Download PSYC 185 Unit 2 Exam Questions and Answers: Understanding Intellectual Disabilities and more Exams Psychology in PDF only on Docsity!
PSYC 185 UNIT 2 EXAM QUESTIONS AND CORRECT
ANSWERS!!
How do we define intellectual disabilities? - ANSWER An intellectual disability id a heterogeneous disorder that is incurable but preventable/improvable with treatment and education
Define heterogeneous - ANSWER not uniform throughout
What are some general characteristics of intellectual disabilities? - ANSWER Limited cognitive abilities, deficits in adaptive behavior (a person's functioning in pursuing common activities and goals in life are impaired).
BOTH MUST BE PRESENT (occurring during the developmental period) FOR A DIAGNOSIS
What is meant by substantial deficits in intellectual functioning? - ANSWER Substantial deficits in intellectual functioning (as measured by intellectual assessments, which study working memory, verbal comprehension, perceptual reasoning, etc.)
How do we test for intellectual disabilities? - ANSWER Using a standardized, norm-referenced test, (school) psychologists measure a student's IQ.
How do we measure IQ? - ANSWER IQ is distributed according to a normal curve phenomenon; the mean IQ is 100, with a standard deviation of 15.
What is the IQ range for an intellectual disability? - ANSWER An IQ score below 70 is considered an intellectual disability.
What is the zone of uncertainty? - ANSWER An IQ score between 65 and 75
What is matrix reasoning? - ANSWER A type of visual-spatial problem solving that is often used to determine intelligence. It usually involves a series of figures in which there is a pattern, with one figure in the series left blank.
What is important to consider regarding IQ tests? - ANSWER 1. IQ testing is not an exact science.
- IQ is a hypothetical construct (set of cognitive skills with overt behaviors that taps those skills).
- They measure performance at one point in time.
- They can be culturally biased.
- Scores can change significantly.
- Scores should not be used to determine IEP objectives.
- Scores should not be used as the sole basis for making decisions regarding special education services.
What is meant by deficits in adaptive behavior? - ANSWER Adaptive behavior is defined as A collection of conceptual, social, and practical skills needed to function in everyday life.
Thus, people with intellectual disabilities lack skills useful to function in "normal" society.
Which assessments are used to measure adaptive behavior, and are some things difficult to measure? - ANSWER The Adaptive Behavior, Scale-School, Vineland Adaptive Behavior Scale, and the AAIDD Diagnosis Adaptive Behavior Scale.
It is difficult to measure the relative nature of competence and reliance on informant assessment.
What are the domains and subdomains of adaptive behavior? - ANSWER Communication: Receptive, Expressive, Written
A. Intellectual Developmental Disorder is characterized by deficits in general mental abilities such as reasoning, problem-solving, planning, abstract thinking, judgement, academic learning and learning from experience. The diagnosis required a current intellectual deficit of approximately 2 or more standard deviations in IQ below the population mean for a person's age and cultural group, which is typically an IQ score of approximately 70 or below, measured on an individualized, standardized, culturally appropriate, psychometrically sound test. AND B. The deficits in general mental abilities impair functioning in comparison to a person's age and cultural group by limiting and restricting participation and performance in one or more aspects of daily life activities, such as communication, social participation, functioning at school or work, or personal independence at home or in community settings. The limitations result in the need for ongoing support at school, work, or independent life. Thus, Intellectual Developmental Disorder also requires a significant impairment in adaptive functioning. Typically, adaptive behavior is measured using individualized, standardized, culturally appropriate, psychometrically sound tests. AND C. Onset during the developmental period.
How id the DSM 5 different from the DSM 4? - ANSWER It no longer uses a multiaxial approach, intellectual disabilities are no longer seen as a personality disorder but a neurodevelopmental disorder. (in adulthood, it is a neurocognitive disorder.)
The term was changed to Intellectual Developmental Disorder. (WHO's International Classification of Diseases, AAIDD, U.S. Department of Education, "Rosa's Law" (2010)- amendment in federal statues.
Number of domains of adaptive functioning impaired
Coding is no longer based on IQ level.
What were the older classifications of intellectual disabilities? - ANSWER Mild: IQ between 50 and 70, a mental age of 8-12 years, educable, intermittent support-based classification, 85% of cases
Moderate: IQ between 35 and 49, a mental age of 3-7 years, trainable, limited support-based classification, 10% of cases
Severe: IQ between 20 and 34, a mental age of 0-2 years, dependent, extensive support-based classification, 3-4% of cases
Profound: IQ below 20, a mental age of 0-2 years, lifelong support, pervasive support-based classification, 1-2% of cases
What are the characteristics of mild intellectual disabilities? - ANSWER They are not identified until school They master skills up until about 6th grade. Independent/ Semi-Independent Differences in in levels of learning Successful with support
What are the characteristics of moderate intellectual disabilities? - ANSWER Significant delays in preschool Increases in discrepancies while aging Health and behavioral problems The further that time goes, the further they fall behind Comorbidity Their preschool teachers must be properly trained
What are the characteristics of severe to profound intellectual disabilities? - ANSWER Most are identified at birth SIgnificant central nervous system damage Additional disabilities and health issues
because they believe themselves to be unable to answer correctly.
What is important to note when discussing cognitive functioning? - ANSWER Not everyone with a diagnosis exhibits all of the characteristics discusses and the severity of the characteristics increases with the severity of the intellectual disability.
What are some characteristics of adaptive behavior? - ANSWER Self-Care, Social Development, Behavioral Excesses:
- Deficits in self-hygiene, dressing, eating, etc.
- Deficits in relationships, maintaining conversation, and recognizing the emotional state of others
- High frequency and/or high-intensity problem behavior (e.g. self-injury, pica, elopement) (more common in more severe intellectually disabled individuals)
- Dual Diagnosis: An intellectual disability and a psychiatric disorder (Bipolar, Depression, OCD, ADHD< Anxiety, Substance abuse) (This affects the intellectually disabled population 2-3x more than the general population)
Describe prevalence of intellectual disabilities. - ANSWER - It is difficult to estimate the number of individuals with intellectual disabilities because definitions change, school's are reluctant to label, diagnosis substitution, and the changing status of students with mild intellectual disability.
- Historically, the federal government estimates that 3% of the general population have intellectual disabilities.
- During the 2012-2013 school year, 6.7% of all school age students in special education had intellectual disabilities
- Intellectual disabilities are the fifth highest disability category.
- Prevalence rates vary from state to state.
- Intellectual disabilities are more common in males than in females. (They are typically x-chromosome disorders, making males 1.5x more likely to have them)
Describe the etiology of intellectual disabilities. - ANSWER There are more than 350 risk factors associated with intellectual disabilities.
- 35% of cases have a genetic cause
- Another third of cases involve external trauma or toxin
- Etiology remains unknown for another third of causes
Etiological factors characterized as:
- Prenatal, perinatal, and postnatal
- Biomedical or environmental
Combination of biomedical and environmental
What are examples of biological prenatal causes of disabilities? - ANSWER - Chromosomal disorders
- Down syndrome
- Fragile X Syndrome
- Single Gene Disorders
- Maternal Illness/ Parental Age
- Metabolic Disorders
What are some characteristics of chromosomal disorders? - ANSWER Usually innate, not hereditary Usually a problem during cell division (typically meiosis)
Describe Down Syndrome - ANSWER - The best known, most prevalent, and most researched type of intellectual disability
- First identified by John Langdon Down in 1886
- Epicanthal folds over the eyes, flattened bridge of the nose, hypotonia, short stature, small mouth, large tongue, heart defects
- The average life expectancy increased from 25 in 1983 to 60 today
- 1 in 350 chance of giving birth to a baby with down syndrome at 35 and a 1 in 30 chance by 45; thus pregnancies with older mothers are considered high risk
What are some perinatal causes or disabilities? - ANSWER - Prematurity
- Low birth weight
- Birth injury
- Hypoxia/ anoxia
- Neonatal disorders
What are some postnatal causes or disabilities? - ANSWER - Head injuries (1 in 30 newborns)
- Child abuse
- Infections
- Exposure to toxins
- Malnutrition
When is something considered a psychosocial disadvantage? - ANSWER When no biological risk factor is evident
What are some environmental causes of disabilities? - ANSWER - Poverty and malnutrition
- Child abuse and neglect
- Lack of access to prenatal or birth care
- Parental immaturity or cognitive disability
- Parental drug use or smoking (FASD)
What is Fetal Alcohol Spectrum Disorder? - ANSWER - FASD: Fetal alcohol syndrome (FAS) and Fetal alcohol effect (FAE)
- 6 to 9 in 100 school children
- High risk in first trimester
- 2 to 3 ounces per day can produce FAS
- Mild to moderate intellectual disability, craniofacial malformation, poor physical
development
- Small head, low nasal bridge, epicanthal folds, small eye openings, flat midface, short nose, smooth philtrum, thin upper lip, underdevloped jaw
What is the timeline for prevention efforts? - ANSWER 1. Preconception
- During Gestation
- At Delivery
- During Early Childhood
How can you prevent intellectual disabilities during the preconception stage? - ANSWER - Undergo genetic counseling to make an informed decision upon viewing one's family and personal screening
- Immunization of the mother (e.g. preventing maternal rubella (vaccine in 1962) is the biggest single preventive strike
- Nutrition planning, getting off of certain medications while pregnant
- Testing for STDs
- Family planning: size, spacing, age of parents
How do you prevent intellectual disabilities during gestation? - ANSWER - Prenatal care: Nutrition, fetal monitoring, protection from diseases, avoiding environmental pollutants (e.g. lead, mercury) and personal consumption (e.g. alcohol and drugs)
- Analysis of the fetus
- Negative results decrease parental fears and anxieties
- Results confirm suspicions and give parents a choice to evaluate
- Alert physician to the need for careful monitoring
- The basis for decisions about pregnancy termination
- Examples of analyses:
- Noninvasive: Ultrasound and maternal serum screening
- Invasive: Amniocentesis and chorionic villi sampling (CVS)
- Early Intervention
- Parent training
What are some important factors to consider with physical disabilities and health impairments? - ANSWER The are an extremely varied population: They can have either a single impairment or a combination of impairments. Conditions can be recently acquired or apparent since birth. They can appear no different than their peers or have highly visible impairments. lastly, the can have no major limitations or major restrictions in activities. The degree of disability can increase, decrease, or remain approximately the same. There are a host or variables that determine the effects on educational needs: The age of onset, environmental context, and the degree and severity of impairment.
Define orthopedic impairment (OI). - ANSWER - A congenital abnormality: Absence of a limb, spinal bifida.
- Impairments that are caused by disease: polioyelitis, muscular dystrophy
- Impairments by other causes: cerebral palsy, spinal cord injuries.
- Adversely affecting academic performance
Describe Other health Impairments (OHI). - ANSWER - Limited strength, vitality, or alertness due to chronic/ acute health issues
- Asthma, ADHD, diabetes, epilepsy, cystic fibrosis, spinal cord injuries
- Adversely affecting educational performance
Describe the prevalence statistics for orthopedic impairments and other health impairments. - ANSWER - Studies have produced hugely diverse findings
- Range of .22% to 44% in prevalence studies
- 1% of children receiving services are orthopedically impaired (OI).
- 12% are otherwise health impaired (OHI)
- The actual number of children with conditions is greater than the number of students receiving special education under IDEA because some students do not require
specialized educational services and many children under OI and OHI fall under other categories. (Occur in combination with other disabilities)
Describe the orthopedic impairments, cerebral palsy.
(Incidence, When it is diagnosed, Comorbidities) - ANSWER - It is the most prevalent physical disability in school-aged children
- It is a chronic nonprogressive syndrome of motor impairment, with posture and movement disorder
- Incidence: Approximately 2 in every 1000 live births (or 8,000-10,000 new cases every year)
- Typically diagnosed by 2 (almost always by 4)
- The common comorbidities include intellectual disabilities (23-44%), hearing loss (5-15%), impaired vision (60-70%), seizures, and feeding difficulties
- There is no clear relationship between the degree of motor impairment and the degree of intellectual disability (if any)
Define nonprogressive - ANSWER A disability that remains the same and does not worsen
Describe the etiology of cerebral palsy. - ANSWER - It results from brain abnormalities early in life.
- The prenatal events leading to CP are: Maternal infections, exposure to toxins, Rh compatibility, hyperthyroidism, severe proteinuria, prematurity, and low birth weight
- The events during delivery leading to CP are: Hypoxia/anoxia, long delays in labor, breech presentation, and use of instruments like stirrups
- Postnatal events leading to CP are: Brain injury (e.g. shaken baby syndrome), illness, infections (e.g. meningitis)
- Recent improvements in delivery and neonatal care have not changed the incidence of CP (steasy over past 40 years)
- There is no cure, however comprehensive treatment planning helps tremendously
- "Scanning" speech: use of a monotone voice with unusual accelerations or pauses
- May also cause slow eye movements
- Due to damage of the cerebellum (balance center of the brain)
What is generalized hypotonia (CP)? - ANSWER - Hypertonia: Weak, flaccid, "floppy", muscle tone (Most infants with CP born have hypertonia. If it is not replaced with spasticity/athetoid movement leads to a diagnosis.
- Low level of motor activity, slow to balance, delay in walking until 30 months
- Likely due to more severe in damage of the cerebellum
- Believed to be a result of an injury or malformation at an earlier brain developmental stage than other types of CP
What is a mixed type of cerebral palsy? - ANSWER - Due to a combination of damaged brain areas
- The most common combination is spastic and athetoid types
- One typically predominates the other
How is cerebral palsy generally identified? - ANSWER - The type of movement disorder (spastic, athetoid, etc.)
- The muscle groups affected
What are the muscle group terms associated with CP? - ANSWER - MONOplegia: One limb affected (rare)
- HEMIplegia: One side of the body
- TRIplegia: Three limbs (both legs and an arm)
- PARAplegia: Only legs (rare)
- DIplegia: Primarily both legs, less severe involvement of arms
- QUADRIplegia: Entire body (arms, legs, trunk)
- DOUBLE HEMIplegia: Primarily both arms, less severe involvement of legs
Describe the orthopedic impairment: Spina Bifida - ANSWER - It is a neural tube defect, meaning that people with this impairment have congenital malformations of the brain, spinal cord, or vertebrae
- Spina bifida is the most common; vertebrae do not enclose the spinal cord
- Spina bifida occulta: only a few vertebrae are malformed in the lower spine
- Meningocele: Meninges surrounding the spinal cord bulge through the opening in the back.
- Myelomeningocele : The spinal lining, spinal cord, and nerve roots protrude; there is a high risk of paralysis (below the affected vertebra) and infection
- Hydrocephalus is common (70-90% of cases): a build up cerebrospinal fluid in the ventricles of the brain
- Treated with a shunt placement (one-way value to re-route fluid)
- Shunt failure can be life threatening
Describe Muscular Dystrophy (OI). - ANSWER - Progressive weakening and degeneration of muscles
- Duchenne MD is the most common (1 in 3,500 male births) and most severe type
- Muscle weakness between 2 to 6; loses ability to walk between 10 and 14
- No known treatment exists to stop or reverse any form
- Often fatal in adolescence/young adulthood (due to heart and respiratory failure
Describe Spinal Cord injuries (OI). - ANSWER - Penetrating injury, fracture, stretching, or compression of the spinal cord
- Motor Vehicle Accidents (MVAs) account for 38% of injuries, Falls account for 30%, violence accounts for 14%, and sports account for 9% (most common causes)
- Paralysis below the affected vertebrae, breathing problems, bladder/bowel control problems
What is diabetes? (OHI) - ANSWER - Chronic disorder of the metabolism
- The body is unable to obtain and/or retain adequate energy from food
-Predominantly inattentive (27%)
- Predominantly hyperactive-impulsive (18%)
- Combined (55%)
- The prevalence is estimated to be 5% of all school-aged children (The CDC estimates it is nearly 9-11%)
- There is no valid, independent test, so it is reliant on informant assessment -3:1 male to female ratio
- Most struggle in the classroom: They are served on the OHI category or under Section 504 and it is comorbid with learning disabilites, emotional disturbances, intellectual disabilities, and Aspergers syndrome
What are the causes of ADHD? - ANSWER - The causes are not well understood; genetic factors may place individuals at a higher risk of an ADHD diagnosis (e.g. Fragile X, Williams Syndrome). There is no clear and consistent causal data that links brain damage to ADHD, but neuroimaging does show some structural/biomedical differences in brains
How can ADHD be treated? - ANSWER - Drug treatment: the most common treatment is prescription stimulant medication like ritalin and adderall. But there is no clear evidence that stimulant medication leads to improved academic achievement.
- Behavioral Intervention: Because deficits in executive functioning are primary characteristics of ADHD, positive reinforcement for on-task behavior, modifying assignments and instructional activities, and systematically teaching self-control are helpful.
What is important to remember regarding students with orthopedic impairments and other health impairments? - ANSWER Students function well grade level academically & socially Daily health care routines and medications Frequent and prolonged absences from school Concerns of physical appearance emotional difficulties/depression Factors that affect educational needs include: 1. Severity of condition
- Age of onset (different needs) 3. Visibility - underestimation of child's abilities and limit opportunities Educational approaches (e.g., "parallel curriculum", assistive technology [simple v. high-tech voice output, driving], transdisciplinary teaming, animal assistance) Acceptance is most basic need academic
success
Define epilepsy. - ANSWER A general term covering a variety of events regarding seizure activity.
In order for epilepsy to be diagnosed, what must be apparent? - ANSWER - Recurrent and chronic seizures (at least 2 or more that are separated by 24 hours.)
- Single seizures due to unusual conditions are not considered epilepsy
Define seizure. - ANSWER A sudden disruption or marked change in electrical activity of the brain and the uncontrolled effects on the body.
Define aura - ANSWER Feelings of anxiety, unease, or discomforting sensations (e.g. flickering lights) a person may experience prior to a seizure.
What are the general characteristics of a seizure? - ANSWER - They can happen to anyone given the right precipitating condition (e.g. fevers, head trauma, blood sugar, loss of oxygen, extreme exertion, lack of sleep, high doses of drugs, sudden drug withdrawal
- Seizure threshold: Combination of hereditary, physiological, psychological, and environmental factors that make seizures more or less likely
- Seizures range in:
- Severity (convulsions with loss of consciousness vs. brief and invisible seizures.)
- Frequency (daily vs. long periods between occurrences)
- Duration: Most last from fractions of a second to less than one minute and will end without intervention. Status epiliepitcus, however, is a prolonged seizure or series of seizures which can be fatal. 1 in every 1,000 people who experience epileptic seizures experiences Sudden Unexpected Death in Epilepsy.
- Subsequent activity (e.g. confusion, memory, fatigue, alarm, irritation, anger)
Where do focal/partial seizures occur and what are the different types? - ANSWER - One area of the brain
