Term
| Consequences/Importance of ID Definition |
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Definition
Eligibility
Subjected to
Exempt from
Included in
Entitled to |
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Term
| How many people in the US have an ID? |
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Definition
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Term
| How many families in the US are affected by ID? |
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Definition
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Term
| What percentage of the population has ID? (APA) |
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Definition
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Term
| How does one get classified as ID? |
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Definition
| 2 standards deviations below the mean |
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Term
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Definition
| characterized by significant limitations in both intellectual functioning and adaptive behavior expressed in conceptual, social, and practical skills; it presents before age 18 |
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Term
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Definition
-umbrella term
-includes physical and intellectual disablities
-DEFINITION-severe, chronic physical and/or cognitive disability that manifests before age 18 and is likely to be lifelong
-tends to be more significant than ID |
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Term
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Definition
-if apparent at birth, it is usually DD
-ID individuals can progress out of their classification
-DD is life long |
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Term
| 3 causes of intellectual disability |
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Definition
Infections (TORCH)
-Toxoplasmosis
-Other
-Rubella
-Cytomeglovirus
-Herpes Simplex Virus
Brain Damage
Genetics |
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Term
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Definition
Parisite
found everywhere in warm-blooded animals
frequent in cats in the US
can be infected by eating undercooked meat, ingesting dirt |
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Term
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Definition
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Term
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Definition
-measles
-contracted during pregnancy |
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Term
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Definition
mononucleosis
contracted during pregnancy
5% of embryo's develop mono |
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Term
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Definition
Can remain dormant
if there is an outbreak during birth, can result in brain damage or death |
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Term
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Definition
1) Traumatic Brain Injury-occurs from exterior physical force (e.g. shaking baby syndrome)
2)Congenitcal Brain Damage-Hereditary or Environmental
-Fetal Alcohol Syndrome-distinct facial features, poor coordination, heart deficits, anxiety, malformed joints, good days/bad days
3) Progressive brain damage-manifests after birth-e.g. Battens disease-inherited metabolic disorder |
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Term
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Definition
down syndrome
fragile x
angelman syndrome
williams syndrome
bardet-biedle syndrome
..... |
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Term
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Definition
-most common genetic ID
-not specific to any race/gender
-1/800 births
-trisomy 21
-chances increase with mother's age
-smaller brain volume, shorter diameter
-distinct slant from front of head to back
-slanted eyes
-flat face
-profound crease in hand
-blood test is only way of ID'ing it
-susceptible to alzheimer's
-Mosaic Down Syndrome-mutation occured later in gestation, so not every cell has trisomy 21 |
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Term
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Definition
-second leading cause of genetic ID
-leading cause of genetic ID in males
-FMR1 mutation-mutation of gene on X chromosome, excessive copy of gene
-1/4000 males, 1/6000 females
-recessive
-one study suggests slightly higher risk in caucasian than black
-lower ears
-longer face
-broad forehead
-pronounced jaw
-hyperflexive joints
-flat-footed
-enlarged testicles at adolescence
-poor social development |
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Term
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Definition
-mutation of chromosome 7, portion of chromosome is missing
-random, not inherited
-1/8000
-equal opportunity
-sunken nasal bridge, upturned nose, small chine, wide full mouth, puffy skin around eyes, light eyes with starburst design, abnormally long neck, sloping shoulders
-susceptible to cardiovascular disease and hearing loss
-varying degrees of cognitive impairment (motor skill deficincies seen first)
-good expressive skills
-attention may improve with age
-concrete thinkers, spatial deficits
-easily stressed
-a lot of potential with support |
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Term
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Definition
-absence of certain group of genes that control ubiquitin production
-chromosome 15
-inherited or random
-1/12-20,000
-equal opportunity
-1,000-5,000 cases in N.A.
-protruding toungue, smaller head
-feeding issues
-developmental delays apparent at 2-12 months
-may experience seizures by age 3
-100% have developmental delay, speech problems, movement and balance problems, frequent laughter, short attention span |
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Term
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Definition
-Mutation on chromosome 3
-polydactyl limbs
-Intellectual Disability
-development of reproduction system affected
-renal failure--> death
-obesity common (do not register fullness)
-impaired speech
-poor coordination
-1/140,000 (1/13,500 in Kuwait and 1/17,000 in newfoundland) |
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Term
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Definition
-rare autosomal recessive gene disorder
-mutation on chromosome 2
-ID
-deformation of reproductive organs
-maturity, behavior, coordination problems |
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Term
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Definition
-Mutation in cell repair genes on chromosome 5
-1/100,000
-Fast aging process
-exposure to light increases aging
-not related to cancer
-eyes sunken, ears deformed, disproportionate
-cannot completely close eyelids
-progressive in nature
-Type I-not seen at birth, may live through adolescence
-Type II-seen at birth, short lifespan |
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Term
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Definition
-Chromosome 5-missing piece of short arm
-1/20-50,000
-More common in females
-random mutation, not inherited
-feeding problems, poor growth, severe ID, agression
small head/jaw, eyes spread apart and have downward slant, webbing between fingers and toes, flat nasal bridge
-apparent at birth
-ID becomes more severe with age |
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Term
| Cornelia du Lang Syndrome |
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Definition
-Nipped gene on chromosome 5
-1/10-30,000 births
-excessive body hair
-long eye lashes
-tip of nose pointed
-significant developmental delays
-cup-shaped mouth
-hearing/vision loss |
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Term
| Rubinstein-Taybi Syndrome |
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Definition
-1/300,000
-No known cause
-thick and low-lying hair
-thick thumbs and first toes
-ADD |
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Term
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Definition
-Absence in Hex-A-responsible for metabolizing fatty acids in cells
-not apparent at birth
-loss of peripheral vision
-innappropriate response to stimuli
-lose skills they have learned
-seizures common
-1/27 Ashkenzi Jews are carriers
-1/250 general population |
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Term
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Definition
-deletion of chromosome 15
-1/12-15,000
-decreased muscle tone
-hypergonadism
-if inherited by father, 70% will get prader willi
-same deltion inherited by mother, angelman's syndrome
-inherited/mutational
-capacity to learn
-obsessive compulsive behavior |
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Term
| Mild Intellectual Disability |
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Definition
-Pervasive learning problems
-lack of social adjustment, motivation, and or self management skills
-discrepancy between their actual intellectual ability and their actual achievement
-come with a variety of labels
-not visibly apparent
-cognitive, academic, and social characteristics
-2-4 years behind peers
-2-3 standard deviations below norm |
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Term
| Three groups of Mild Intellectual Disability |
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Definition
1) Specific Learning Disabilities-does not fall under regular ID-can occur in specific curricular areas, may be pervasive, does not cover sensory impairments, does not cover ID
2)Emotional/behavioral disturbance-functioning as ID even though they are intellectually capable-intelligence tests not showing/explaining deficits-innappropriate, dangerous behaviors-paranoia, obsessiveness, rigitity, schizophrenia
3) Mild MR |
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Term
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Definition
specific learning disabilities-50%
mental retardation-10.6%
emotional disturbance-8.2% |
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Term
| Remediation vs. Compensation |
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Definition
remediation-modifying instruction
compensation-using assitive technology to support student growth
-30% remediation, 70% compensation and adjust according to growth and IEP (Edyburn, 2002)
-want to build a good foundation without affecting quality of life
-fair is not equal |
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Term
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Definition
-chances increase with mother's age
-25 years- 1/1,250
-45 years- 1/30
-diagnostic tests-length of long arm or leg bone, length of nasal bridge, size of renal pelvis, small bright spots in heart, etc. |
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Term
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Definition
-brain disorder
-normal pattern of neuronal activity is disrupted
-must have 2 or more seizures to have epilepsy |
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Term
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Definition
-3 million americans
-315,000 students in US
-1/100 people develop epilepsy
-1 in 10 people will have a seizure in their lifetime
-more common than cerebral palsy, parkinson's disease, and multiple sclerosis combined |
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Term
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Definition
70% of seizures are unknown causes
30%:
-brain trauma
-brain tumors
-poisoning (lead)
-infections of brain
-brain injury at birth
-abnormal brain development |
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Term
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Definition
Generalized-involve the whole brain-absence and tonic-clonic
symptoms-convulsions, staring, muscle spasms, and falls
Partial Seizures-involve only a part of the brain-common types include simple partial and complex partial-syptoms relate to the part of the brain affected |
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Term
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Definition
-Gneralized seizure
-pause in activity with blank stare
-brief lapse of awareness
-possible chewing or blinking motion
-usually lasts 1-10 seconds
-may occur many times/day
-May be confused with daydreaming, lack of attention, ADD |
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Term
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Definition
-Generalized seizure
-sudden, hoarse cry
-fall
-convulsions
-shallow breathing and drooling
-loss of bowel control
-skin, nails, lips may turn blue
-generally lasts 1-3 minutes
-followed by confusion, headache, tiredness, soreness, and speech dificulty |
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Term
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Definition
-Stay calm and track time
-check for epilepsy seizure disorder I.D. (bracelet, necklace)
-protect student from possible hazards (tables, chairs)
-turn student on side
-cushion head
-after seizure, remain with student until awareness of surroundings is fully gained
-provide emotional support
-document seizure activity |
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Term
| When is a seizure an emergency |
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Definition
-First time seizure
-convulsive seizure lasting more than 5 minutes
-repeated seizures without regaining consciousness
-more seizures than usual or change in type
-student who is injured, has diabetes, or is pregnant
-seizure occurs in water
-normal breathing does not resume
-parents request emergency evaluation |
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Term
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Definition
Full awareness maintained
-rhythmic movements
-sensory symptoms (tingling, weakness, sounds, tastes, smells)
-Psychic symptoms-deja vu, hallucinations
-usually lasts less than 1 minutes
-may be confused with acting out, mysical experience, or psychosomatic illness |
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Term
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Definition
-Awareness impaired/inability to respond
-often begins with blank dazed stare
-clumsy or disoriented movements
-often lasts 1-3 minutes
-often followed by tiredness, headache, or nausea
-may become combatative if restrained
-may be confused with drunkenness or drug abuse and agressive behavior |
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Term
| Complex Partial Seizure First Aid |
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Definition
-Stay calm, track time
-Check for medical ID
-Gently direct away from hazards
-don't expect student to abey verbal commands
-stay with student until fully aware
-if seizure lasts 5 minutes beyond what is routine for that student or if another seizure begins before full consciousness is acheived, follow emergency protocol |
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Term
| Convulsive Seizure in a wheel chair |
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Definition
-do not remove from wheelchair unless absolutely necessary
-secure wheelchair to prevent movement
-fasten seatbelt loosely to prevent student from falling
-protect and support head
-ensure breathing is unobstructed and allow secretions to flow from mouth
-pad wheelchair to prevent injuries to limbs
-follow relevant seizure first aid protocol |
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Term
| convulsive seizure on a school bus |
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Definition
-safely pull over and stop bus
-palce student on his/her side across the seat facing way from the seat back (or in aisle if necssary)
-follow standard seizure first aid
-continute to destination once full consciousness and awareness is regained |
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Term
| convulsive seizure in water |
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Definition
-support head so that both the mouth and nose are above water
-remove student from the water as soon as it can be done safely
-if the student is not breathing, begin rescue breathing
-always transport student to the emergency room even if they appear fully recovered |
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Term
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Definition
-based on a study that burning fat for energy has an antiseizure effect
-high fat content, no sugar and low carb and protein intake
-requires strong family, school, and caregiver committment (no cheating allowed) |
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Term
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Definition
-implanted just under skin in the chest with wires that attach to vagus nerve in neck
-delivers electrical stimulation to the vagus nerve in the neck that relays impulses to widespread areas of the brain
-primarly used to treat partial seizures when medication is not working
-use of special magnet to active the device |
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Term
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Definition
-used in acute or emergency situations to stop a siezure that wont stop on its own
-approved by FDA for use by parents and non-medical caregivers
-state/school district regulations often govern use in schools |
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Term
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Definition
-3-7% school aged children have it
-2X more common in boys
-22% increase from 2003-2007
-Diagnosed based off of behavioral symptoms |
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Term
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Definition
Type I-inattentive-hard to follow instructions, easily distracted, difficulty remembering daily routines
Type II-hyperactive-talks, fidgets, restless, impulsivity control, hard to wait their turn
Type III-Combined Type-mix of both
*has to be present by age 7 for combined type |
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Term
ADHD Treatments and side effects
American Academy of Pediatrics Guideline for ADHD Medication |
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Definition
-Stimulants-best known, most widely used-70% respond positively-ritalin, dexadrine, adderall
-Non-stimulants-short acting (24 hours)-trial and error, not approved by FDA, not 1st line of defense
Side effects-sleeplessness, lack of eating, irritability, increase in HR
AAP-Pre-K-should be behavioral therapy only (severity may determine use of stimulants)-elementary school-behavioral therapy and/or FDA approved stimulants-adolescents-FDA medications AND behavioral therapy |
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Term
| Methods for Parents and Teachers to use with ADHD |
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Definition
-expectations at home should be expectations everywhere
-create structure
-help organize
-clarify everything
-frequent praise
-limit choices
-social-skills training
-follow through with everything, do not cop-out or make excuses for child |
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Term
| Adapting the classroom environment for included learners |
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Definition
1) Create a structure optimal for learning-Robinson (1990) found that class size is most importatn for K-3, but decrease every year, same strategies in small groups can also be applied to large classrooms
2)inventory and evaluate all available teaching materials
3) develop a classroom routine-scedules plan
4) prioritize goals, assess-know the curriculum/standards, do diagnostic tests
5) create a system of documentation-accountability
6) appreciate small successes-you dictate attitude in the classroom
7) stay curent on best practice-ever-changing field
8) establish positive working conditions-build mutual respect
9) clearly mark work areas-avoid distractions, provide diagrams, etc.
10) reduce audtory/visual distractions-keep it simple, less is more
11) use strategic seating-rows, groups, can you see every child? can every child see you? for mild ID-closer to front, middle is preferred
12) use visual cues/schedules
13) specify classroom rules-psoitively frame guidelines
14) organize staff scheduling-gernal and invididual classroom schedules
15) organize materials |
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Term
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Definition
-assess pre-requisite/foundational skills
modify activities as necessary to allow learner to respond in their strongest modality-asess same content standard but in a less complex, more concrete method
-embed generalization-change context often
eg-touch math |
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Term
| Instructional adaptations |
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Definition
-utilize different instructional formats-large group, small group, 1 on 1 (peer, 2X more achievement than computer guided and 3X more achievement than reducing class size, and 4X as much achievement than lenghtening the school day by 1 hour)
-provide choices
-utilize strenghts to build on weaknesses
-ulitize cooperative learning
-shape task completion
-have a variety of materials available
-model the expectation of a manipulative/example |
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Term
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Definition
1) Identify behaviors in need of attention
2) define behavior according to its topography and function
3) fhoose and implement a reinforcement system
4) plan to teach replacement skills-know the inappropriateness of the behavior |
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Term
| Behavior management strategies |
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Definition
-state expectations clearly
-catch the child being good
-use specific praise
-at a neutral time, describe alternatives to the challenging behavior
-present limited choices |
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Term
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Definition
A sytematic approach of early and continual treatment from a team of professionals focused on meeting the needs of individual children and their families
-mandated by federal legislation
Birth-3-covered by IDEA part C
Age 3-5-covered by IDEA part B and individual states |
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Term
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Definition
1972 in North Carolina
-111 families with at risk infants
-randomized control
-1/2 recieved treatment in developmental approach stimulating positive and responsive environment, 5 days/week 50 weeks/year
-10-15 IQ points higher through adulthood |
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Term
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Definition
1977
-63 poveraged students
-divided into three groups, one got program and home visits, next got home visits only, the other got no treatment, group 1 was the only one to benefit (10-15 IQ points) |
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Term
| The Infant Health and Development Program |
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Definition
1992
-985 premature/low birth weight infants
-heavier birthweight, the higher the IQ
-6.5 IQ points higher in lowest birth weight compared to highest birth weight control
-By age 5-8, the gains were not sustained |
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Term
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Definition
Mothers with IQ less than 75
-home visits for 4 months, program through age 6
-30 points higher in IQ
-18 points higher at age 10
-did not translate to higher achievement in the classroom |
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Term
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Definition
Inner City Michigan
-children already diagnosed with developmental delay
-late start treatment (4-5 years)
-Greater IQ at age 6
-At age 15, both groups had same IQ
-Intevention group stayed in school longer, had less teenage pregnancies, less criminal activity, more college attendance |
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Term
| Conclusion from 5 studies |
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Definition
-Children at high risk of developmental disabilities benefit from an EI program
-Intensity, parent participation, and continuity impact improvement
-different individual outcomes |
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Term
| 5 essential operating principles for effective EI programs |
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Definition
1) multidisciplinary
2) intergenerational
3) individualized for children and families
4) contextually embedded in local service delivery program
5) research oriented using randomized controlled trials |
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Term
| 7 essential elements for effective EI programs |
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Definition
1) timing and duration-birth->age 5 or 6
2) sufficient intensity- 5 days/week, 50 weeks/year
3) direct engagement of child-individualized
4) multiple types of support services-OT, PT, physician, teacher
5) careful monitoring and responsiveness to individual needs
6) follow through to maintain early benefits
7) cultural appropriateness-diverse populations, understand culture before entering home |
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