ID/SLD

Question 1

ID classification

Answer 1

ID: Neurodevelopmental disorder (onset during dev period) involving limitations in intellectual (confirmed IQ test deficits eg 70±5 pts) and adaptive functioning (conceptual, practical, social)
NB. DSM 5 no specific cut off for IQ

Question 2

SLD classification

Answer 2

SLD:
Neurodevelopmental dx
1+ >6months
Difficulty despite intervention
Academic skills below peers
Impact on daily living

Difficulty
reading - articulation and understanding
Spelling - phenoms
Written expression
Number sense, facts, calculations
Multi/bilingualism

Specify: Reading (dyslexia), writing (dysgraphia), maths (dyscalculia)

Question 3

differential

Answer 3

ASD (social aspect more difficult in ASD than ID)

TBI,

SLD (dif ID how broad diff are)

ADHD (diff with attention opposed to ability),
hearing/visual deficits,

contextual factors eg open classroom, bullied, anxiety etc

Question 4

Assessment ID

Answer 4

• Maternal/prenatal eg AOD
• Developmental delays
• IQ (WAIS/WISC)
• Stanford Binet (very low ID, low floor)
• Adaptive functioning across settings (ABAS self and other)
• Home factors eg parenting, poverty, nutrition etc
• Interventions offered in school
• Family history
• School reports
• NOT yes or NO Qs
• Reverse order to see if understood
• rapport/safety
  think sam - risk, taken advantage of,
  important to build rapport,
  ask for example not just yes or no qs

medical assessment hearing and vision

Question 5

Asessment SLD

Answer 5

• Classroom environment (observation: learning environment, Rship with teacher/kids)
• WIAT (writing reading, comp, maths, language) - can compare with WISC and WAIS
• School reports (clues to causes for absences, academic support)
• Family history

medical assessment hearing and vision

Question 6

ID causes

Answer 6

• Genetics
• Chromosomal Dx- Fragile X, Down syndrome
• FAS
• Malnutrition
• Poverty!

Question 7

SLD causes

Answer 7

• Genetics (60% parents)
• Poor learning environment/ lack value education

physiological abnormalities in
the processing of visual information in the brain. = inherited

Question 8

SLD AND ID treatment

Answer 8

ID & SLD

• Teacher aids in classroom
• Give more time for tasks/tests or accommodations eg type instead write
• Get parents on board
• Parent training for managing challenging behaviours

educational strategies that capitalize
on existing strengths, and behavioral strategies involving direct instruction.

Cognitive–behavioral techniques and computer-assisted instruction are also used successfully.

CBT
- Psychoed eg not lazy/myths
- Understanding clients goals
- Problem solving
- Concurrent problems eg self esteem
- Reducing challenging behaviours
- Stress reduction/coping for families

• Refer for Needs Assessment Service Coordination (NASC) team who can consider Lifelinks support

Question 9

Beginning reading programme

Answer 9

1. Identify at-risk children and teach phonological awareness skills directly.
2. Provide direct teaching of the alphabetic code.
   Explicitly teach regularities then irregularities of the English language.
3. Teach reading and spelling simultaneously- learn to spell the words they are reading.
4. Provide intensive reading instruction. 3+ years of direct instruction in basic reading skills. Assigned reading to practice - that contains words the children can decode. Then introduce only those irregular words that can be read with
   high accuracy.
5. Teach for automaticity. Once basic decoding is mastered, expose to words often to be easily accessible. should be pleasant and rewarding as possible.