412 IDD

Question 1

IQ tests history

Answer 1

• first developed by Simon and Binet to identify kids who might need help in school
• because of eugenics, IQ testing was rooted in racist beliefs and used to identify people they thought shouldn’t be having children
• IQ testing was based on cultural knowledge and test-taking skills so Black, Indigenous, poor people weren’t performing as well and institutionalized/sterilized

Question 2

cognitive abilities vs. intelligence

Answer 2

• cognitive abilities: specific mental processes
• intelligence: general quantity related to applying learned skills and knowledge in a variety of situations

Question 3

psychometric approach to intelligence

Answer 3

• first standardized tests of intelligence
• crystallized (acquired through schooling and experiences) and fluid (using your mind to solve novel problems, manipulating information)
• crystallized increases throughout lifetime
• fluid peaks in young adulthood, then declines as you keep aging
• uses mental age (the level of age-graded problems that you can solve)
• Stanford-Binet scales
• Wechsler scales: WPPSI (preschool), WISC-V (6-18), WAIS-IV
• score is based on how well you do relative to standardized norms for your age

Question 4

hierarchal view of intelligence

Answer 4

• g: general intelligence (a latent value)
• broad abilities (like fluid and crystallized) make up g
• specific abilities assessed by specific tasks trying to tap into your broad abilities which allows us to hypothesize about your level of g
• g = broad ability = score on tasks of specific abilities

Question 5

WISC-V

Answer 5

• FSIQ made up of 5 domains
• verbal comprehension: similarities & vocabulary
• visual spatial: block design & visual puzzles
• fluid reasoning: matrix reasoning & figure weights
• working memory: digit span & picture span
• processing speed: coding & symbol search

Question 6

IQ stability in childhood

Answer 6

• starting around age 4, strong relationship with later IQ scores
• but many children still show ups and downs throughout childhood (influenced by motivation, testing procedures)
• IQ in infants is unrelated to later scores, EXCEPT for kids with moderate-severe ID

Question 6

IQ normal distribution

Answer 6

• mean of 100, SD of 15
• 95% of scores are within 2 SDs
• 70 was IDD cutoff in DSM-IV (not in DSM-5)
• 130 is giftedness cutoff

Question 7

racial ethnic intelligence disparities

Answer 7

• not due to genetic differences between groups because race isn’t genetic
• environmental differences: access to resources, adequate schooling, family income (low-SES; when you control for this, the gap shrinks)
• stereotype threat
• not only due to verbal tests: nonverbal items could also have cultural elements that interfere with one’s ability to do the task

Question 8

stereotype threat

Answer 8

• things people know about stereotypes about their groups affects performance
• stress about the stereotypes (confirming) interferes, can be unconscious
• also because people tend to think of their intelligence as innate and fixed

Question 9

general ability index

Answer 9

• similar to FSIQ but without processing speed (which itself is very reliant on working memory)
• for people who still have the cognitive abilities to do the tasks, but work more slowly

Question 10

Gardner’s theory of multiple intelligences

Answer 10

• 8 different dimensions of intelligence that don’t ‘add up’ to general intelligence like in the hierarchal view
• linguistic, bodily-kinesthetic, inter/intrapersonal, visual-spatial, existential, naturalistic, musical, logical-mathematical
• savant syndrome would be having very high intelligence in one type, and average in others
• inspired ‘visual’ or ‘auditory’ learners

Question 11

Sternberg’s triarchic theory

Answer 11

• practical (adapting, selecting, shaping environments), creative (dealing with novel problems, automatization), analytic (thinking critically, planning)
• three components working effectively together = successful intelligence = adapt, achieve reasonable goals, optimize strengths and weaknesses

Question 12

Flynn effect

Answer 12

• IQ estimate may be too high or too low depending when you take the test in relation to when it was normed (3pt increase per decade)
• contributes to DSM-5 decision to remove IQ score cutoff (removing access to services)

Question 13

mild IDD severity

Answer 13

• 85% of people with IDD
• not identified until early elementary (we don’t see conceptual difficulties in preschool but language and social immaturity emerge in elementary)
• kids from lower SES more likely to have mild IDD
• as adults, will need support for complex independent tasks

Question 14

moderate IDD

Answer 14

• 10% of kids with IDD
• identified during preschool
• more pronounced conceptual difficulties (expressive/receptive language, reading and writing)
• modal level of severity in people with Down syndrome
• as adults will function at elementary school level

Question 15

severe IDD

Answer 15

• 3-4% of kids with IDD
• clear organic cause
• identified at young ages
• limited speech (which affect social domain)
• need lots of supervision and support for everyday activities

Question 16

profound IDD

Answer 16

• 1-2% of people with IDD
• identified in infancy
• clear organic cause + co-occurring medical conditions
• limited conceptual skills, language, nonverbal gestures
• dependent on others for almost everything
• still find pleasure in interaction

Question 17

IDD prevalence

Answer 17

• 1-3%
• more prevalent in lower SES (only for mild severity) and in males (again, only for mild)
• as we increase in severity spectrum, organic causes spread evenly in all SES groups and genders

Question 18

IDD heritability and environment

Answer 18

• heritability of intelligence is about 50% which means a large proportion can be worked on to enrich the environment and develop IQ
• genetic influences are partially modifiable by the environment
• phenotype can be affected by gene-environment interaction
• heritability estimates decrease when SES is low (more environmental variability)

Question 19

organic causes of IDD

Answer 19

• chromosome abnormalities, single gene conditions, neurobiological influences
• tends to be moderate, severe, profound
• comparable prevalence across SES

Question 20

cultural/familial causes of IDD

Answer 20

• no clear cause
• family history of IDD, economic deprivation, inadequate childcare, poor nutrition, parental psychopathology
• tends to be mild
• higher rates in low SES families

Question 21

chromosomal abnormalities

Answer 21

• most common cause of severe IDD
• Down syndrome (three copies of chromosome 21, most cases are random events)
• Prader-Willi and Angelman (deletions of chromosome 15)
• Fragile-X syndrome (part of the X chromosome is slightly bent, inherited)

Question 22

single-gene conditions

Answer 22

• phenylketonuria (inherited, can be identified at birth and managed with restrictive diet to avoid IDD)
• cannot metabolize phenylalanine so rising levels are toxic and can impact intellectual development

Question 23

neurobiological injury

Answer 23

• prenatal (fetal alcohol syndrome)
• perinatal (anoxia)
• post natal (head injuries)

Question 24

Down syndrome comorbidity with IDD

Answer 24

- 15-20% of people with IDD have Down - underlying symbolic abilities are intact (understanding abstract meanings) - delay in expressive language (more deficits than in receptive language)

Question 25

Down syndrome characteristics

Answer 25

- fewer distress signals or desire for proximity with caregiver - delayed (but positive) self-recognition - delayed and abnormal internal state language - deficits in ToM = deficits in language and description of internal experiences - social skill deficits can lead to peer rejection (but still a desire for proximity)

Question 26

emotional and behavioural problems comorbidity

Answer 26

- rates much higher likely due to communication deficits, additional stressors, neurological deficits - impulse control disorders, anxiety and mood disorders most common - similar developmental patterns as typical children: internalizing problems more common in adolescence - ADHD symptoms are common, Pica (affects 8-10% across ages and levels of IDD), self-injurious behaviour

Question 27

physical and health disabilities comorbidity

Answer 27

- higher prevalence of chronic health conditions - life expectancy for people with Down is about 60 yrs (cognitive decline after adolescence can contribute to this) - epilepsy, cerebral palsy common

Question 28

prevention of IDD

Answer 28

- prenatal care (reduce neurobiological injury, increase gestation time, plan for uncomplicated delivery) - early care and education (safe and stimulating environments: remove lead paint, focus on speech and communication, preschool intervention, enrichment for low SES youth)

Question 29

disparities in early communication in high/low SES

Answer 29

- parents with doctoral degrees speak to their children significantly more than parents who haven't gone to university, and much more than parents on social assistance - leads to a projected word gap of 30 million in the first 3 yrs of life (differences in developing receptive language) - educational enrichment is especially important for low SES

Question 30

Carolina Abecederian project

Answer 30

- low-income families with kids randomly assigned to receive a full-time educational intervention or be cared for at home - educational enrichment from infancy to preschool (5 yrs) - learning games, following the child's lead and challenging them, focus on language - started seeing differences in IQ at 15 months, then dramatic differences at age 2-3 - differences maintained when kids go to school (IQ, reading and math scores) - still see differences at 21 yrs, more people going to college - also see long-term benefits for the society (less crime, paying more taxes)

Question 31

behavioural approaches for IDD

Answer 31

- initially a means to control/redirect negative behaviours - individuals have a right to a least restrictive effective treatment and one that results in safe and meaningful change - essentially reinforcement to teach skills and improve adaptive functioning

Question 32

CBT for IDD

Answer 32

- self-instructional training and metacognitive training - verbal instructional techniques - teaching the child to be strategical (how to use strategies for effective living) and metastrategical (how to choose strategies for situations) - addressing a lack of generalization that is common (teaching something in one domain, but child finds it difficult to translate them to another situation)

Question 33

family-oriented strategies for IDD

Answer 33

- helping cope with the demands of raising a child with IDD - some kids may benefit from out-of-home placement - generally, inclusion movement supports helping individuals integrate into society (regular classroom settings, teachers must adjust the curriculum)