 12 y/o or p6 level

Question 18

What traits do adults with mild ID face?

Answer 18

Impaired abstract thinking, executive function, STM and functional use of academic skills. There is a somewhat concrete approach to problems and solutions as compared to age-mates.

Question 19

What are some signs of deficits in the social domain for children with mild ID?

Answer 19

• Show immaturity in social interactions
• Have difficulty in perceiving peers’ social cues
• Show immature or more concrete communication, conversation and language for age.
• Show difficulty regulating age-inappropriate emotion and behavior; may be noticed by peers
• Have limited understanding of risk in social situations
• Display immature social judgment for age (peers may see them as immature)
Are at risk for being manipulated by others (gullibility)

Question 20

What can children with mild ID do in the practical domain of adaptive functioning?

Answer 20

may function age-appropriately and maintain personal care

may need some support with complex daily living tasks as compared with peers

Question 21

What can adults with mild ID do in the practical domain of adaptive functioning?

Answer 21

Usually achieve social and vocational skills adequate for minimum self-support, but may need supervision, guidance and assistance, especially when under unusual social or economic stress

With appropriate supports, such individuals usually live successfully in the community, either independently or in supervised settings.

Question 22

What do adults with mild ID require help on in the practical domain of adaptive functioning?

Answer 22

• Typically need support with shopping, transportation, home and child care, organizing, cooking and money management
  
  • Participate in recreational skills similar to age-mates, but need support with well-being and organization
  • May hold jobs that do not emphasize conceptual skills
  • Need support with healthcare and legal decisions and with a legal vocation
  • Often need support in raising a family

Question 23

At which stage is moderate ID identified?

Answer 23

Usually identified during preschool years, when they show delays in reaching early developmental milestones

Question 24

How do people with mild ID lag behind in their peers when it comes to conceptual skills?

a) preschoolers
b) school-aged children
c) adults

Answer 24

a) Preschoolers - language and pre-academic skills develop slowly
b) School-aged children: academic skills develop slowly and is limited as compared with those of peers
c) adults - acad skills development is typically at an elementary level, and support is required for all use of academic skills and work and personal life. need daily assistance with conceptual tasks of day to day life

Question 25

Describe deficits that individuals with moderate ID would face in the social domain of adaptive functioning.

Answer 25

• Shows marked differences from peers in social and communicative behavior across development • Uses less complex spoken language as primary tool for social communication • Shows capacity for relationships in lifelong ties to family and friends • May inaccurately perceive or interpret social cues • Shows limited social judgment and decision-making abilities • Needs caretakers to assist with life decisions • Have friendships with typically developing peers that are often affected by communication or social limitations Needs social and communicative support in work settings

Question 26

Describe deficits that individuals with moderate ID would face in the practical domain of adaptive functioning.

Answer 26

• Eat, dress, eliminate and practice hygiene age-appropriately after extended teaching, time practicing and reminders • Participate in all typical household tasks after extended period of teaching ongoing • May achieve independent employment in jobs that require limited conceptual communication skills, but need considerable support from co-workers/supervisors • Develop a variety of recreational skills, but will need additional, extended supports and learning opportunities Maladaptive behaviors present in a significant minority and cause social problems.

Question 27

Describe 3 difficulties that an individual with severe ID will face in the conceptual domain of adaptive functioning.

Answer 27

1. Attain few conceptual skills 2. Has little understanding of written language or of concepts involving numbers 3. Needs caretakers to provide problem-solving support throughout life

Question 28

Describe some difficulties that an individual with severe ID will face in the social domain of adaptive functioning

Answer 28

• Exhibits limited spoken language in terms of vocabulary and grammar • Speaks using single words or phrases and may be supplemented through augmentative means • Exhibits speech and communication focused on the present • Uses language for social communication more than for explication • Understands simple speech and gestural communication Has relationships with family members and familiar others for pleasure and help

Question 29

Describe 5 difficulties that an individual with severe ID will face in the practical domain of adaptive functioning

Answer 29

• Needs support for daily living (e.g eating, dressing, bathing, elimination) • Needs supervision at all times • Unable to make responsible decisions regarding well-being of self or others • Needs long-term teaching and ongoing support in all domains to acquire skills Maladaptive behavior, including self-injury, is present in a significant minority

Question 30

For individuals with profound ID, conceptual skills generally involve the ______ rather than symbolic processes. Elaborate with some examples of this.

Answer 30

physical world • May use objects in goal-directed fashion for self-care, work and recreation • Uses visuo-spatial skills, such as matching and sorting based on physical characteristics However, co-occurring motor and sensory impairments may prevent functional use of objects

Question 31

Describe some difficulties that an individual with profound ID will face in the social domain of adaptive functioning

Answer 31

``` • Has very limited understanding of symbolic communication in speech or gestures • May understand some simple instructions or gestures • Nonverbally, non-symbolically expresses most desires and emotions. • Enjoys relationships with well-known family members, caretakers, and familiar others. • Initiates a response to social interactions through gestural and emotional cues. • May have co-occurring sensory and physical impairments, which may prevent many social activities. ```

Question 32

Describe some difficulties that an individual with profound ID will face in the practical domain of adaptive functioning

Answer 32

• Is dependent on others for all aspects of daily physical care, health, and safety, but may participate in some of these activities. • Without severe physical impairments may assist with some daily work tasks at home. • May perform simple actions with objects, with extended support, related to vocational activities. • Enjoys recreational activities with the support of others. • May have physical and sensory impairments that prevent participation (beyond watching) in home, recreational, and vocational activities. May exhibit maladaptive behaviors (only a significant minority).

Question 33

Between () to () months of age, the toddler begins to acquire language and to draw on memories of past experience

Answer 33

18 to 24 months

Question 34

During 18 - 24 months of age, the child's environmental conditions and opportunities are known to play a crucial role in? (2)

Answer 34

1. Fostering enthusiasm for learning | 2. Establishing the roots of intellectual sophistication

Question 35

What is the developmental-versus-difference controversy?

Answer 35

Do all children, regardless of intellectual impairments, progress through the same developmental milestones in a similar sequence but at different rates? Or do children with ID develop in a different, less sequential and less organized fashion?

Question 36

What does the developmental position propose about ID?

Answer 36

Applies primarily to individuals not suffering from organic impairment 1) similar sequence hypothesis - all children, with or without ID, pass through stages of cognitive development in an invariant order. differ only in rate and upper limit of development 2) similar structure hypothesis - children with ID demonstrate the same behaviors and underlying processes as typically developing children at the same level of cognitive functioning (match by mental age)

Question 37

The similar _________ hypothesis has been supported for children with familial ID generally.

Answer 37

structure children with familial ID show slight deficits in memory and information processing as compared with mental-age-matched children without ID, which may be due to the children's difficulty in staying motivated to perform repetitive, boring tasks.

Question 38

The developmental position rejects the notion of a specific deficit or difference among children with ID. What do they emphasize on instead?

Answer 38

These children traverse the stages more slowly and attain a lower developmental ceiling than typically developing children

Question 39

Children with familial ID generally follow developmental stages in an _________ order, the same as children with normal ID, with the possible exception of some children with co-occurring abnormalities or autism.

Answer 39

invariant

Question 40

What does the difference viewpoint postulate about ID?

Answer 40

The cognitive development of children with ID differs from that of children with ID in more than developmental rate and upper limit

Question 41

List 4 factors that can affect adult outcomes

Answer 41

1. Motivation 2. Changes in abilities 3. Language and social behavior 4. Emotional and behavioral problems

Question 42

How does one's motivation affect adult outcomes of ID?

Answer 42

Bright enough for mainstream education but more susceptible to a sense of helplessness and frustration, which places additional burdens on their social and cognitive development Might come to expect little success, set lower goals for themselves, and settle for minimal success when they can actually do better Learned helplessness might unwittingly be condoned by adults

Question 43

With stimulating environments and caregiver support, what can young children with ID do?

Answer 43

can improve in their ability to remain on task and develop goal-directed behavior

Question 44

With appropriate training and opportunities, what can children with mild ID achieve?

Answer 44

good adaptive skills in other domains and may exceed the level of impairment required for a diagnosis of ID if they are given appropriate training and opportunities

Question 45

What is the slowing and stability hypothesis?

Answer 45

Children with Down syndrome often show significant age-related gains in adaptive functioning, but as they grow older, their pace of development levels off or event declines. Affirms that children with Down syndrome may alternate between periods of gain in functioning and periods of little to no advance

Question 46

What differences in language development exist between children with Down syndrome and their typically developing age-mates?

Answer 46

Considerable delay in their expressive language development that is necessary to establish independent living skills

Question 47

Which form of language do children with Down syndrome have difficulties in?

Answer 47

Expressive language weaker than receptive language, especially as they attain communication abilities beyond the 24 month level

Question 48

What can deficits in expressive language lead to? (2)

Answer 48

Impedes ability to form secure attachments with caregivers as they express less emotion than other children. Problems in the emergence of a sense of self

Question 49

What are the most commonly diagnosed psychiatric disorders for children with ID?

Answer 49

Impulse control disorders Anxiety disorders Mood disorders

Question 50

At which developmental period is there an increased risk for mood disorders and other internalizing symptoms?

Answer 50

Adolescence

Question 51

How do ADHD-related symptoms play out in ID?

Answer 51

• Teachers and parents of children and adolescents with intellectual disability commonly report ADHD-related symptoms that require adjustments in instruction and child-management strategies. • When a teacher is present to prompt the appropriate behavior and participate in the activity, children with ID with and without ADHD generally will remain on task. • However, when instructed to work without teacher assistance, differences between those with and without ADHD emerge When children with ID and ADHD are placed on stimulant medication, they are able to remain on task for longer periods and their accuracy on cognitive tasks improves, similar to the responses of children with normal IQs.

Question 52

Causes of intellectual disabilities were divided into 2 fairly distinct groups - _______ and __________

Answer 52

organic | cultural-familial group

Question 53

What 4 major categories of risk factors contribute to ID?

Answer 53

biomedical social behavioral emotional

Question 54

At which severity level of ID is it harder to identify the underlying causes of ID?

Answer 54

mild - can be a mix of familial or organic causes the rest are more straightforward - usually organic causes

Question 55

The _____ group of ID is overrepresented by those of lower SES and social disadvantage and is significantly related to a family history of ID.

Answer 55

familial

Question 56

The heritability of intelligence is approximately 50% - what does it imply about the underlying causes of intelligence? Provide evidence in support of this

Answer 56

Both genetic and non-genetic factors play powerful roles in the makeup and expression of intelligence as we age Major environmental variations do affect cognitive performance and social adjustment in children from disadvantaged backgrounds. Children born to socially disadvantaged parents and then adopted into more privileged homes have higher IQ scores, stronger self-esteem, and fewer acts of delinquency than siblings reared by their disadvantaged, biological parents.

Question 57

How does the prenatal environment influence IQ?

Answer 57

○ A review of studies of twins and non-twin siblings revealed that a shared prenatal environment accounted for 20% of IQ similarity in twins but only 5% in non-twin siblings ○ These findings imply that prenatal influences like nutrition, hormone levels, and toxic substances may be misidentified as genetic when in fact they are environmental If early environmental (prenatal) influences have a significant impact on intellectual functioning, then expanding public health initiatives aimed at improving maternal nutrition and reducing prenatal exposure to toxins may not only improve maternal prenatal care, but may also improve children's intellectual and cognitive functioning

Question 58

List some examples of genetic and constitutional factors behind ID.

Answer 58

1. Chromosomal abnormalities | 2. Single-Gene Conditions

Question 59

In most cases of Down syndrome, the extra chromosome results from non-disjunction, which is?

Answer 59

failure of the 21st pair of mother's chromosomes to separate during meiosis

Question 60

Based on neuropsychological testing, what differences were found among young children with and without Down's syndrome?

Answer 60

hippocampal function because the hippocampus plays an important role in LTM, these findings help explain some of the underlying processes that affect the ability of children with Down syndrome to acquire normal language skills (a fundamental aspect of IQ)

Question 61

_____________ is the most common causes of inherited ID and the most common cause of autism.

Answer 61

Fragile-X syndrome

Question 62

What are some behavioral characteristics of fragile X syndrome?

Answer 62

Males: Unusual social and communication patterns marked by shyness and poor eye contact, as well as significant delays in cognitive and communication development. Females: Social anxiety and avoidance are also common in girls with this disorder, even if unaccompanied by intellectual disability

Question 63

what is Prader-Willi syndrome?

Answer 63

a complex genetic disorder that includes short stature, intellectual disability or learning disabilities, incomplete sexual development, low muscle tone, and an involuntary urge to eat constantly Between 2 - 6 y/o, children with this syndrome develop extreme overeating, foraging and hoarding. They need fewer calories than normal to maintain an appropriate weight because they are small, and they invariably become obese.

Question 64

Angelman syndrome is associated with ID that is _________ and __________. It is characterized by?

Answer 64

mild and moderate ataxia (awkward gait), jerky movements, hand flapping, seizures and the absence of speech Distinctive facial features include a large jaw and an open-mouthed expression

Question 65

Fetal and infant development can also be affected by adverse biological conditions, with _______________ being the most widely recognized preventable cause of ID.

Answer 65

prenatal exposure to alcohol through maternal alcohol consumption during pregnancy

Question 66

how is fetal alcohol syndrome linked to intellectual impairment?

Answer 66

mechanism is not clear, but is believed to involve the teratogenic (damage to fetal development) and the related damage from metabolic and nutritional problems associated with alcoholism

Question 67

What is fetal alcohol syndrome characterized by? (3)

Answer 67

1. Central nervous system dysfunction 2. Abnormalities in facial features and growth retardation 3. Affected children falling below the 10th percentile

Question 68

On average, the IQ of children and youths with FAS is in the ___ range of IQ.

Answer 68

mild

Question 69

What problems do children with FAS face too, apart from intellectual deficits?

Answer 69

Long-term difficulties that resemble ADHD, including attention deficit, poor impulse control and serious behavior problems

Question 70

List some social and psychological underlying causes of ID.

Answer 70

``` Parental deviance (abuse/neglect) Child-rearing environment and atmosphere that serve to direct and shape the child's psychologicla development right from the beginning ```

Question 71

What is one way that parents can adapt successfully to having a child with special needs?

Answer 71

Use social supports and community resources, although individual preferences regarding the type of support used may vary

Question 72

What differences are there in the concerns that mothers and fathers have about raising a child with ID?

Answer 72

mother: how raising a child with ID may affect their personal relationships with their husbands + the restrictions the child's care may place on their role in the family father: worry about not feeling close to the child

Question 73

_______ is a strong predictor of developmental progress and self-sufficiency.

Answer 73

early cog development

Question 74

What can treatment for children with ID be focused on?

Answer 74

1. Build on the child's existing resources and strengths in an effort to bolster particular skill areas and learning abilities 2. Not necessary to focus attention primarily on what the child lacks, but rather on how best to match teaching and therapeutic methods to the child's own levels and abilities to accomplish realistic, practical goals.

Question 75

Treatment and education for children with ID involve a _____, _____ strategy that considers children's needs within the context of their individual development, their family or institutional setting and their community.

Answer 75

multicomponent, integrated

Question 76

List 5 types of therapy/preventive methods for children with ID

Answer 76

prenatal screening and education psychosocial treatment - early intervention, behavioral therapy, cbt, family interventions

Question 77

What is done in prenatal education and screening?

Answer 77

Parents are provided with information about the different periods of fetal development and are cautioned about the use of alcohol, tobacco, non-prescribed drugs and caffeine during pregnancy Describe to them the stresses of childbirth and postnatal adjustment - give parents the option to consider the additional support they may need and the changes they may need to ensure the child's safety and health Discussion of children with special needs to ensure parents are not left feeling confused and alone

Question 78

What is done to reflect a multicultural focus in prenatal education?

Answer 78

○ Family members make choices based on cultural influences ○ To be of most help, prenatal and postnatal services must be culturally diverse and culturally sensitive ○ Meeting this goal involves working with informal support and assistance networks, like churches, community and spiritual leaders and community organizations, in ways that extend self-determination Prenatal programs are increasingly breaking away from a set curriculum and are being modified to establish a better fit with each cultural group or community

Question 79

What does early intervention comprise?

Answer 79

Systematic efforts to provide high-risk children with supplemental educational experiences before they enter school and this intervention frequently includes other family and child services

Question 80

What is the optimal timing for early intervention to be effective?

Answer 80

preschool years

Question 81

Early education programs are highly relevant to the issue of _________ effects in ID. Why?

Answer 81

environmental these programs usually involve children from socially disadvantaged backgrounds, who have a much higher risk of ID.

Question 82

The lasting benefits of early intervention depend on two factors. What are they?

Answer 82

stability and continuation of environmental changes that foster healthy child development

Question 83

Give 3 examples of behavioral treatment.

Answer 83

language training, social skills training, modeling/graduated assistance

Question 84

What is a fundamental starting point for teaching more advanced skills to children with ID?

Answer 84

language training

Question 85

Give some examples of how language training works for children with ID

Answer 85

* Reinforced by edibles and praise for emitting sounds that imitated the therapist's sounds * Speech therapist will use a shaping procedure that began by forming a list of responses (such as "ge", "ga", "oh") that were progressively more similar to the target response To encourage speech sounds and simple words to become functional speech and language, the therapist can teach the child to imitate the names of pictures shown to her • If the child said the name of the picture (e.g "dog") within a few seconds, she received social rewards, and if necessary, tangible rewards like candy, • As the child becomes more adept at naming the pictures, the therapist began to use some of the trained words in response to questions he would pose, such as "what is this?" Can also bring parents into the sessions with the therapist to begin asking her similar questions and promote her use of functional speech As the child's speech grew, short sentences were introduced - ones that would be of most use to the child on a daily basis at home, cafeteria and when asking to use the bathroom

Question 86

What does social skills training help with?

Answer 86

promoting integration into regular classrooms and other activities