PSYC 300 > Neurodevelopment - SLD > Flashcards

Neurodevelopment - SLD Flashcards

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1
Q

Specific Learning Disorder (SLD) - criteria A

A

A: Persistent difficulties learning and using at least one key academic skill

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2
Q

SLD - impairments in 3 domains

A
  1. Impairment in reading
  2. Impairment in written expression
  3. Impairment in mathematics
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3
Q

With impairment in reading (3)

A
  • Word reading accuracy
  • Reading rate or fluency
  • Reading comprehension
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4
Q

With impairment in reading: dyslexia

A
  • problems with accurate or fluent word recognition
  • poor decoding
  • poor spelling abilities
  • …specify any additional difficulties
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5
Q

With impairment in written expression (3)

A
  • Spelling accuracy
  • Grammar and punctuation accuracy
  • Clarity or organization of written expression
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6
Q

With impairment in mathematics (4)

A
  • Number sense
  • Memorization of arithmetic facts
  • Accurate or fluent calculation
  • Accurate math reasoning
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7
Q

With impairment in mathematics: dyscalculia

A
  • problems processing numerical information
  • learning arithmetic facts
  • performing accurate or fluent calculations…
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8
Q

Specific Learning Disorder (SLD) - criteria B

A

B. Skills are significantly below age expectations

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9
Q

Specific Learning Disorder (SLD) - criteria B: causes? evaluated by?

A
  • Cause significant interference with academic/occupational performance or with activities of daily living
  • Confirmed by individually administered standardized achievement measures and comprehensive clinical assessment
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10
Q

Specific Learning Disorder (SLD) - criteria B: evaluation for adults 17+?

A
  • Adults (17+): Documented history of learning difficulties may substitute for standardized assessment
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11
Q

Onset?

A

Onset in school-age years, but may be recognized later due to increased demands

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12
Q

Not accounted for by… (4)

A
  • Intellectual disability
  • Sensory deficits
  • Language barriers
  • Lack of instruction
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13
Q

Specific Learning Disorder (SLD) - “Unexpected underachievement”

A

A significant discrepancy between a person’s overall “intelligence”/potential and performance in a specific area

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14
Q

– Psychoeducational Assessment –

A
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15
Q

Psychoeducational Assessment - evaluates? conducted by? identifies?

A
  • Evaluates learning abilities in an educational context
  • Conducted by clinical or school psychologists
  • Identifying “Unexpected Underachievement” and examines gap between “intelligence”/Cognitive Potential (IQ) and Academic Performance
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16
Q

Standardized Testing Components (3)

A
  1. Intellectual Functioning (IQ)
  2. Academic Achievement
  3. Memory (if needed)
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17
Q

Collateral Information (2)

A
  • Interviews: Parents & teachers (observing effort vs. output)
  • Record review: report cards (longitudinal pattern of struggle)
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18
Q

– “Intelligence”/IQ –

A
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19
Q

“Intelligence”/IQ - IQ Test Domains (4)

A
  1. Verbal Comprehension
  2. Perceptual Reasoning
  3. Working Memory
  4. Processing Speed
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20
Q

Measuring IQ: Verbal Comprehension (def)

A

Ability to understand, use, and think with spoken language

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21
Q

Verbal Comprehension - Functions (3):

A
  • Verbal reasoning and concept formation
  • Breadth and depth of acquired knowledge
  • Vocabulary and verbal expression
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22
Q

Verbal Comprehension - Real-World Application:

A
  • Tests “Crystalized Intelligence”
  • Communicating needs and understanding abstract ideas
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23
Q

Measuring IQ: Perceptual Reasoning (def)

A

Ability to accurately interpret, organize, and think with visual information

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24
Q

Perceptual Reasoning - Functions (3)

A
  • Nonverbal reasoning and problem-solving
  • Fluid reasoning using visual-perceptual abilities
  • Recognizing patterns and spatial relationships
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25
**Perceptual Reasoning - Real-World Application: tests?**
**"Fluid Intelligence"** (solving problems without words)
26
Measuring IQ: **Working Memory (def)**
Ability to **hold information in immediate awareness** and **manipulate it mentally**
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**Working Memory - Functions (3)**
* **Attention and sustained concentration** * **Mental control and numerical manipulation** * **Sequencing information in the mind**
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**Working Memory - Real-World Application:**
* The **"Mental Scratchpad"** * Multi-step tasks (e.g., doing mental math, remembering instructions while performing them)
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Measuring IQ: **Processing Speed (def)**
Ability to **quickly** and **efficiently** process simple or routine visual information
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**Processing Speed - Functions (3)**
* Speed of visual scanning and tracking * Rapid motor coordination under time pressure * Sustained attention and cognitive efficiency
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**Processing Speed - Real-World Application**
* **Performance speed** on most tasks * **If processing is slow, higher-level reasoning may time out**
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**Achievement test (performance)** domains
* **Reading** (word reading, reading comprehension, oral reading fluency) * **Writing** (spelling, sentence composition, essay composition) * **Mathematics** (numerical operations, math problem solving) * **Oral Language** (listening comprehension, oral expression)
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-- Outcomes & The 2e Profile --
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**Twice Exceptional (2e):**
High IQ/gifted co-occurring with disability (ADHD/ASD/SLD)
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The **"Mutual Masking"** Effect for the 2e profile
* **High reasoning ability** compensates for **weaknesses**, preventing early identification * **Disability depresses performance, keeping them out of gifted programs**
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**The University Cliff** for the 2e profile
* Loss of structure + increased demands expose hidden deficits * Compensatory strategies collapse, triggering further challenges
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Risks of Untreated SLD:
* **Cumulative disadvantage and higher risk of dropout** * Elevated rates of anxiety, depression, and substance use * **Impact on self-esteem and career satisfaction**
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-- Causes & Core Treatment Approaches --
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**Etiology**
Interaction between biological vulnerability and learning context
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Etiology - **Genetic**
Strong heritability (chromosomes 2, 3, 6, 15, 18)
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Etiology - **Neurobiological**
**Atypical neural activation** in **language/processing areas**
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Primary Treatment - **Remediation**
Targeting the core deficit (e.g., phonological training)
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Primary Treatment - **Strategy Instruction**
Teaching how to learn (e.g., note-taking, organization)
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Medication
* Stimulants treat any comorbid ADHD, not the SLD itself * No "pill" cures dyslexia or dyscalculia
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-- Strategies & Accommodations --
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Specific Interventions
* **Computer-assisted programs** to improve phonological skills * **Visual-motor integration strategies** for writing deficits
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Accommodations (Leveling the Playing Field)
* **Extended time on tests** (removes processing speed barrier) * **Assistive technology** (e.g., text-to-speech, taped lectures)
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Success often depends on:
* Instruction must be **individualized** and **sustained** * **Multimodal approaches** (combining remediation + strategies) yield best results * **Leveraging strengths (e.g., listening skills) to support weaknesses**
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-- Intellectual Disability (ID) --
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**Intellectual Disability (ID)**
Significantly below-average intellectual and adaptive functioning
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ID - **onset**
during developmental period (before age 18)
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ID - The Diagnostic Shift (DSM-5)
* **Moved away from strict IQ cutoffs** (e.g., "70") * Severity is now based on **Adaptive Functioning (support needs)** * **If IQ is low but the person is independent and successful in daily life, they may not meet criteria for ID**
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-- Adaptive Functioning Domains --
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Adaptive Functioning Domains - **assessments**
Assessments conducted by clinical or school psychologists
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Adaptive Functioning Domains - **conceptual**
Language, reading, writing, math, reasoning, memory
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Adaptive Functioning Domains - **social**
Empathy, social judgment, interpersonal communication skills
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Adaptive Functioning Domains - **practical**
Personal care, job responsibilities, money management, recreation
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Adaptive Functioning Domains - **goal**
Assess real-world independence
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Adaptive Functioning Domains - **levels of severity: mild**
Most common (~90%); often unrecognized until school; can achieve independence with some support
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Adaptive Functioning Domains - **levels of severity: profound**
High support needs; often co-occurs with sensory/motor impairments
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-- Causes of ID: Biological & Environmental --
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Genetic & Chromosomal: **most common *chromosomal* cause?**
Down Syndrome (Trisomy 21)
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Genetic & Chromosomal: **most common *inherited* cause?**
Fragile X Syndrome
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Environmental: **prenatal**
**Fetal Alcohol Spectrum Disorder** (FASD), infections, toxins
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Environmental: **perinatal**
**Oxygen deprivation** (anoxia) at birth, prematurity
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Environmental: **postnatal**
**Head injury**, severe social deprivation, malnutrition
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Environmental: **heterogeneity**
In 30-40% of cases, no specific cause is found
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-- History, Ethics & Neurodiversity --
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Eugenics Movement
Belief in "breeding out" low IQ
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The Sexual Sterilization Act (BC, 1933-1973)
* Authorized a Eugenics Board to order sterilization of institutionalized individuals to prevent transmission of "mental defectiveness" * Targeted those deemed likely to bear children with mental illness or intellectual disability; consent was often coerced or bypassed
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“Treatment” & Support
* No Biological Cure: Treatment focuses on skills and quality of life * Educational & Behavioral Interventions
72
Adult Outcomes
* **Supported Employment**: Job coaching to promote dignity and financial independence * **Community Inclusion**: Moving away from institutions toward independent or supported living
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