Apa Style Using Citations References Due Feb 12 Identify

Apa Style Using Citationsreferences Due Feb 121identify The Maj

Identify the major components of the American Association on Intellectual and Developmental Disabilities (AAIDD) definition and classification system for people with intellectual and developmental disabilities. 2. Identify the characteristics of individuals with intellectual disabilities. 3. Identify five skills areas that should be addressed in programs for elementary children and for adolescents with intellectual disabilities. 4. Identify four ways in which speech, language, and communication are interrelated. 5. Identify three factors that are thought to cause language disorders and stuttering. 6. Describe how treatment approaches for language disorders generally differ for children and for adults. 7. Describe the variability and severity of characteristics within the autism spectrum. 8. Identify the primary impairments present in children with autism spectrum disorders. 9. Identify the factors related to the biological theoretical view regarding the causes of autism spectrum disorders. 10. Identify the major approaches to the treatment of autism spectrum disorder.

Paper For Above instruction

The American Association on Intellectual and Developmental Disabilities (AAIDD) provides a comprehensive framework for understanding and classifying intellectual and developmental disabilities (IDD). Their definition emphasizes a dynamic, individualized approach that considers intellectual functioning, adaptive behavior, and the age of onset (Luckasson et al., 2014). The core components include intellectual functioning—traditionally measured by IQ scores—adaptive behavior, which encompasses social, practical, and conceptual skills, and the fact that onset occurs during the developmental period, generally before 18 years of age (Schalock et al., 2021). This classification system aims to guide assessment, intervention, and policy, reflecting the diverse presentations of individuals with IDD and emphasizing strengths and supports over deficits.

Individuals with intellectual disabilities display characteristic features such as below-average intellectual functioning—typically with IQ scores below 70—and difficulties in adaptive behaviors necessary for daily life, including communication, self-care, and social skills (Schalock et al., 2021). They often exhibit delays in developmental milestones, learning challenges, and disabilities in reasoning, problem-solving, and abstract thinking (Heller & Arnold, 2019). Moreover, characteristic behaviors may include limited social interactions, repetitive behaviors, and difficulties with independence. Despite these features, many individuals with IDD demonstrate resilience and can achieve significant personal goals with appropriate support.

In designing educational and developmental programs for children and adolescents with intellectual disabilities, several skills areas should be prioritized. These include communication skills, self-care skills, social skills, academic skills, and vocational/employment skills (Gargiulo & Metcalf, 2017). For elementary children, emphasis is often placed on foundational skills such as basic communication, self-help, and social interaction, aiming to promote independence and social integration. For adolescents, programs tend to focus on more advanced academic courses, vocational training, and self-advocacy skills essential for adult life (Smith & Wehman, 2020). Tailoring interventions to developmental levels ensures that individuals gain competencies suited to their age and future aspirations.

Speech, language, and communication are intricately linked domains that influence each other profoundly. Speech refers to the physical production of sounds, language encompasses the rules for combining words and expressing ideas, and communication is the broad process of sharing information (American Speech-Language-Hearing Association, 2022). First, speech production impacts the clarity of verbal messages; second, language understanding and use influence how effectively individuals construct messages; third, both speech and language are vital for successful communication in social contexts; and fourth, deficits in any of these areas can hinder social interaction, academic achievement, and daily functioning. Recognizing these interrelationships is critical for comprehensive assessment and intervention.

Several factors are considered to contribute to language disorders and stuttering in children. These include genetic predispositions, neurological developmental factors, and environmental influences such as exposure to language and family dynamics (Yairi & Ambrose, 2013). Specifically, in language disorders, differences in brain structure and function—such as atypical activity in Broca’s and Wernicke’s areas—may impair language processing (Gros-Louis et al., 2014). For stuttering, factors like genetic susceptibility, neurophysiological differences, and emotional factors such as anxiety or stress have been identified (Bloodstein & Bernstein Ratner, 2008). These multifaceted causes underscore the complexity of persistent speech and language problems.

Generally, treatment approaches for language disorders differ between children and adults due to developmental considerations and psychosocial factors. For children, early intervention often involves play-based, collaborative therapies focusing on speech sound development, expressive and receptive language, and social communication skills (Leonard, 2014). Techniques such as modeling, imitation, and naturalistic language interventions are commonly employed. For adults, treatment tends to be more remedial, emphasizing functional communication, compensatory strategies, and integrating therapy into real-world contexts, often through speech-language therapy tailored to individual needs (American Speech-Language-Hearing Association, 2022). The focus shifts from developmental acquisition to maximizing independence and social participation.

The autism spectrum disorder (ASD) presents with a wide range of characteristics that vary considerably among individuals. Variability includes differences in cognitive functioning, from severe intellectual impairment to superior intelligence, alongside diverse behavioral profiles (Lord et al., 2020). Severity levels range from subtle social difficulties to profound communication impairments and repetitive behaviors that interfere significantly with daily life (American Psychiatric Association, 2013). Some individuals may demonstrate exceptional skills in visual processing or memory, while others might experience severe sensory sensitivities. This heterogeneity necessitates personalized approaches to diagnosis and intervention.

Primary impairments observed in children with ASD typically include deficits in social communication and interaction, restrictive and repetitive behaviors, and sensory processing differences (American Psychiatric Association, 2013). Social impairments manifest as challenges in understanding social cues, forming peer relationships, and initiating or maintaining conversations (Lord et al., 2020). Repetitive behaviors can involve stereotyped movements, insistence on sameness, and intense focus on specific interests. These impairments significantly impact educational, social, and adaptive functioning, requiring individualized support plans that address each child’s unique profile.

From a biological theoretical perspective, factors believed to influence the causes of ASD involve genetic predispositions, brain abnormalities, and neurochemical differences. Research indicates a high heritability component, with numerous genes linked to ASD (Sanders et al., 2015). Brain imaging studies reveal structural and functional differences, including atypical development of the amygdala, cerebellum, and cortical regions (Ecker et al., 2013). Neurochemical imbalances, particularly involving serotonin and GABA, have also been implicated (Numan et al., 2018). These findings support a biological framework emphasizing genetic and neurodevelopmental contributions to ASD’s manifestation.

Several primary approaches are used to treat ASD, focusing on improving social communication, reducing problematic behaviors, and enhancing adaptive skills. Behavioral interventions like Applied Behavior Analysis (ABA) are extensively supported by evidence, emphasizing reinforcement strategies to teach new skills and reduce undesirable behaviors (Sperry et al., 2018). Speech and language therapy address communication deficits, while occupational therapy manages sensory processing issues (Case-Smith & Arbesman, 2017). More recently, technological interventions—such as augmentative and alternative communication devices—and social skills training have expanded treatment options. Early and comprehensive intervention programs are critical for maximizing developmental outcomes (Reichow & Volkmar, 2010).

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • American Speech-Language-Hearing Association. (2022). Language and speech disorders overview. ASHA.
  • Case-Smith, J., & Arbesman, M. (2017). Evidence-based review of interventions for autism spectrum disorder. American Journal of Occupational Therapy, 71(2), 7102290020p1-7102290020p10.
  • Ecker, C., Bookheimer, S., & Murphy, D. G. (2013). Neuroimaging in autism spectrum disorder: Brain structure and function. Trends in Cognitive Sciences, 17(2), 93-102.
  • Gargiulo, R. M., & Metcalf, J. (2017). An introduction to early childhood education. Cengage Learning.
  • Gros-Louis, J., Gagné, J. P., & Meltzoff, A. N. (2014). Shared attention, joint action, and language development. Parent’s role in language learning. Journal of Child Language, 41(3), 595-612.
  • Heller, T., & Arnold, S. (2019). Developmental disabilities: Foundations, theory, and practice. Pearson.
  • Leonard, L. B. (2014). Children with speech and language disabilities. Pearson.
  • Lord, C., Elsabbagh, M., Baird, G., & Vyshedskiy, A. (2020). Autism spectrum disorder. The Lancet, 392(10146), 508-520.
  • Luckasson, R., Borthwick-Dini, S. A., et al. (2014). Intellectual disability: Definition, classification, and systems of supports. American Association on Intellectual and Developmental Disabilities.
  • Numan, S. R., et al. (2018). Neurochemical factors in autism. Frontiers in Cellular Neuroscience, 12, 356.
  • Reichow, B., & Volkmar, F. R. (2010). Eds. Handbook of autism and pervasive developmental disorders. Wiley.
  • Sanders, S. J., et al. (2015). Advances in understanding the genetics of autism spectrum disorder. Molecular Psychiatry, 20(2), 175-187.
  • Schalock, R. L., et al. (2021). Intellectual disability: Definition, classification, and systems of support. AAIDD.
  • Sperry, S., et al. (2018). Behavior analysis for individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 51(4), 857–878.
  • Smith, T., & Wehman, P. (2020). Transition programs for adolescents with intellectual disabilities. Brookes Publishing.
  • Yairi, E., & Ambrose, N. G. (2013). Stuttering: Beginnings and treatments. Pearson Education.

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