SPA 4400 Chapter Notes - Chapter 4: Joint Attention, Adaptive Behavior, Social Skills
26 Sep 2020
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Special Populations
Chapter 4
Intro
• We know there is considerable variability within a single diagnostic category
• Knowing child’s diagnostic label often doesn’t precisely indicate a specific assessment or
intervention needed
Intellectual Disability
• Even if we know a child’s IQ and the genes that play a causal role in ID, we cannot
accurately predict what the child’s language profile will be or how itll change over time
• Definition and classification
o Disability characterized by significant limitations in both intellectual functioning
and in adaptive behavior
▪ Everyday social and practical skills
▪ Develops before 18
o Deficits in
▪ Intellectual function
▪ Adaptive function
o Onset in developmental period
o Purpose of describing adaptive limitations
▪ To develop a profile of indviidaulized support needed to thelp ensure
that supports are provided over period of time and improve functioning
o Intellectual functioning
▪ General mental capacity
▪ Learning, reasoning, and problem soling
o Adaptive behavior
▪ Skills of daily living
o Practical skills
▪ Activity of daily living – personal care
• Cognitive characteristics
o Similar pattern as typically developing children but at slower rate
• Language characteristics
o Language delay is often one of the 1st signs of ID
o Form
▪ Acquisition of grammar follows normal pattern but slower rate
▪ Above age 3, MLU is shorter, less complex, fewer elaborations
o Content
▪ Show atypical patterns of vocab knowledge
o Use
▪ Ability to use language in social context is important component of
adaptive behavior
