Outline Chapter 17
Intellectual and Developmental disability

Characterisitics of Intellectual and Developmental Disabilities ( IDD):

• Limited intelligence

•Low social skills

•Low adaptive skills

•Language delay.

•Originates prior to age 18.

Causes:

a) Genetic: DNA testing is conducted for diagnosis.

Down syndrome- 1 in every 600-900 live births. 3 copies of chromosome 21.

PKU- phenylketonuria. Absence of a specific enzyme in the liver. Can cause severe intellectual disability.

Fragile X syndrome- mutation on the long arm of X chromosome. Twice more males than females. 1 in 4000. moderate IDD and behavior concerns.

b) Toxic Intrusions during pregnancy

1)FAS ( fetal alcohol syndrome)- 7 out of 10,000 births. Moderate intellectual disability and behavioral problems (ADHD).

2)LEAD ingestion or inhaling- paint, gasoline.

3) Infections – rubella, encephalitis.

ENVIRONMENTAL FACTORS:

Interaction between genetics and environment.

Developmental delays

a)Concepts for language development, reading, writing, money management.

b)Social skills delays affecting self-esteem, following rules, interpersonal relationships, victims of bullying, lack responsibility.

c)Self-help delays affecting independent living skills

How do we identify students?

•Suspect developmental delays

•Difficulties in information processing

•Diagnosis at birth or during first 3 years of life

•Intelligence tests

Intelligence Tests

STANFORD-BINET: cognitive ability and intelligence test used in young children. Measures 5 factors during verbal and nonverbal subtests (knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning).

WECHSLER SCALES: generates an IQ score and can be used to diagnoseADHD and learning disabilities. It assess children after age 2 inComprehension Knowledge, Long-Term Retrieval, Visual-Spatial Thinking, Auditory Processing, Fluid Reasoning, Processing Speed, Short-Term Memory, Quantitative Knowledge and Reading-Writing.

VINELAND ADAPTIVE BEHAVIOR SCALE: psychometricinstrument used in the assessment of individuals withintellectual disability, PDD and other types ofdevelopmental delays.

Factors to consider when working with families with children with intellectual disability diagnosis:

What is the degree of intellectual disability?

Is there a specific diagnostic path to follow?

Are parents planning to have more children?

What are the parents’ wishes?

What resources can I provide to family?

Mild intellectual disability

Often associated with racial, social, familial factors

Identifiable in less than half affected individuals

Common biological causes are genetic/chromosomal syndromes, perinatal complications, prenatal alcohol/drug exposure

Familial clustering common

Moderate intellectual disability:

Supported employment and often live at home or in supervised setting in the community

Severe intellectual disability

Linked to biological/genetic origin

Identifiable in 75% of cases

Common causes: Down syndrome, fragile X syndrome, fetal alcohol spectrum disorders

Associated impairments make it difficult to distinguish intellectual disability from other developmental disabilities

Down Syndrome

genetic disorder with extra chromosomes ( 47)

3 types/ most common is Trisomy 21

Happens during conception

Causes still unknown

Born to mothers of all ages

Genetic change affects neurologic development and growth

Trisomy 13

It is a chromosomal condition associated with severe intellectual disability and physical abnormalities in many parts of the body.

Trisomy 13 characterisitcs:

Heart defects

Brain or spinal cord abnormalities

Very small or poorly developed eyes (microphthalmia)

Extra fingers or toes

5 to 10 percent of children with this condition live past their first year.

Cleft lip with or without cleft palate

Hypotonia

Trisomy 18

Caused by a error in cell division, an extra chromosome 18 results (a triple) disrupts the normal pattern of development that can be life-threatening, even before birth. Only 50% of babies are born alive. Developmental delays include lower processing, slow motor development and speech.

Preferred learning style is;

Concrete learning

Hands-on activities

Allow longer processing time

Consistency in routines and tasks

Model behavior

Active participation

Provide creative opportunities via visual arts, dance, music, photography, drama.

Support in class

Repetition

Social skills modeling

Direct instruction

Practice to learn

Classification of concepts

Expressive and receptive language development

Positive emotional context

Supportive educational programming

Inclusion setting

IEP goals

Classroom Strategies

Allow child to hold a “fidget” toy to be visually occupied

Do not expect the child to stay at circle time for longer than two to three minutes.

Incorporate music, movement, props, and puppetry into circle time activities

Fingerplays need to be simple

Encourage child to participate in open-ended art activities

Encourage the use of an adaptive grasp

Define a space within the block area center for work on a special “floor”

Place a pre set number of blocks into a large container next to the child

If child insists on mouthing or throwing blocks use non-toxic plastic blocks

Provide child with appropriate mouthing toys

•Model appropriate block play

•Give lots of positive encouragement

•When there is difficulty with transitions, be sure to give sufficient advance warnings

•Include a peer partner when working on play skills

•Child may have difficulty playing for a long time. Support by sectioning off an area for play through the use of a refrigerator box or partition