COSD 602 Exam 2 Study guide

ASHA (1993)

Impairment in comprehension and/or use of spoken, written, or other symbol systems; can affect form, content, and/or function.

DSM-5 (lecture summary)

Persistent difficulties acquiring and using language; language abilities below age expectations, beginning in childhood and causing functional limitations. Dialect differences are not language disorders.

Etiological diagnosis

Classifies language disorders according to presumed or demonstrated cause (medical model).

Descriptive diagnosis

Avoids explicit assumptions of causation.

Why describe strengths and challenges?

Highlighting strengths and weaknesses avoids explicit assumptions of causation

Autism Spectrum Disorder (ASD)

Persistent difficulties in social communication and social interaction, plus restricted/repetitive patterns of behaviors, interests, or activities. Symptoms begin in early childhood and impair functioning.

Social (Pragmatic) Communication Disorder

Persistent difficulties with the social use of spoken and nonverbal communication and discourse, causing functional limitations. ASD must be ruled out because ASD also includes restricted/repetitive patterns.

Primary prevention (3 levels of prevention)

The elimination or inhibition of the onset and development of a communication disorder by altering susceptibility or reducing exposure for susceptible persons.

Example: Prenatal education on avoidable exposures

Secondary prevention (3 levels of prevention)

Early detection and treatment. This can lead to the elimination of the disorder.

Example: Language screening followed by prompt referral

Tertiary prevention (3 levels of prevention)

Reduce disability and restore/support functioning. Example: Functional communication therapy and AAC supports for established disorder

IDEA Part C

-Birth through age 2 (before third birthday)

-Early intervention services

-IFSP: Individualized Family Service Plan

-Child and family concerns, priorities, resources

-Typically home/community natural environments

-Service coordinator supports IFSP process

IDEA Part B

-Ages 3-21

-Special education and related services

-IEP: Individualized Education Program

-Educational and functional needs

-School or appropriate educational setting

-School district coordinates IEP process

Five ASHA guiding principles of early intervention

· Family-centered: address family concerns, strengths and priorities.

· Culturally and linguistically responsive: respect family language, values, and practices.

· Developmentally supportive in natural environments: embed learning in everyday participation.

· Comprehensive, coordinated, and team-based: collaborate across professionals and family.

· Based on highest-quality available evidence: combine evidence with clinical judgment and family priorities.

Family-centered services

Identify the family's concerns/priorities, available supports/resources, existing abilities/interests, and ways to build capacity.

Natural environments

·Definition: Settings natural or typical for a same-aged infant/toddler without a disability; may include home or community settings (IDEA 2011).

Example: Intervention should use family routines and activities, often with the family's own toys and objects, to increase repeated opportunities for learning. like in the bathtub

Practice-based coaching

-Definition: Adult-learning strategy to build caregiver knowledge and skills to support child development in daily routines.

-Five practices (Cassidy textbook): Joint planning, observation, action/practice, reflection, and feedback.

-Family explanation grounded in source: The provider and caregiver plan together, observe and practice strategies in ordinary activities, reflect on what happened, and receive feedback so the caregiver can use strategies between visits.

Multidisciplinary team

Part C of IDEA. Requires a multidisciplinary composition of the IFSP team, including the parent and two or more individuals being the service coordinator.

Interdisciplinary team

Interdisciplinary teams have a greater focus on collaboration and communication.

Transdisciplinary team

A greater degree of collaboration among team members than the other service models.

The purpose of this team is to pool and integrate the expertise of team members so that more efficient and comprehensive assessment and intervention services are offered. This is the gold standard.

At risk vs. a diagnosed developmental delay

· At risk: A child under 3 has biological/medical or environmental factors increasing likelihood of substantial developmental delay, but a measurable delay may not yet be present. (part C)

· Developmental delay: Assessment identifies development significantly below age expectations in one or more areas. A diagnosed physical/mental condition with a high probability of delay is a separate eligibility pathway. Actual eligibility depends on state policy.

Example: A premature infant with age-appropriate current skills may be at risk; a toddler with assessed language performance below expected levels has an identified delay.

Prenatal risk factors

During pregnancy-Teratogenic exposure, maternal infection like kidney or bladder infections or viral illness like STIs

Perinatal risk factors

Factors that relate to labor and delivery-Birth that may result in a disability. complications; oxygen deprivation around delivery

Medical risk factors

Genetic and congenital risk factors. (severe sensory impairment, neurological disorders.)