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Disabilities Exam 3
| Question | Answer |
|---|---|
| providers/specialized trainees | who performs assessments |
| assessment | methodical approach to identifying level of functioning, prognosis, service approach |
| formal assessment | standardized tests |
| assessment settings | natural or clinical |
| how assessments are conducted | identify assessment need, collect data, data weighting, dynamic assessment, service direction |
| data collection | interviews, third party reports, observation, psychometric data |
| data weighting | repeated themes, comparison between reports/observations, strengths/needs, matching client day with professional knowledge, applying clinical experiences |
| dynamic assessment | develop understanding of individual, identify explanation of presentation, identify what can/should change, identify client needs |
| service direction | identify if services are needed, identify intervention, create goals/objectives |
| considerations | centering individual, quality of life focus, critiques limitations of assessment |
| purpose of diagnosis | to access services, identity, explanation |
| diagnosis critiques | stigma, gray areas |
| formal service systems | government, private organizations, non-profits |
| informal service systems | community, family |
| age | how formal systems are organized |
| formal systems examples | early childhood interventions, public schools, medical system |
| service plans | changeable document for short and long term |
| service plans include… | background info, current presentation, likes/dislikes, preferences, aspirations, service goals |
| service critiques | rigidity, gatekeeping, fragmentation of services, power imbalances, efficiency > efficacy |
| service barriers | shortages, application/evaluation process |
| historical goal of interventions | to make people “manageable” (sedation) |
| applied behavior analysis | noxious stimuli, punishment, extinguishing behavior |
| behavioral treatment | can teach desired behaviors and stop harmful behaviors |
| harmful behaviors | aggression, self-injurious, destructive |
| behavioral approach | antecedent, behavior, consequence |
| comprehensive behavioral assessment | biomedical reason or environmental reason |
| biomedical reasons | meds, pain, discomfort |
| functional behavioral assessment | environmental/background factors that play a role, function of behavior, replacement behaviors, adaptations to environment to minimize antecedent |
| functional behaviors | escape/avoidance, attention-seeking, access to tangibles, sensory stimulation |
| data gathering | interviews, observations, tallying/timing |
| components of behavior plans | prevention, skill promotion, intervention, training/evaluation |
| prevention | adjusting environment to minimize antecedents |
| skill promotion | replacement behaviors, behaviors as communication |
| intervention | removing function of behavior |
| training/evaluation | training support staff on data collection, evaluate based on data collection |
| types of communication | verbal, manual, AAC, total communication |
| AACs | no tech, low tech, high tech |
| language dimensions | syntax, morphology, pragmatics, semantics, phonology |
| communication interventions | early intervention, public schools, private clinics, adult medical services |
| adult medical services | declines in function only |
| communication service formats | caregiver support, behavioral interventions, speech/language therapy, caregiver training, linguistic milieu training |
| communication behavioral approach | how does child communicate, communication behaviors |
| communication developmental approach | how does child communicate, what is expected developmentally, how to support next steps |
| pragmatics approach | pre-intentional vs. intentional |
| intentional pragmatics approach | requesting, commenting, joint attention, social engagement, politeness markers, turn taking |
| semantics approach | early vs. progression |
| early semantics approach | high frequency, nouns/verbs/adjectives |
| progression semantics approach | low frequency, abstract |
| speed/sound production approach | vocalizing, babbling, single word approximations, specific speech, intelligibility |
| speech/language therapy | pull-out, push-in; targets pragmatics, semantics, intelligibility |
| strategies for developmental approach | modeling, repetition, functional, simplification |
| repetition | recasting, routines |
| functional | play-based, skill-based |
| simplification | visual cues |
| legal governance of services | IDEA, section 504 of Rehabilitation Act, Americans with Disabilities Act |
| IDEA | early childhood interventions, public schools |
| section 504 of Rehabilitation Act | post-secondary, employers with federal government |
| Americans with Disabilities Act | workplaces, public-facing businesses |
| accommodations | environmental changes to meet needs of person with disability; not advantage |
| accommodations include... | cognition, communication, gross/fine motor skills, physical needs |
| accommodation types | technology, physical, scheduling, communication |
| motor skill technology | large grip tools, wheelchair, cane, walker, speech-to-text |
| communication technology | AAC, visual supports, text-to-speech |
| cognition technology | color-coding, visual timers, headphones, sensory items, visuals |
| physical accommodations | ramps, elevators, proximity to restrooms/parking, wider aisles/doors, distraction free |
| communication accommodations | processing time, interpreters, vision impairment, deaf/hard of hearing |
| vision impairment | large print, reader |
| deaf/hard of hearing | captioning, note taking, interpreting |
| scheduling accommodations | extended time, deadline modifications, breaks, telework, part-time, modified schedule |
| determining accommodations | education team, disability services, employee request, "undue hardship" rule |
| universal design | aims for universal use-ability |
| equitable use | useful and marketable to people with disabilities |
| flexibility in use | accommodates wide range of individuals |
| simple/intuitive use | design is easy to understand |
| perceptible information | communicates info to user |
| error tolerance | minimizes hazards |
| low physical effort | efficient/comfortable use |
| size/space for use | appropriate size/space is provided |
| implications of shifting focus to family | philosophically, assessment, services, access to services |
| family systems theory | characteristics. interactions, functions, life cycle |
| family roles | teachers, educators, advocates |
Created by:
hlr2326