Psychology Developmental Disabilities Quiz

Course Information

• Course name: Psychology Developmental Disabilities
• Course code: PSYC-3230-01
• Semester: Winter 2025
• Date: January 15, 2025
• Lecture: 4
• Instructor: Dr. Philip W. R. Ricciardi, C. Psych., Adjunct Associate Professor
• University: University of Windsor

Acknowledgement of Land

• The land is within the lands honored by the Wampum Treaties
• The territory was originally inhabited by Indigenous Peoples
• Agreements were made by Anishinaabe, Haudenosaunee, Lenni Lenape, and allied nations to share and care for the Great Lakes resources.
• The lecture specifically acknowledges the Three Fires Confederacy (Ojibwe, Odawa, Potawatomi) and Huron/Wendat Peoples
• The instructor is committed to honoring Indigenous history and culture while respecting First Nations, Inuit, and Métis

Announcements

• Each set of lecture slides contains an announcement slide typically the third slide
• The announcements slide provides crucial course information
• This includes details about exams, reading materials and where to find them (e.g., Brightspace)
• Students should refer to this slide before emailing instructor or the GA.

Importance of Neurodevelopmental Processes

• Individual understanding and processing of events depends on his/her environment
• Different systems will be used to varying extents based on the situation
• It is essential to identify strengths and/or needs in each system to effectively function
• Accurate assessment of all systems is crucial for effective functioning
• Assessment must be done to evaluate if the individual has strengths or needs

Basic Model: Atkinson & Shiffrin, 1968

• Model illustrates information flow through memory stages
• Sensory register receives input from environment
• Short-term memory (STS) has limited capacity (often now included with the idea of the Sensory Register)
• Working memory is an active, working space for processing information and selecting attention-worthy details
• Long-term memory stores and retrieves information permanently; its use is linked with working memory
• Attention is focused on a subset of input to be processed, which determines what should be stored and retrieved
• Organization and elaboration help process and arrange information for storage and retrieval in long-term memory

A Little More Detail

• Predisposing attitudes such as a reasonable, skeptical, or curious mind-set influence the process
• Situational conditions like available information, enough time, and high-stakes situations affect interpretation and reasoning skills
• The quality of reasoning is assessed in relation to skills
• Outcome measurements, and meta-cognitive skills evaluate progress
• Moderating subject variables such as educational levels, background knowledge, and expertise affect assessments

Human Memory Function

• Sensory memory holds input for a brief time, less than 1 second (< 1")
• Short-term/Working memory involves conscious processing (< 1')
• Explicit memory (conscious) includes declarative memory (events & facts), and episodic memory (experiences & events)
• Long-term memory (permanent) incorporates implicit memory (unconscious processes), procedural memory (learned motor skills), and semantic memory (facts & concepts)

The Concept of Intelligence

• Intelligence encompasses basic mental processes (e.g., perception)
• It involves fluid and crystallised intelligence, adaptations to the environment, processes of higher-order thinking, problem-solving, decision-making, and the ability to apply logical reasoning.
• Intelligence includes the ability to learn and apply abstract thinking

Narrow Stratum I Fluid Intelligence: Tables C.1-C.10

• Includes tables with names, codes, and definitions of different narrow stratum abilities (induction, and sequential reasoning)
• Definitions describe specific abilities related to intelligence facets
• Tables include a variety of facets for examples, general sequential reasoning, quantitative reasoning, and general/verbal information

Narrow Stratum I Crystallized Intelligence: Table C.2

• Includes tables with names, codes, and definitions of different narrow stratum abilities (vocabulary, lexical knowledge, listening ability, grammatical ability, oral production, etc)
• Definitions describe specific abilities related to different facets of intelligence, e.g. word meanings and ability to comprehend
• The tables include specific examples of these different facets and areas of intelligence

Narrow Stratum I Knowledge: Table C.3

• Includes tables of names, codes, and definitions of different narrow stratum abilities (General knowledge, foreign language proficiency, skill in lip reading, general science information, mechanical knowledge, etc)
• Definitions describe specific abilities related to different facets of intelligence, e.g. geographic knowledge
• The tables include more specific examples related to different narrow stratum abilities

Narrow Stratum I Quantitative Knowledge: Table C.4

• Includes tables of names, codes, and definitions of different narrow stratum abilities (quantitative knowledge, mathematical knowledge, etc)
• Definitions describe specific abilities related to different facets of intelligence, e.g. understanding math concepts
• The tables include specific examples related to the ability to understand math

Narrow Stratum I Reading/Writing: Table C.5

• Includes tables of names (e.g., reading decoding, reading comprehension, reading speed, spelling ability, etc.) and definitions related to these aspects
• The definitions specify the ability to decode words, grasp reading content, read text sequences and recall words, etc.

Narrow Stratum I Short-Term Memory: Table C.6

• Includes tables of names (e.g., short-term memory, memory span, working memory) and definitions related to these abilities
• The definitions specify abilities like attending to items, recalling ordered elements, using limited short-term memory, and performing multiple tasks

Narrow Stratum I Long-Term Memory Storage and Retrieval: Table C.7

• Includes tables of names (e.g., associative memory, meaningful memory, free recall memory, naming facility, fluency) and definitions related to these specific abilities
• The definitions specify the ability to recall items, recall related sets of information, use associative recall, recall items, etc., and understanding how those abilities link to long-term memory functions

Narrow Stratum I Visual Processing Table C.8

• Includes a list of names, codes and definitions related to different visual processing abilities
• Includes details on the ability to perceive visual patterns, quickly process images, and perceive the relationships between different objects and shapes.

Narrow Stratum I Auditory Processing Table C.9

• Includes tables of names (e.g., phonetic coding, speech sound discrimination, and resistance to auditory stimulus distortion) and definitions related to these abilities
• The definitions specify abilities like hearing phonemes, differentiating between sounds in speech, understanding distorted speech, and processing sound patterns.

WISC-V Domains / Indices: Table

• Describes specific subtests, their related indices, example of indexes.
• Gives details of the WISC-V cognitive assessment procedure

###Reasons for Conducting an Assessment

• Assessments are for various reasons (teaching or learning, assessing needs, improving function, etc.)
• Identifying needs and planning services
• Group-based assessments highlight areas where services may be lacking

Specificity of Individual Assessments

• Assessments might be done because of concerns or to answer questions
• A variety of people such as educators, support personnel and family members may request or initiate an assessment

Components of Assessment

• Includes gathering information (health history, social history, skills, knowledge, behavioral factors, and environmental circumstances)
• Assessment is for individuals or groups of people, it's a way to obtain appropriate information to form sound conclusions

Frameworks for Assessments

• A wide range of areas for assessment include intellectual function, adaptive skills, learning abilities, neurosensory functioning, speech, language, health, dental health, nutrition, psychological issues, life skills, activities of daily living, living environment, and available supports

Testing, Testing, Testing

• The illustrations reflect the variety of capabilities needed during assessment.
• A testing session doesn't assess all abilities

Assessment, More Than a Bell Curve

• Assessment goes beyond a simple bell curve (distribution of scores)
• It is multi-dimensional and considers not only the range of ability but also the conceptual approach of the issues involved.

What is a Percentile Score?

• Percentile scores describe a person's score's rank in relation to others of similar ages
• Range of scores are standardized scores for comparison
• Average scores are around percentile 25 or 74

Types of Validity

• Content validity assesses the scope of relevance of the test
• Criterion-related validity relates scores to specified external criteria
• Construct validity confirms whether the measure actually measures the intended behavior

The Education Act (Ontario)

• Exceptional students are determined via the IPRC process with 5 categories of exceptionality (behavior, communication, intellectuals, physical and multiple).

What is an Exceptional Student?

• Exceptionality is identified via the IPRC (Identification, Placement, and Review Committee) process
• The IPRC process is a legal requirement under the Education Act Regulation
• The committee uses observations, test results, and assessments to determine exceptionality and the required placement

Categories of Exceptionality: Intellectual

• Developmental disability includes severe learning impairment and inability to benefit from education
• Mild intellectual disability involves learning within regular classes with appropriate modifications
• Multiple exceptionality includes a combination of learning or other disorders requiring specific support

Diagnostic and Statistical Manual of Mental Disorders (DSM-5): Intellectual Disability (319)

• Intellectual disability is diagnosed during developmental periods involving conceptual, social, and practical adaptive and functioning deficits.
• Two major criteria for Intellectual disability include deficits in intellectual functions which are confirmed by testing and clinical assessment, and deficits in adaptive functioning which impair daily life activities.
• The onset of deficits must have taken place during developmental periods

DSM-5 Intellectual Disability (319) Specifiers

• Specifiers include age of onset and severity
• Specifiers can be associated with other conditions (e.g., a medical condition like seizure disorder) and can be further specified to the severity of those conditions

International Classification of Diseases (ICD-11)

• The classification system for diseases
• Structure and section on mental, behavioral, neurodevelopmental disorders

Structure of the ICD - Structure and Section on Mental, Behavioral, Neurodevelopmental Disorders

• The structure of ICD - 11 is presented
• The structure of section 6A00 under disorders of intellectual development

Neurodevelopmental Disorders

• Description of neurodevelopmental disorders in terms of behavioral and cognitive changes; challenges to intellectual, motor, or social functions, along with possible etiology

6A00 Disorders of Intellectual Development

• Disorders of intellectual development encompass various conditions
• Standardized testing is an important part of the diagnostic process for these conditions but other methods are appropriate

The Distribution of Intelligence Including ID Population

• The graphic displays the proportion of scores within intelligence ranges, including those within the classification of Intellectual Disability (Intellectual Development Disorder)
• The distribution illustrates how intellectual scores and the range of the ID population relates to other populations that are not classified as Intellectual Disability

Test your knowledge on developmental disabilities as covered in the PSYC-3230-01 course. This quiz will encompass key concepts discussed in lectures, including historical acknowledgments and the importance of Indigenous perspectives in psychology. Prepare to demonstrate your understanding of these vital subjects.