Intellectual Disabilities (Questions 1 - 5) by Faceing Autism https://padlet.com/faceingautism/padlet1 EDSP 6339 (Chapter 4 to 6) en-us 2019-09-16 18:51:01 UTC 2019-09-24 05:51:32 UTC hello@padlet.com https://padlet.pics/1/image.webp?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f469-1f3eb.png (3) The two components, i.e., deficits in intellectual functioning and adaptive behavior, must occur during the developmental period. Intellectual disability due to injury does not qualify. faceingautism https://padlet.com/faceingautism/padlet1/wish/387027716 (Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)]]> 2019-09-20 07:27:48 UTC https://padlet.com/faceingautism/padlet1/wish/387027716 (2) This component requires the individual to have significant difficulty with adaptive behavior, i.e., the tasks involved in everyday living. faceingautism https://padlet.com/faceingautism/padlet1/wish/387027727 (Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)]]> 2019-09-20 07:27:51 UTC https://padlet.com/faceingautism/padlet1/wish/387027727 (1) Intellectual functioning that is “significantly subaverage.” This component can be demonstrated by scoring 2 or more standard deviations below the mean on a standardized intelligence test, i.e., approximately 70 or less. faceingautism https://padlet.com/faceingautism/padlet1/wish/387027750 (Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)]]> 2019-09-20 07:27:54 UTC https://padlet.com/faceingautism/padlet1/wish/387027750 NOTE: According to the IDEA, a child exhibiting substantial limitations in intellectual functioning and adaptive behavior automatically qualifies as having a disability that "adversely affects" their educational performance. faceingautism https://padlet.com/faceingautism/padlet1/wish/387028797 2019-09-20 07:30:44 UTC https://padlet.com/faceingautism/padlet1/wish/387028797 (4) In some cases, these children or adults may display positive attributes, such as sincerity, affection, tenacity, and curiosity getting along well with others. faceingautism https://padlet.com/faceingautism/padlet1/wish/387029023 (Heward, Alber-Morgan, & Konrad, 2018, p. 120)]]> 2019-09-20 07:31:33 UTC https://padlet.com/faceingautism/padlet1/wish/387029023 (3) These students may exhibit more behavioral problems than other children. Also, they may exhibit inappropriate, excessive, or challenging behavior. They may have limited self-control and difficulty accepting criticism. faceingautism https://padlet.com/faceingautism/padlet1/wish/387029116 (Heward, Alber-Morgan, & Konrad, 2018, pp. 119-120)]]> 2019-09-20 07:31:52 UTC https://padlet.com/faceingautism/padlet1/wish/387029116 (2) These students have substantial deficits in the areas of social relationships, self-care, and daily living skills, i.e., adaptive behavior. faceingautism https://padlet.com/faceingautism/padlet1/wish/387029200 (Heward, Alber-Morgan, & Konrad, 2018, p. 117)]]> 2019-09-20 07:32:09 UTC https://padlet.com/faceingautism/padlet1/wish/387029200 (1) Slow rates of learning, poor memory, attention deficit problems, difficulty with maintaining and generalizing information taught, and lack of motivation are examples of disabled cognitive functioning and learning exhibited by some students. faceingautism https://padlet.com/faceingautism/padlet1/wish/387029308 (Heward, Alber-Morgan, & Konrad, 2018, pp. 114-116)]]> 2019-09-20 07:32:26 UTC https://padlet.com/faceingautism/padlet1/wish/387029308 Severe or Profound disabilities are almost always identified before, at, or shortly after birth. These infants usually have significant central nervous system damage, in addition to other health conditions. faceingautism https://padlet.com/faceingautism/padlet1/wish/387029685 (Heward, Alber-Morgan, & Konrad, 2018, p. 114)]]> 2019-09-20 07:33:41 UTC https://padlet.com/faceingautism/padlet1/wish/387029685 Moderate disability usually presents during their preschool years in the form of significant developmental delays. These discrepancies in overall intellectual development and adaptive functioning increase as they grow older. This group is also more likely to suffer health issues and exhibit behavioral problems than individuals with mild intellectual disabilities. faceingautism https://padlet.com/faceingautism/padlet1/wish/387029802 (Heward, Alber-Morgan, & Konrad, 2018, p. 114)]]> 2019-09-20 07:33:59 UTC https://padlet.com/faceingautism/padlet1/wish/387029802 Mild disabilities tend not to be identified until children enter school. Most often, these children learn basic academic and adaptive skills well enough to support themselves independently or semi-independently. faceingautism https://padlet.com/faceingautism/padlet1/wish/387029927 (Heward, Alber-Morgan, & Konrad, 2018, p. 114)]]> 2019-09-20 07:34:20 UTC https://padlet.com/faceingautism/padlet1/wish/387029927 Postnatal faceingautism https://padlet.com/faceingautism/padlet1/wish/387030567 (biomedical)
 1. Traumatic brain injury
 2. Malnutrition
 3. Meningoencephalitis
 4. Seizure disorders
 5. Degenerative disorders 
 (social)
 1. Impaired child caregiver
 2. Lack of adequate
 stimulation
 3. Family poverty
 4. Chronic illness in the
 family
 5. Institutionalization 
 (behavioral)
 1. Child abuse and neglect
 2. Domestic violence
 3. Inadequate safety measures
 4. Social deprivation
 5. Difficult child behaviors 
 (educational)
 1. Impaired parenting
 2. Delayed diagnosis
 3. Inadequate early
 intervention services
 4. Inadequate special
 educational services
5. Inadequate family
 support 

Taken from "Figure 4.3 Etiologic risk factors for intellectual disabilities"
(Heward, Alber-Morgan, & Konrad, 2018, p. 122)]]> 2019-09-20 07:36:29 UTC https://padlet.com/faceingautism/padlet1/wish/387030567 Perinatal faceingautism https://padlet.com/faceingautism/padlet1/wish/387030582 (biomedical)
 1. Prematurity
 2. Birth injury
 3. Neonatal disorders 
 (social)
 1. Lack of access to birth
 care 
 (behavioral)
 1. Parental rejection of
 caretaking
 2. Parental abandonment of child 
 (educational)
 1. Lack of medical referral
 for intervention services
 at discharge

Taken from "Figure 4.3 Etiologic risk factors for intellectual disabilities"
(Heward, Alber-Morgan, & Konrad, 2018, p. 122)]]> 2019-09-20 07:36:31 UTC https://padlet.com/faceingautism/padlet1/wish/387030582 Prenatal faceingautism https://padlet.com/faceingautism/padlet1/wish/387030589 (biomedical)
 1. Chromosomal
 disorders
 2. Single-gene disorders
 3. Syndromes
 4. Metabolic disorders
 5. Cerebral dysgenesis
 6. Maternal illnesses
 7. Parental age 
 (social)
 1. Poverty
 2. Maternal malnutrition
 3. Domestic violence
 4. Lack of access to prenatal care 
 (behavioral)
 1. Parental drug use
 2. Parental alcohol use
 3. Parental smoking
 4. Parental immaturity 
 (educational)
 1. Parental cognitive
 disability without
 supports
 2. Lack of preparation for
 parenthood 

Taken from "Figure 4.3 Etiologic risk factors for intellectual disabilities"
(Heward, Alber-Morgan, & Konrad, 2018, p. 122)]]> 2019-09-20 07:36:33 UTC https://padlet.com/faceingautism/padlet1/wish/387030589 • Conduct regular formative and summative assessments using these measurements of student performance to inform instructional decisions. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035650 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:06 UTC https://padlet.com/faceingautism/padlet1/wish/387035650 • Select strategies that encourage students to generalize and maintain newly learned skills. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035665 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:08 UTC https://padlet.com/faceingautism/padlet1/wish/387035665 • Make fluency-building activities the core of your lessons. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035671 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:09 UTC https://padlet.com/faceingautism/padlet1/wish/387035671 • Use contingent reinforcement, instructional feedback, and error correction to provide students with systematic consequences for performance. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035683 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:10 UTC https://padlet.com/faceingautism/padlet1/wish/387035683 • Through scaffolding, provide students with supportive prompts or cues which will fade and be replaced by students responding naturally occurring stimuli. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035690 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:12 UTC https://padlet.com/faceingautism/padlet1/wish/387035690 • Design instructional activities and select materials that provide students with frequent opportunities to practice both independently and with guidance. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035826 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:41 UTC https://padlet.com/faceingautism/padlet1/wish/387035826 • Define new knowledge or skills to be learned and support students learning by breaking large tasks down into smaller, more manageable components. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035851 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:44 UTC https://padlet.com/faceingautism/padlet1/wish/387035851 • Identify and prioritize the most important instructional targets by assessing each student’s present levels of performance. faceingautism https://padlet.com/faceingautism/padlet1/wish/387035860 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2019-09-20 07:53:46 UTC https://padlet.com/faceingautism/padlet1/wish/387035860