AnnouncementsExtra credit due in class Tuesday (hard copy)Exam Week InfoMonday 5/12 (8-9 PM) with me, Room 113Final ExamThursday May 15, 12:25-2:25Ingraham B10Extra Office HoursFinal 3 classes:Developmental & Learning DisabilitiesAutismDevelopmental PsychologyWrap-up of the semesterPervasive Developmental Disabilities: Intellectual Disabilities, AutismSocial, Academic, LanguageIntellectual DisabilityBelow average intellectual functioning< 70 IQ (2 SD)Challenges in adaptive functioningAdaptive functioning: being able to get along in the world (tie shoes, cross street)Onset < 18 yearsEtiologyKnown biological cause (e.g., Down Syndrome): 25%Expected variations in IQCultural-familial variationsBeing raised in a family/culture that is the opposite of enriching, push a child who can go either way lowerTreatment:Primary prevention: biologicalAvoid teratogensParents’ ageGenetic Testing of fetusSecondary prevention (pg. 318-320):Cultural familial causesFederal: Head start (fade-out)Early Head Start (child & family)Better hygiene, more nutrition, expensiveServed > 25 million children living in poverty (over 45 yrs.)Fade-out effect: by first grade, benefits don’t seem to be there (positive benefits wash out)Private: Comprehensive early interventionAbecedarian Early Childhood Intervention (video)In North Carolina, took single mothers, low income, low IQ, low educationHalf put into pre and post natal childhood program; other half notHarlem Children’s Zone (Geoffrey Canada; video)Took multi-block section of Harlem, tried to get every kid in the block turn out to be strong childrenBaby college: expected parents go to schoolAt-risk first time moms: visiting nursePregnancy until age 248% reduction in child abuse and neglectReductions in emergency room visits and poisoningsTertiary preventionSocial & emotional needsE.g., high risk of depressionNormalizationMainstreaming vs. segregated schoolingPromoting tolerance & understandingOther ideas?Williams SyndromeGenetic disorder1 in 7,500 to 1 in 20,000 birthsBrain disorderAbnormal arrangement of neuronsLess myelinizationAlso have heart problems (malformations)Near-normal language, but low IQIQ more than 2 SD awayOther traitsVery sociable (described as inverse of down syndrome)Highly musicalBut can’t do conservationPoor spatial skillsChallenges in doing spatial tasks in generalLearning DisabilitiesCharacteristics of LDSpecific academic problems (not pervading everything)Social problemsLargest school special needs groupHeterogeneous: math, reading, writingKids are different where they have challenges“Substantial discrepancy between academic achievement & intellectual ability”LD versus slow learners?Tease apart based on specificity of problem: e.g., readingDyslexia:4% of school aged kidsGood listening comprehensionProblem with sound-symbol decodingGetting the word off the pageEx: CATBut how is A pronounced? (cat, plate, caught, data)Exceptions: YACHTNew words: MAVESome genetic basis: MZ > DZCharacteristicsPoor phonemic awarenessE.g., counting phonemesReading new words/non-wordsSlow readersInterventions: phonological strategiesE.g., fight, might, right, tightChild Psychology 560: Atypical Development (1) 03/04/2014Announcements-Extra credit due in class Tuesday (hard copy)-Exam Week InfooMonday 5/12 (8-9 PM) with me, Room 113oFinal Exam Thursday May 15, 12:25-2:25Ingraham B10oExtra Office HoursFinal 3 classes:-Developmental & Learning Disabilities-Autism -Developmental Psychology -Wrap-up of the semesterPervasive Developmental Disabilities: Intellectual Disabilities, Autism-Social, Academic, Language Intellectual Disability -Below average intellectual functioningo< 70 IQ (2 SD)-Challenges in adaptive functioning oAdaptive functioning: being able to get along in the world (tie shoes, cross street)-Onset < 18 years -EtiologyoKnown biological cause (e.g., Down Syndrome): 25%oExpected variations in IQoCultural-familial variations Being raised in a family/culture that is the opposite of enriching, push a child who can go either way lower-Treatment: oPrimary prevention: biological Avoid teratogens Parents’ ageGenetic Testing of fetus oSecondary prevention (pg. 318-320): Cultural familial causesFederal: Head start (fade-out)-Early Head Start (child & family)oBetter hygiene, more nutrition, expensive-Served > 25 million children living in poverty (over 45 yrs.)-Fade-out effect: by first grade, benefits don’t seem to be there(positive benefits wash out)Private: Comprehensive early intervention -Abecedarian Early Childhood Intervention (video)oIn North Carolina, took single mothers, low income, low IQ, low educationoHalf put into pre and post natal childhood program; other half not-Harlem Children’s Zone (Geoffrey Canada; video)oTook multi-block section of Harlem, tried to get every kid in the block turn out to be strong children oBaby college: expected parents go to school oAt-risk first time moms: visiting nursePregnancy until age 248% reduction in child abuse and neglectReductions in emergency room visits and poisonings oTertiary preventionSocial & emotional needsE.g., high risk of depressionNormalization Mainstreaming vs. segregated schoolingPromoting tolerance & understanding Other ideas?Williams Syndrome-Genetic disorder o1 in 7,500 to 1 in 20,000 births-Brain disorderoAbnormal arrangement of neurons oLess myelinization oAlso have heart problems (malformations)-Near-normal language, but low IQoIQ more than 2 SD away -Other traits oVery sociable (described as inverse of down syndrome)oHighly musical oBut can’t do conservation oPoor spatial skills Challenges in doing spatial tasks in general Learning Disabilities -Characteristics of LDoSpecific academic problems (not pervading everything)oSocial problems oLargest school special needs groupoHeterogeneous: math, reading, writing Kids are different where they have challengeso“Substantial discrepancy between academic achievement & intellectual ability”oLD versus slow learners?Tease apart based on specificity of problem: e.g., reading -Dyslexia: o4% of school aged kidsoGood listening comprehension oProblem with sound-symbol decoding Getting the word off the pageEx: CATBut how is A pronounced? (cat, plate, caught, data)Exceptions: YACHTNew words: MAVEoSome genetic basis: MZ > DZoCharacteristicsPoor phonemic awarenessE.g., counting