Lecture 1 Developmental Disabilities (Psychology, University of Windsor) - January 6, 2025 PDF

The Department of Psychology Developmental Disabilities PSYC-3230-01 Winter 2025 January 6, 2025 Lecture 1 Dr. Philip W. R. Ricciardi, C. Psych. Adjunct Associate Professor I acknowledge that I am on land and surrounded by water, originally inhabited by Indigenous Peoples who have travelled this a...

The Department of Psychology Developmental Disabilities PSYC-3230-01 Winter 2025 January 6, 2025 Lecture 1 Dr. Philip W. R. Ricciardi, C. Psych. Adjunct Associate Professor I acknowledge that I am on land and surrounded by water, originally inhabited by Indigenous Peoples who have travelled this area since time immemorial. This territory is within the lands honored by the Wampum Treaties; agreements between the Anishinaabe, Haudenosaunee, Lenni Lenape and allied Nations to peacefully share and care for the resources around the Great Lakes. Specifically, I would like to acknowledge the presence of the Three Fires Confederacy (Ojibwe, Odawa, Potawatomi) and Huron/Wendat Peoples. I am dedicated to honoring Indigenous history and culture while remaining committed to moving forward respectfully with all First Nations, Inuit and Métis. Announcements Each set of lecture slides will contain an announcement slide. This typically will be the third (3rd) slide. This slide will contain relevant information about the course, such as content of exams, when readings are uploaded to Brightspace, etc. Before e-mailing either me or the GA, please refer to this slide as it will likely answer your question. Communication Students may contact me via e-mail a [email protected] I will respond to your query within 24 hours. I generally respond to e-mails between 8:30 a.m. and 5:00 p.m., Monday through Thursday. I do not work on Fridays. As I am an Adjunct Professor and a sessional, I am only on campus for lectures and my office hour. I do not respond to e-mails on the weekend., with the exception of medical emergencies. When e-mailing the Graduate Assistant (GA), please copy me so that I am aware of the issue or question. The GA has her own academic responsibilities and so, please allow at least 24 hours for her to reply to your Course Description An overview of theory and research related to the biological foundation of childhood and adolescent developmental disabilities. Intellectual Disability (formally known as mental retardation), sensory and motor impairments, learning disabilities, and disorders with physical manifestations are included in the topics covered. (Prerequisite: PSYC-2230 or PSYC-2240.) At the end of this course, students should be able to: Define a developmental disability and describe the major features that distinguishes it from other childhood disorders  demonstrate a knowledge of the major prenatal, perinatal, and postnatal conditions that produce a developmental disability Describe the major features of common developmental disorders and relate them to the components of a model of functioning, disability and health (ICF model) Describe key concepts and theories relevant to developmental disabilities Apply the theoretical and empirical knowledge of the material relevant to this course to research, identify, and describe a developmental condition that is likely to produce a disability Course Text Vargo, F. E. (2015). Neurodevelopmental Disorders. New York: W. W. Norton & Company, Ltd. This text provides basic information about neurodevelopmental disorders and will be supplemented by information presented in lectures (with source articles), additional readings, videos, and case vignettes. Additional Readings (AR) Throughout the course the additional readings will be posted on Brightspace and students will be required to download and read materials. These readings are compulsorily and will be evaluated during completion of the two exams. Please refer to the syllabus for specific readings. These readings will be placed in a folder for the course on Brightspace. Evaluation and Assessments Assessment Worth Value Due Date Midterm #1 30% Monday, February 3 Midterm #2 30% Monday, March 10 Final Exam 40% TBD (April 7 – 14) PSYCPOOL or alternate assignment Friday, March 4 Maximum 3% (last day of class)  Psychology Participant Pool , the Participant Pool has recorded our presentation. Please share the link to this YouTube video on your Brightspace sites, so students have access to this information: https://www.youtube.com/watch?v=ApLr-NEvJGI Registration is opens. Students can register or re- activate their accounts at: https://uwindsor.sona-systems.com/  This term is used throughout Ontario to What are describe certain conditions. Developm Care must be taken in employing or ental utilizing this term, because at least in part, of the potential misuse that can occur. The inappropriate use can have impact of Disabilitie stigmatizing, isolating and/or marginalizing individuals s There are a multitude of terms that have been used in the past and continue to be used, both appropriately and inappropriately (see Box 1 examples). For example, intellectual disability (current), mental handicap (used, but not preferred), mental retardation (continues in use, but not in Ontario) and mental deficiency (obsolete). Diagnostic and Statistical Manual of Mental Disorders 5th edition  Intellectual Disability (319) is a disorder with onset Diagnostic and during the developmental period that includes both Statistical intellectual and adaptive functioning deficits in conceptual, social, and practical domains. Manual of The following three criteria must be met: Mental A. Deficits in intellectual functions, such as Disorders-5th reasoning, problem-solving, planning, abstract thinking, judgment, academic learning and learning from edition (DSM-5). experience, and practical understanding confirmed by both clinical assessment and individualized, standardized intelligence testing. B. Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, and across multiple environments, such as home, school, work, and recreation. Criterion B – adaptive functioning involves adaptive reasoning, in three domains: conceptual, social, and practical. … criterion B is met when at least ONE domain of adaptive functioning, conceptual, social or practical is sufficiently impaired that ongoing support is needed…. C. Onset of intellectual and adaptive deficits during the developmental period.  The use of specifiers for the DSM-5 neurodevelopmental disorder Intellectual diagnoses enriches the clinical description of the individual’s Disability clinical course and current (319) symptomatology. In addition to specifiers such as age of onset or SPECIFIERS severity ratings, the neurodevelopmental disorders : may include the specifier “associated with a medical (e.g., seizure disorder) or genetic condition (e.g., trisomy 21) or environmental factor (e.g ,. low birth weight).” SPECIFIERS: Mild, Moderate, Severe, and Profound. A system of context to International Classification of understand disabilities Functioning, Disability and Health (ICF) The International Classification of Functioning, Disability and Health, known more commonly as ICF, is a classification of health and health-related domains. As the functioning and disability of an individual occurs in a context, ICF also includes a list of environmental factors. International Classification of Diseases, 11th Revision (ICD- 11) Structure 06 Mental, behavioural or of the ICD- neurodevelopmental disorders 11 Neurodevelopmental disorders 6A00 Disorders of intellectual development  06 Mental, behavioural or Structure neurodevelopmental disorders Description of the Mental, behavioural and ICD-11 neurodevelopmental disorders are syndromes characterized by clinically cont’d significant disturbance in an individual's cognition, emotional regulation, or behaviour that reflects a dysfunction in the psychological, biological, or developmental processes that underlie mental and behavioural functioning. These disturbances are usually associated with distress or impairment in personal, family, social, educational, occupational, or other important areas of functioning. What are Developmental Disabilities? Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. Most developmental disabilities are thought to be caused by a complex mix of factors. These factors include genetics; parental health and behaviors (such as smoking and drinking) during pregnancy; complications during birth; infections the mother might have during pregnancy or the baby might have very early in life; and exposure of the mother or child to high levels of environmental toxins, such as lead. For some developmental disabilities, such as fetal alcohol syndrome, which is caused by drinking alcohol during pregnancy, we know the cause. But for most, we don’t. Examples of developmental disabilities include, but are not limited to: ADHD, autism spectrum disorder, cerebral palsy, hearing loss, intellectual disability, learning disability, vision impairment, and other developmental delay What is the difference between Developmental Disabilities, intellectual disability, dual diagnosis, & comorbidity? Developmental Disabilities Intellectual Disability (ID – DSM-5) ASD FASD Cerebral Palsy LD Dual Diagnosis - Anxiety and ADHD Always involves an Intellectual Disability plus a psychiatric disorder such as anxiety, depression or psychosis. Comorbidity or Co-occurrence - 2 neurodevelopmental disabilities such as ASD and epilepsy Involves at least two diagnosis, such as Autism Spectrum Disorder and Cerebral Palsy or Fragile X Syndrome and Visual Impairment, or an Intellectual Disability and a Physical Impairment Developmental delay is a descriptive term to indicate that some aspect of the child’s development is delayed, such as delayed speech, or walking, or cognitive development. What are Neurodevelopmental Disorders? Cognitive-related disorders (e.g., involving functions of the brain) that are ultimately due to genetic causes and that are present from early childhood are known as neurodevelopmen­tal disorders. These disorders can also be under­stood as a group of conditions that typically have their onset in various developmental periods, most often in early childhood. In physical and more medically understood terms, neurodevelopmental disor­- ders can be characterized as impairments of the brain and cen­tral nervous system. From a psychological perspective, neurodevelopmental disorders are commonly defined as condi­tions of abnormal brain function that typically adversely affect What are Neurodevelopmental Disorders? It is also important to note that neurodevelop­mental disorders are innate to an individual. Such disorders can be thought of as the hard wiring of the brain and central ner­vous system that an individual is born with. The causes of various neurodevelopmental disorders include genetic influences, disorders of the immune system, infectious diseases and bacterial infections, nutritional deficiencies, expo­- sure to toxins, physical trauma, medications that may be averse to a particular individual, and even severe emotional deprivation. A primary consideration in all of these causes includes the Types of Neurodevelopmental Disorders to be discussed Clinical syndromes and disabilities that are most currently and consistently included under the category of neurodevelopmental disorders include: intellectual disabilities, communication and language disorders, specific learning disorders (reading, written language, and mathematics), autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and related executive function deficits, nonverbal learning disability, and  The RHPA framework is intended to : Diagnosis: better protect and serve the Regulated public interest; Health be a more open and accountable Professions Act system of self-governance; (RHPA) 1991 provide a more modern framework for the work of health professionals; provide consumers with freedom of choice; and provide mechanisms to improve quality of care. https://www.ontario.ca/laws/statut e/91r18  scope of practice -- a statement that describes what the profession does; Key controlled acts (procedures or activities which may pose a risk to the public if not features of performed by a qualified practitioner); health regulatory colleges -- a corporation the RHPA – that governs each regulated health profession responsible for regulating the 1991 practice of the profession and governing its members according to the RHPA; Health Professions Regulatory Advisory Council -- an independent, arms-length advisory body to the Minister of Health and Long-Term Care with a mandate to advise the Minister of a number of items related to the regulation of health professions; and Health Professions Appeal and Review Board -- an independent third party with a mandate to review registration and complaints decisions of the health regulatory College.  “Intellectual disability is characterized by The American significant limitations both in intellectual functioning and in adaptive behavior as Association of expressed in conceptual, social, and practical adaptive skills. This disability originates before Intellectual & age 18. The following five assumptions are essential to the application of this definition: Developmental Limitations in present functioning must be considered, within the context of community, Disabilities environments typical of the individual’s age, peers, and culture. (AAIDD) Valid assessment considers cultural and linguistic diversity as well as differences in definition communication, sensory, motor and behavioral factors. Within an individual, limitations often coexist with strengths. An important purpose of describing limitations is to develop a profile of needs supports. With appropriate personalizes supports over a sustained period, the life functioning of the person with intellectual disability, generally will improve. “.