PEDS EXAM 3

Intellectual disability

disorder with an onset during the devleopmental period that includes both intellectural and adaptive functioning deficits in conceptual, social, and practical domains

Three components of intellectual developmental disorder

significantly sub average intellectual functioning

impairment resulting from an injury, disease, or abnormalitiy that existed before the age of 18

An impairment in adaptive abilities (the person’s effectiveness in meeting the standards expected for his age or by his or her cultural group) in at least 2 development areas: communication: self care, home living, social/interpersonal, use of community resources, self-drection work leisure, health, and safety

3 criteria of intellectual disability or intellectual developmental disorder

deficit in intellectual functions

deficits in adaptive functioning

onset of intellectual and adaptive deficits during the developmental period

Developmental delay: below average functioning in one or more of four developmental areas

fine motor, language, gross motor, social-adaptive skills

If children are typical in appearance, socially engaging, and their motor development is age appropriate, developmental delay may not be evident until

2-3 years of age or older

Will all children who are diagnosed with an early developmental delay be later diagnosed with an intellectual disabillity?

No

Mental handicap is a statistical interpretation relative to

normal intellectual functioning

Mild mental handicap

Intermittent support 50-70

Moderate mental handicap

linited support 35-50

Severe mental handicap

extensive support 20-35

profound mental handicap

pervasive support below 20

mild mental handicap

skills up to 6th grade and can become fairly self sufficient

what percentage of the US population has some form of intellectual disabilities

2-3 %

What are impairments associated with intellectual disability

cerebral palsy

visual impairment

seizure disorders

communication impairments

psychiatric disorders

adhd

Bayley scales of infant development

1-42 months verbal, motor, and behavioral scales

stanford binet intelligence scale

1.5 years to adult Verbal reasoning, abstract visual reasoning, quantitative, and short term memory

wechsler preschool and primary scale of intelligence

3-7 general intelligence for young children ar

wechsler intelligence scale for children

6-17 years standard measure of intelligence in children

Standardized assessment

Help

miller function and participation scales

pediatric evaluation of disability inventory PEDI

bruinicks oseretsky test of motor proficiency BOT 2

Peabody development motor scale 2

denver development

bayley infant scales

one treatment suggestion specific for occupational therapy

use a developmental approach:

goal to facilitate or promote optimal growth and development

participation and function

treatment techniques used to enhance development

what must the therapist consicder whten planning treatment according to a typical development sequence

development and chronological age

Shaping and changing involves

the reinforcement of small steps or approximations

What is chaining

refers to a sequence of steps

forward chaining

when the first step of a task is completed and the task is finished in a forward sequence

backward chaining

when the last in a sequence is taught first

what is the advantage of using backward chaining

it has the advantage of rewarding the child for the last step of a task early on in skill development. it is effective when a child is afraid of failure or believes he cannot accomplish a task

what is prompting or cueing

given guidance during an activity

what are three ways to prompt or cue

verbal, gestures, or physical cues

what is fading

the gradual withdrawal of physical/verbal guidance that is initally given in the development of the behavior

Cues may include

pictures, color coding, hand over hand, modeling

demonstrating and modeling is considered what kind of form of visual prompting

abstract form of visual prompting

Treatment process

determine child’s level of functioning what are the emerging skills

decide the next step in the sequence

develop activities to promote next step

provide caregivers with home program to stimulate growth

evaluate progress on an ongoing basis (weekly, monthly, yearly)

developmentally appropriate practice

involves knowledge of children’s normal growth patterns and individual differences. the curriculum should match the child’s developing abilities while also challenging the child’s interest and understanding

What is the definition of a learning disability

a disorder in one or more of the basic psychological processess involved in understanding or in using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, or do mathematical calculation

what are conditions that are considered learning disabilities

dyslexia

dyscalculia,

dysgraphia

dysphasia

dysnomia

what conditions are excluded from being considered learning diasablilities

learning problems that are the result of visual, hearing, or motor disabilities, mental handicap, or environmental, cultural, or economic disadvantage

in order to be cosidered a learning disability

there must be a difference in the level of learning versus the potential of learning based on the child’s IQ

Learning difficuluties are unexpected because

other aspects of development seem to be fine

Learning disabilities are considered by the national joint committee on learning disabilities to be

intrinsic to the individueal and presumed to be due to dysfunction of the central nervous system

What are play skills treatment suggestions

limit passve activities

provide rewards fro successful interactions with peers