CSD 361 Exam 2

ID (intellectual disability)

General umbrella disorder, Significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. Originates before the age of 22.

ID (attention)

children with this disorder can benefit from increase "wait time," so they have time to respond

ID (discrimination)

children with this disorder can benefit from the clinician manipulating the task and teach self-monitoring skills

ID (organization)

children with this disorder can benefit from learning strategies such as chunking and word association to aid in faster and more efficient information retrieval.

ID (transfer)

children with this disorder can benefit from learning simple metacognitive strategies which improve transfer of learning.

ID (memory)

children with this disorder can benefit from rehearsal, repetition, or chunking information to aid memory

ID (motivation and task mastery)

children with this disorder can benefit from matching tasks to the individual's interests and ability level.

ecological model

this model emphasizes the mediating effects of support system on level of functioning

ASD (causes)

this disorder is known to suspected to have some genetic component with small gene mutations and some environmental causes such as air pollution and low maternal folic acid

ASD (characteristics)

this disorder is characterized by deficits in social communication and social interaction and demonstrate restricted repetitive behaviors, interests, and activities

ASD (traits form)

this disorder looks like delays in expressive and receptive morphosyntax and idiosyncratic use of language

ASD (traits content)

this disorder looks like delay or lack of development of spoken language, difficulty with figurative language, and use of neologism/made up words

ASD (traits use)

this disorder may look like trouble using the correct pronouns, atypical prosody, echolalia, difficulty initiating and maintaining conversation, and use of inappropriate statements or questions

ASD (interventions)

interventions for this disorder include early intervention, DTT-ABA, PECS, incidental teaching, and DIR/floortime

DLD (causes)

this disorder is caused by mostly genetic factors and minimal environmental effects. Kids with this are likely to have parents with this.

DLD

this disorder is diagnoses in children aged 3 and up who are having trouble with language but have typical cognition, typical hearing, no evidence of a neurological disorder, typical social/pragmatic skills

DLD (characteristics)

this disorder is characterized by difficulty comprehending complex syntax, difficulty with certain morphemes, the number of errors is slightly higher, but really its simplification

DLD (fluency)

this disorder is characterized by slow rate, a lot of typical disfluencies like mazes (false starts, repetitions, circumlocutions, fillers)

DLD (register)

this disorder is characterized by less sensitivity to audience, difficulty adopting speech styles of peer group.

DLD (conversation)

this disorder is characterized by being less likely to initiate or extend, difficulty entering and repairing

DLD (semantics)

this disorder is characterized by a smaller vocabulary, and restricted breadth of word meanings

DLD (intervention)

some interventions for this disorder include direct intervention, peer-confederate training, social script training, social perspective taking

down's syndrome

this disorder is the most common cause of ID, trisomy 21, three copies of chromosome 21

down's syndrome (physical characteristics)

this disorder is characterized by a small oral cavity and dental issues causing feeding/articulation troubles and low muscle tone

down's syndrome (sensory characteristics)

this disorder is characterized by low vision and hearing loss

down's syndrome (cognitive and behavioral)

this disorder is characterized by mild to severe ID, strong adaptive behavior, early onset dementia, stronger visual skills, challenges with attention and memory, stubbornness, impulsivity, and short temper

down's syndrome (strengths)

strengths of this disorder are pragmatics, receptive abilities, semantics, reading overachievers

down's syndrome (weaknesses)

weaknesses of this disorder are expressive morphosyntax, intelligibility, and stuttering emerging in adolescence

Williams Syndrome (causes)

this disorder is caused by a spontaneous mutation/deletion of at lease 13 contiguous genes on chromosome 7. Rare

Williams Syndrome (intellectual)

this disorder is characterized by mild/moderate ID, strong auditory skills, and weak visual spatial abilities.

Williams Syndrome (social pragmatics)

this disorder is characterized by folks being drawn to faces causing poor joint attention, strong desire for friendship but difficulty maintaining, high levels of anxiety are common

Williams Syndrome (strengths)

strengths of this disorder is affect, syntax, and later vocabulary

Williams Syndrome (weaknesses)

weaknesses of this disorder are early vocabulary and discourse

Fragile X

this disorder is caused by an inherited cause of ID with too many CGG repeats on the X chromosome

Fragile X (physical characteristic)

this disorder is characterized by large ears, long face, prominent chin, connective tissue problems

Fragile X (intellectual characteristic)

this disorder is characterized by mild to moderate to severe ID, deficits in executive functioning,

Fragile X (strengths)

relative strengths of this disorder are visual memory and long-term memory, social, friendly, thoughtful, good sense of humor, excellent imitation skills, receptive skills

Fragile X (weaknesses)

relative weakness of this disorder are anxiety, hyperactivity, difficulty word finding, reduced sentence length and morphosyntax, difficulty with phonology, prosody, and voice, variability in pragmatics

strategy instruction

An approach to teaching students with learning disabilities that involves first breaking down the skills involved in a task or problem into a set of sequential steps and then preparing the steps so that students may read and later memorize them in order to perform the task correctly.

peer-training

Training peers of clients to identify, prompt, evoke, reinforce, and record target behaviors in natural settings. A response maintenance strategy.

conversational recast

this training is where children are engaged in play-like routines, focus is on a specific language target, and sentence recasting modifies a child's sentence while maintaining the meaning.

sentence combining

this intervention is appropriate for school age and beyond, it improves ability to use complex grammar and improves writing skills

functional communication training

An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an establishing operation (EO).

ABA

a focused intervention practice, uses specific instructional approaches designed to promote skill acquisition for individual children.

SCERTS

Social Communication, Emotional Regulation, and Transactional Support

SCERTS

a comprehensive treatment model, multicomponent program that is based on social interaction, development and family system theory. Addresses a child's social communication abilities and social relationship as primary focus of intervention.

SCERTS (facilitative techniques)

this intervention includes facilitation styles like following the child's lead, offering choices, responding to child's intent, modeling at the child's level, and elaborating the child's attempts

early communicative functions

behavior regulation, social interaction, and joint attention

Enhanced milieu training

this intervention aims for responsive conversational skills in everyday communication, parents are trained to be the child's primary language teacher, focuses on vocabulary development and early semantics. Strategies include mand-model, time-delay, incidental teaching

Late Language Emergence (LLE)

Term for late talkers before age 2,3,4

Tier 1 of vocabulary: everyday words

refers to everyday words that are commonly used and easily understood by children and do not require explicit instruction.

Tier 2 of vocabulary: Academic language/literacy-related language

words that transcend content areas and occur in some language but with less frequency (provide student-friendly definitions)

Tier 3 vocabulary: domain/discipline specific

vocabulary learned in combination with domain-specific exposure (science, math, social studies)

Curriculum Based Assessment

a method of assessing a student's academic performance using the curriculum they are being taught to monitor progress and inform instruction.

Social Model of Disability

Holds society responsible for change; individuals should be included/accepted despite differences and focus on fixing the environment to have supports needed & society to value different perspectives.

Nuero-Affirming Treatment

provide supports (sensory, executive function, & communication)

Cognitive Processes

attention, discrimination, organization, transfer, memory, motivation & task mastery

Attention accommodation

increase “wait time"so individuals w/ ID have time to respond

Discrimination accommodation:

manipulate the task & teach self monitoring skills

Organization accommodation:

teach strategies such as chunking& word association to aid in faster & more efficient information retrieval

Transfer Accommodation:

teach children w/ ID simple metacognitive strategies which improve transfer of learning

Memory accommodation:

reharsal, repetition or chunking of information to aid memory

Motivation & task mastery accommodation:

Match tasks to individual’s interests & ability level

Three-pronged approach

typical language development patterns, lifespan needs, modifications in response to strengths & weaknesses

Video Modeling

Used video to demonstrate skill

Social stories/narratives

focus on improving self-regulation & reducing challenging behaviors

Communication Temptations

Can help us learn how to& why a child communicates

peer mediation strategies

strategies for younger children like peer entry & cooperative play

Peer Play

maximize desirable assertive acts while minimizing disruptive or ineffective strategies

Cooperative Play

Sharing & turn taking, requesting & offering assistance, & conflict resolution