Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
MSFP
INTELLECTUAL DISABILITY AND LEARNING DISORDERS
| Term | Definition | Conceptual Domain | Social Domain | Practical Domain 1 | Practical Domain 2 |
|---|---|---|---|---|---|
| INTELLECTUAL DISABILITY VS LEARNING DISABILITY | • Can’t be intellectual disorder AND learning disorder • Can’t be co-occuring • Shown already in infancy | ||||
| INTELLECTUAL DISORDER • Intellectual Function deficits | • reasoning, problem solving, planning. abstract thinking, judgment, academic learning, and learning from experience | ||||
| INTELLECTUAL DISORDER • Adaptive function deficits | • limited functioning in one or more activities of daily life, such as communication, social participation, and independent living, | ||||
| INTELLECTUAL DISORDER • Onset: | • During the developmental period | ||||
| INTELLECTUAL DISORDER • Severity: | • Mild, Moderate, Severe, Profound | ||||
| LEARNING DISORDER | Specific deficits in an individual's ability to perceive or process information efficiently and accurately. | ||||
| LEARNING DISORDER • Characterized by: | persistent difficulties with learning academic skills like: • Reading (dyslexia), • Written expression (dysgraphia) • mathematics (dyscalculia) | ||||
| LEARNING DISORDER • Onset: | School-age | ||||
| LEARNING DISORDER • Severity: | Mild, Moderate, Severe | ||||
| INTELLECTUAL DISABILITY | • More common in low-income countries and males | ||||
| LEARNING DISORDER | • 5% of school-aged children globally • Occurs more in boys than girls (2-3:1) • 80% dyslexia | ||||
| LEARNING DISORDER Most common difficulty: | Difficulty in reading | ||||
| GENETIC FACTORS | • Single gene mutation, copy number variation, or chromosomal abnormality | ||||
| ENVIRONMENTAL FACTORS | • Infection, prematurity, hypoxia-ischemia, toxic exposures, metabolic dysfunction, endocrine abnormalities, trauma, and malnutrition. | ||||
| GENETIC ABNORMALITIES •Inborn Errors of Metabolism | • Toxic by-products accumulate, causing intellectual disability • PKU → Phenylalanine accumulation → Intellectual and Learning disorder | ||||
| GENETIC ABNORMALITIES • Neurodevelopmental Defects | • Gene mutations disrupt normal brain development. • Down syndrome • Fragile X syndrome | ||||
| Fragile X syndrome | - impaired CNS (CGG triple repeat) | ||||
| GENETIC ABNORMALITIES • Neurodegeneration | • Rett syndrome | ||||
| Rett syndrome | from MeC2 mutation causes cerebral atrophy and developmental regression. | ||||
| Atrophy: | decrease in number of cells or size of the cell in any living cell, in this case its the BRAIN | ||||
| Rett's Syndrome is: Progressive | - normal development till 6 months then you start seeing symptoms (speaking, cognitive) | ||||
| Rett's Syndrome - 6 months old | Repetitive hand movement (can also see in ASD) | ||||
| Rett's Syndrome: Regression of developmental skills | Ex: meron na nung 6th month pero biglang nawala yung skill | ||||
| ENVIRONMENTAL CAUSES • Toxic Exposures | • Fetal exposure to alcohol inhibits the production of RETINOIC ACID which is essential for the development of the nervous system. (There is learning disorder) • Cocaine and teratogenic medications | ||||
| ENVIRONMENTAL CAUSES • Infections (TORCH Syndrome) | • Rubella infection during the first trimester • HIV infection • CMV | ||||
| Rubella infection | - up to a 50% risk of ID | ||||
| HIV infection | can be vertically transmitted, and infants may develop ID due to neuroinflammation and neuronal injury. | ||||
| CMV | 80% develop severe neurological symptoms including learning disability | ||||
| TORCH Syndrome (teratogenic): | toxoplasmosis, rubella, cytomegalovirus, herpes simplex | ||||
| Vertical transition | - passing of mom to child | ||||
| TORCH: | acronym for a group of infectious diseases—Toxoplasmosis, Other infections (like syphilis, HIV, parvovirus, and Hepatitis B), Rubella, Cytomegalovirus (CMV), and Herpes simplex | ||||
| ENVIRONMENTAL CAUSES • Perinatal causes | • Perinatal asphyxia • The damage results from both the lack of oxygen and the harmful effects of reperfusion after resuscitation. | ||||
| Perinatal asphyxia | causes brain injury that can present as hypoxic-ischemic encephalopathy in newborns. | ||||
| Injury of Reperfusion | - too much oxygen causing damage to the neurons | ||||
| ENVIRONMENTAL CAUSES • Postnatal causes | Severe infections like meningitis or encephalitis, head trauma, asphyxia, and intracranial tumors | ||||
| Shaken Baby syndrome | - too much traction causes the brain to move inside skull since there is so much space which can cause traumatic brain injury, most commonly in frontal parts of brain and occiput | ||||
| Postnatal causes • Social factors | • When the child is growing in the low income environment • 20 points may decrease in their IQ | ||||
| INTELLECTUAL DISORDER 1 | • Keeping up with daily functions is often challenging • Difficulty feeding themselves, going to the bathroom, and dressing •Difficulty getting along with their family & friends because of a problem with communication | ||||
| INTELLECTUAL DISORDER 2 | • Trouble excelling academically and socially at school • Delays in language or motor skills may be observed by age TWO | ||||
| LEARNING DISORDER • PRESCHOOL 1 | • Lack of interest in playing games with language sounds (e.g., repetition, rhyming) • Trouble learning nursery rhymes • Baby talk, mispronounce words, and have trouble remembering names of letters, numbers, or days of the week | ||||
| LEARNING DISORDER • PRESCHOOL 2 | • Fail to recognize letters in their own names • Trouble learning to count | ||||
| LEARNING DISORDER • KINDERGARTEN 1 | • Unable to recognize and write letters, may be unable to write their own names, or may use invented spelling • Trouble breaking down spoken words into syllables | ||||
| LEARNING DISORDER • KINDERGARTEN 2 | • Trouble recognizing words that rhyme (e.g., cat, bat, hat). • Unable to recognize phonemes (rhyming words, usually with the first two letters of the word) | ||||
| LEARNING DISORDER • ELEMENTARY | • Marked difficulty learning letter-sound correspondence, fluent word decoding, spelling, or math facts • Reading aloud is slow, inaccurate, and effortful | ||||
| LEARNING DISORDER • ADOLESCENT | • May have mastered word decoding, but reading remains slow and effortful • Marked problems in reading comprehension and written expression • Poor mastery of math facts or mathematical problem solving | ||||
| LEARNING DISORDER • ADULT | • Ongoing spelling problems • Problems making important inferences from numerical information in work-related written documents | ||||
| DYSMORPHIC FACIES • DOWN SYNDROME | • Upslanting palpebral fissures • Epicanthic folds • Brachycephaly • Flat facial profile/flat nasal bridge • Folded or dysplastic ears • Low-set, small ears • Short neck | ||||
| DYSMORPHIC FACIES • FRAGILE X SYNDROME - Adolescents | • Long and narrow face with prominent forehead and chin • Large ears • Testicular enlargement | ||||
| DYSMORPHIC FACIES • FRAGILE X SYNDROME - Infants and children | • Macrocephaly • Strabismus • Pale blue irises • Midface hypoplasia with sunken eyes • Arched palate | ||||
| DYSMORPHIC FACIES • FETAL ALCOHOL SYNDROME | • Midface hypoplasia • Smooth philtrum/thin vermilion border • Short palpebral fissure | ||||
| DYSMORPHIC FACIES • RUBELLA AND CMV | • Blueberry rash • Microcephaly | ||||
| DYSMORPHIC FACIES • PHENYLKETONURIA | • Microcephaly • Skin disease (eczematous rash, light pigmentation) | ||||
| MUSCULOSKELETAL | • Clinodactyly • Joint hyperlaxity • Transverse palmar crease | ||||
| NEUROLOGIC | • Unusual muscle tone (hypotonia or hypertonia) • Seizures • Gross motor skills delay • Language delay • Behavior problems • Fine motor skills delay | ||||
| Gross motor skills delay | Primary and most concern between 6-18 months | ||||
| Fine motor skills delay | Preschool age, when they’re coloring, doing puzzles | ||||
| HEARING PROBLEMS | Intellectual disability and hearing loss are frequent comorbid conditions | ||||
| VISUAL IMPAIRMENT - DS: | Refractive errors, strabismus, nystagmus | ||||
| VISUAL IMPAIRMENT - PKU: | High Phe concentrations cause subclinical visual impairment | ||||
| PSYCHIATRIC DISORDERS | ADHD, autism, anxiety, depression, self-injurious behaviorism | ||||
| DSM-5 DIAGNOSTIC CRITERIA • The following three criteria must be met: | • Deficits in intellectual functions • Deficits in adaptive functioning • Onset of intellectual and adaptive deficits during the developmental period (developmental age is less than 2) | ||||
| MILD (INTERMITTENT SUPPORT) • Preschool | • No obvious conceptual differences | • Social immaturity • Difficulties regulating emotion and behavior • Immature social judgment (gullibility) | • Function age-appropriately in personal care | ||
| MILD (INTERMITTENT SUPPORT) • School- Aged | • Difficulties in learning | • Social immaturity • Difficulties regulating emotion and behavior • Immature social judgment (gullibility) | • Function age-appropriately in personal care | ||
| MILD (INTERMITTENT SUPPORT) • Adults | • Impaired abstract thinking, executive function, short-term memory, functional use of academic skills | • Social immaturity • Difficulties regulating emotion and behavior • Immature social judgment (gullibility) | • Function age-appropriately in personal care • Can work in jobs not requiring conceptual skills | ||
| MODERATE (LIMITED SUPPORT) • Preschool | • Language and pre-academic skills develop slowly | • Marked differences from peers in social and communicative behavior | • Can care for personal needs • Participation in all household tasks is achieved by adulthood • Recreational skills can be developed with help | • Typically require additional supports and learning opportunities over an extended period of time • Maladaptive behavior | |
| MODERATE (LIMITED SUPPORT) • School-Aged | • Slow and limited progress in reading, writing, math, and understanding of time and money | • Marked differences from peers in social and communicative behavior | • Can care for personal needs • Participation in all household tasks is achieved by adulthood • Recreational skills can be developed with help | • Typically require additional supports and learning opportunities over an extended period of time • Maladaptive behavior | |
| MODERATE (LIMITED SUPPORT) • Adults | • Academic skill development is at an elementary level | • Marked differences from peers in social and communicative behavior | • Can care for personal needs • Participation in all household tasks is achieved by adulthood • Employment is possible • Recreational skills can be developed with help | • Typically require additional supports and learning opportunities over an extended period of time • Maladaptive behavior | |
| SEVERE (EXTENSIVE SUPPORT) • Preschool, School-Aged, Adults | • Limited attainment of conceptual skills • Extensive support is required for problem solving | • Spoken language is limited • Speech may be single words or phrases • understand simple speech and gestural communication | • Requires ongoing support for all activities of daily living. • Requires supervision at all times • Can't make responsible decisions • long-term teaching and ongoing support. • Maladaptive behavior | ||
| PROFOUND (PERVASIVE SUPPORT) • Preschool, School-Aged, Adults | • Conceptual skills generally involve the physical world • Use objects in goal-directed fashion • Co-occurring motor and sensory impairments | • Limited understanding of symbolic communication • nonverbal, nonsymbolic communication • Co-occurring sensory and physical impairments | • Dependent on others and requires support in all aspects of daily physical care, health, and safety • Co-occurring physical and sensory impairments • Maladaptive behavior | ||
| LEARNING DISORDER DSM-5 DIAGNOSTIC CRITERIA • Must meet all the 4 criterias: (1) Difficulties in at least one of the following areas for at least six (6) months despite targeted help: | • Inaccurate or slow and effortful word reading • Difficulty understanding the meaning of what is read • Difficulties w/ spelling • w/ written expression • mastering number sense, number facts, or calculation • w/ mathematical reasoning | ||||
| DSM-5 DIAGNOSTIC CRITERIA • Must meet all the 4 criterias: (2) | Academic skills that are substantially below what is expected for the individual's chronological age and cause significant interference with academic or occupational performance, or with activities of daily living | ||||
| DSM-5 DIAGNOSTIC CRITERIA • Must meet all the 4 criterias: (3) | The learning difficulties begin during school-age years but may not become fully manifest until the demands for those affected academic skills exceed the individual's limited capacities | ||||
| DSM-5 DIAGNOSTIC CRITERIA • Must meet all the 4 criterias: (4) | Learning difficulties are not due to other conditions | ||||
| Dyslexia, dysgraphia and dyscalculia | are NOT DSM-5 diagnosis. • These are general terms • Qualify - Learning disorder with impairment in reading | ||||
| DYSLEXIA | • Impairment in reading • Significant impairment in one or more of the reading subskills • Problems with word reading fluency or word reading accuracy, decoding, and spelling. | ||||
| Fluency | - Speaking is part of it (way we form words and communicate) | ||||
| Comprehension | - For the receiver to understand what you said | ||||
| Broca’s aphasia | - Fluency problem | ||||
| Wernicke’s aphasia | - Comprehension problem | ||||
| Global aphasia | - both broca’s + wernicke’s | ||||
| DYSGRAPHIA | • Impairment in written expression • Impaired spelling and problems with writing • difficulties with putting one's thoughts on to paper | ||||
| DYSCALCULIA | • Impairment in mathematics | ||||
| DSM-5 SEVERITY LEVELS - MILD | • Some difficulties with learning in one or two academic areas • May be able to compensate with appropriate accommodations or support services. | ||||
| DSM-5 SEVERITY LEVELS - MODERATE | • Significant difficulties with learning, requiring some specialized teaching • Some accommodations or supportive services may be needed in school, in the workplace, or at home for activities to be completed accurately and efficiently | ||||
| DSM-5 SEVERITY LEVELS - SEVERE | • Severe difficulties w/ learning, affecting several academic areas and requiring ongoing intensive specialized teaching • Even w/ accommodations, an individual with a severe SLD may not be able to perform academic tasks with efficiency | ||||
| MULTIDISCIPLINARY AND INDIVIDUALIZED - GOALS 1 | • Maximize the individual's independent functioning • Identity effective communication strategies • Preserve and enhance physical fitness and well-being | ||||
| MULTIDISCIPLINARY AND INDIVIDUALIZED - GOALS 2 | • Support positive relationship building • Ensure opportunities for the individual to participate fully in the community and find purpose and enjoyment in life activities | ||||
| EDUCATIONAL SUPPORT - SPECIAL EDUCATION 1 | • Aids with providing academic modifications as well as transition planning from childhood to adulthood with a focus on promoting self-sufficiency. | ||||
| EDUCATIONAL SUPPORT - SPECIAL EDUCATION 2 | • Teaches them how to seek assistance, behavioral skills, vocational skills, communication skills, functional living skills, and social skills based on individual needs in the least restrictive environment | ||||
| SPECIAL EDUCATION • ACCOMODATION | • Student accesses the mainstream education curriculum with supportive or assistive • Resources without changing the educational content. | ||||
| SPECIAL EDUCATION • MODIFICATION | • School adapts the student's goals and objectives as well as provides services to reduce the effect of the disability. • Promote "least restrictive environment" for learning. | ||||
| SPECIAL EDUCATION • REMEDIATION | • School provides specific intervention to decrease the severity of the student's disability. | ||||
| BEHAVIORAL THERAPY | • Encourage positive behaviors while discouraging undesirable behaviors • Providing positive reinforcement & benign punishments • Avoiding triggers of negative demeanor, shunning misconduct & redirecting to prevent or curtail any troublesome behavior | ||||
| COGNITIVE THERAPY | • Aims to correct one's negative behaviors by identifying and adjusting negative thoughts and emotional stress | ||||
| VOCATIONAL TRAINING | • Helps teenagers and young adults to obtain the necessary skills to enter the labor market. • Patients learn to keep themselves clean, wear appropriate clothes, and carry out their responsibilities. | ||||
| FAMILY EDUCATION | • It is an essential service provided by healthcare providers for family members of intellectually disabled patients. • Establishing strong support for the family, in turn, creates a caring home environment for the patient. | ||||
| PHARMACOLOGIC INTERVENTIONS 1 | • Medications used among individuals with ID generally target specific associated symptom complexes • Stimulant medications and alpha-agonists • Inattention, impulsivity, hyperactivity • Antipsychotics (Risperidone) • SSRIs | ||||
| PHARMACOLOGIC INTERVENTIONS 2 | • Melatonin, alpha-agonists, gabapentin, trazodone • Sleep-related dysfunction • Cannot cure, only manage symptoms • Main neurochemical agent involved in ADHD: Dopamine • ant medication, but to stimulate the inhibitory parts of the brain | ||||
| Antipsychotics (Risperidone) | Self-injurious behavior and aggression | ||||
| SSRIs | Anxiety, obsessive-compulsive disorder, and depression | ||||
| Main neurochemical agent involved in ADHD: | Dopamine | ||||
| DYSLEXIA - REMEDIATION | • For pre-readers and beginning readers • Phonemic Awareness • Phonics • Fluency • Vocabulary • Reading comprehension | ||||
| DYSLEXIA - REMEDIATION • Phonemic Awareness | Helps children understand the way letters are used to represent sounds | ||||
| DYSLEXIA - REMEDIATION • Phonics | Improve reading skills | ||||
| DYSLEXIA - REMEDIATION • Fluency | Repeated oral reading practice | ||||
| DYSLEXIA - ACCOMODATION 1 | • For students in secondary school, college, and beyond • Extra time for reading and test-taking • Recording classroom lectures • The use of note-takers or a note service • Access to syllabi and lecture notes | ||||
| DYSLEXIA - ACCOMODATION 2 | • Use of tutors to "talk through" and review content of reading material • Live readers/audiobooks • Word processor & spell-checker • Take tests in alternate formats and/or separate quiet room • Relaxation of the requirement to study a 2nd language | ||||
| DYSGRAPHIA - ACCOMODATION | • Decrease the stress associated w/ writing • Specific devices may be utilized, such as larger pencils w/ special grips, paper w/ raised lines to provide tactile feedback • Extra time can be permitted for homework, class assignments, and quizzes/tests | ||||
| DYSGRAPHIA - REMEDIATION | • Develop fine motor skills • Motor activities for increasing hand coordination and strength • Exercises like finger tapping and rubbing/shaking the hands • Improve grip control and writing posture • Orthographic skills | ||||
| Orthographic skills | Practice the strokes visually first | ||||
| DYSCALCULIA - ACCOMODATION | Using calculators Extra time on tests Quiet workspace The option to record lectures Access to the teacher's notes In-school tutoring or homework assistance Visual aids Access to manipulatives | ||||
| DYSCALCULIA - REMEDIATION | • Result of deficits in multiple brain systems for mathematical knowledge • A remediation program that simultaneously tackles all of them may be appropriate for successfully remediating numerical and arithmetical difficulties in dyscalculia • MathWise | ||||
| MathWise | This comprehensive math training program ameliorated arithmetic performance in children with dyscalculia. | ||||
| MULTISPECIALTY APPROACH | • Speech-language pathology • Physical therapy and Occupational therapy • Psychology • Audiology • Nutrition • Medical specialties | ||||
| MULTISPECIALTY APPROACH • Psychology | If there's anxiety, depression, difficulty coping | ||||
| MULTISPECIALTY APPROACH • Audiology | Important to rule out because there might be a problem with learning because he/she is not able to hear Always ask before hand if there’s hearing screening | ||||
| MULTISPECIALTY APPROACH • Nutrition | They cannot feed themselves | ||||
| MULTISPECIALTY APPROACH • Medical specialties | Neurodevelopmental disabilities, neurology, genetics, physical medicine and rehabilitation, psychiatry, and developmental behavioral pediatrics. |
Created by:
avemaria