intellectual disability

cri du chat syndrome

initially presents with hypotonia

facial abnormalities

UE abnormalities

scoliosis/congenital heart disease

cornelia delange syndrome characterized by

limb abnormalities

microcephaly

spasticity

intention tremor

seizures

clindactyly of fifth finger

respiratory and GI problems, congenital heart disease

fragile X characterized by

poor coordination and motor planning

tremor/ataxia

ADD

anxiety

seizures

connective tissue abnormalities

mitral valve prolapse

autism

hurler syndrome characterized by

hydrocephalus

joint contracture

visual deficits

kyphosis

shallow acetabular and glenoid fossa

cardiac deformities

lesch-nyhan syndrome characterized by

spasticity

chorea

athetosis

dystonia

compulsive self-injury behavior

rett syndrome characterized by

deceleration of head growth

loss of skills after 6-18 mo

scoliosis

growth failure

hyperventilation and breath holding

rett syndrome

seen in girls

misdiagnosed as autism 

williams syndrome characterized by

hypersocialability

mild neuralgic dysfunction

hypotonia

cerebellar dysfunction

fascial abnormalities

connective tissue abnormalities

aortic stenosis

HTN

mitral valve prolapse

angelman syndrome characterized by

hypotonia

seizures

developmental delay

ataxia/balance problems

lack of speech

behavior problems

__are common in children with intellectual disabilities

motor delays

early signs of motor delay/intellectual disabilites

lack of/poor head control

lack of/poor trunk control

disintrest in movement

6 components of learning in children with intellectual disabilities

the capability to learn a few things

need for greater number of reps

greater difficulty generalizing skills

greater difficulty maintaining skills not practiced 

slower response time

limited repertoire of responses

early switch introduction

simplifies access for children with limited motor control or cognitive ability

provide immediate cause-effect feedback

early switch introduction is gateway to

adapted toys

AAC access

environmental control

powered mobility

normalization

improve underlying motor control when possible

compensation

support participation through adaptive toys when motor limits create barriers

switched based intervention

promote early mobility and exploration

increase repetition and engagement

support posture control and UE/head use when mounted