Appropriate roles for SLPs include the following. Support students with ID throughout their school years and in postsecondary education settings. Scripts are often used to promote social interaction but can also be used in a classroom setting to facilitate academic interactions and promote academic engagement (Hart & Whalon, 2008). For example, evaluators determine if failure to recognize a photo of a party reflects word retrieval challenges or is due to an unfamiliar representation of a party to an individual. This list is not exhaustive, and the inclusion of any specific treatment approach does not imply endorsement from ASHA. Stuttering is more prevalent (Eggers & Van Eerdenbrugh, 2018). American Journal of Speech-Language Pathology, 27(4), 14051425. The study sample included 5 learners with mild Intellectual Disabilities (3 Non Syndromic-aged between 10 and 15), 2 with syndromic Intellectual Disability 'Down syndrome', aged 16+ and 2 special . https://doi.org/10.1016/j.ridd.2010.09.018, Loveall, S. J., Channell, M. M., Phillips, B. Serve as an integral member of a team working with individuals with ID and their families/caregivers and, when appropriate, considering transition planning. Associated health conditions with higher prevalence in individuals with ID include the following: Addressing health inequalities as well as providing adequate health care and medical training may improve quality of life and increase longevity in individuals with ID. U.S. Department of Education. Using a speech- generating device to enhance communicative abilities for an adult with moderate intellectual disability. The cognitive hypothesis and its influence on speech-language services in schools. https://doi.org/10.1111/j.1365-2788.2010.01305.x. Gallaudet University. Specific: Be discrete in goal designing. https://www.asha.org/policy/, American Speech-Language-Hearing Association. They also ensure the rights of each communicator in accordance with the National Joint Committee for the Communication Needs of Persons With Severe Disabilities Communication Bill of Rights (Brady et al., 2016). In the United States, the overall prevalence of ID was estimated to be 11.013.4 per 1,000 children and adolescents (L. L. Anderson et al., 2019). Tager-Flusberg, H., & Caronna, E. (2007). These changes reflect the movement away from a medical model and institutionalization and toward inclusive practices, self-advocacy, and self-determination. In P. B. Sullivan (Ed. https://doi.org/10.1111/jar.12200, Berglund, E., Eriksson, M., & Johansson, I. For children with ID and other DDs, intervention may focus on factors influencing cognitive development and social competence (e.g., Guralnick, 2017; Mahoney & Perales, 2005). The treatment modes/modalities described above (e.g., AAC) may be used to implement these treatment options. (2020) also revealed that the following psychiatric disorders were also found to be prevalent in adults with ID: It is important to distinguish signs and symptoms of intellectual disability (ID) from communication differences through case history and comprehensive assessment. Common challenging behaviors include aggressive, disruptive, self-injurious, and stereotypic behaviors. Additionally, the intellectual and adaptive deficit begin early in . Review of auditory, visual, motor, and cognitive status, including hearing screening. See ASHAs resource on family-centered practice for general guidelines. Additionally, LD is not characterized by intellectual limitations. https://www.asha.org/policy/, Anderson, D. K., Lord, C., Risi, S., DiLavore, P. S., Shulman, C., Thurm, A., Welch, K., & Pickles, A. spoken language (listening and speaking). Observing speech production, language comprehension and production, social communication, and literacy skills in natural environments. Content for ASHA's Practice Portal is developed through a comprehensive process that includes multiple rounds of subject matter expert input and review. Please see ASHAs Practice Portal page on Cultural Responsiveness for further information. Promote academic engagement and communication of students with autism spectrum disorder in inclusive settings. AAC involves supplementing, or using in the absence of, natural speech and/or writing with aided (e.g., picture communication symbols, line drawings, and tangible objects) and/or unaided (e.g., manual signs, gestures, and finger spelling) symbols. However, AAIDD identifies the level of ID based on the level of supports needed for an individual to successfully function in activities of daily living. Therefore, SLPs may help make a differential diagnosis between late language emergence and ID or another DD. The learners self-modeling can be videotaped for later review. A goal is what you want the student to accomplish. Target-level language. (n.d.). (2009). Decisions about specific goals and objectives are made in collaboration with the family and the person with ID. According to the 42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA; U.S. Department of Education, 2021), the percentages of students, aged 621 years, receiving IDEA services under the category of ID within each racial/ethnic group are as follows: Of the children with autism spectrum disorder, 33% were identified with ID (Maenner et al., 2020). https://doi.org/10.1044/0161-1461(2008/025). Social and pragmatic skill strengths that vary depending on executive function and ToM skills (Lee et al., 2017). https://doi.org/10.1016/S1071-9091(98)80012-0, Petrill, S. A., Hart, S. A., Harlaar, N., Logan, J., Justice, L. M., Schatschneider, C., Thompson, L., DeThorne, L. S., Deater-Deckard, K., & Cutting, L. (2010). Provide treatment, document progress, and determine appropriate timelines for treatment and development of new treatment goals/targets for the individuals continued development. A randomised clinical trial was conducted. These differing aspects of personal and social identity and how they converge are known as intersectionality. https://doi.org/10.1016/j.jcomdis.2017.11.001. Intelligence is the general mental capacity that involves reasoning, planning, solving problems, thinking abstractly, comprehending complex ideas, learning efficiently, and learning from experience (AAIDD, 2010). express wants or needs (tangible reinforcement), indicate frustration or a desire to avoid a nonpreferred activity or event (escape-avoidance), or. https://doi.org/10.1111/j.1365-2788.2008.01115.x, Cheslock, M. A., Barton-Hulsey, A., Romski, M. A., & Sevcik, R. A. Please see the section on Social Determinants of Health under Cultural and Linguistic Considerations in the Assessment section below for further information. Refer to other professionals to rule out other conditions, determine etiology, and facilitate access to comprehensive services (e.g., physical therapy, occupational therapy). Publication manual of the American Psychological Association (7th ed.). These approaches can be provided by SLPs and/or caregivers. SLPs need to differentiate between ID and other disorders and conditions (e.g., spoken language disorders and hearing loss, selective mutism, and English as a second language) whose communication problems can be attributed mistakenly to ID (e.g., late language emergence and ASD). Intellectual disability across cultures. Social determinants of health: Key concepts. Descriptive terminology and philosophy concerning ID focuses on levels of support necessary to maximize an individuals ability, rather than strictly on functional limitations. A., Eklund, S. J., James, D. R., & Foose, A. K. (2003). Genetic causes account for 45% of ID (Batshaw et al., 2013). Computer technology (e.g., tablets) and/or computerized programs can be used to teach communication and social skills (e.g., Bernard-Opitz et al., 2001; Neely et al., 2013). Intellectual Disability. Morbidity and Mortality Weekly Report Surveillance Summaries, 69(4), 112. Diagnostic and statistical manual of mental disorders (5th ed.). Interprofessional collaboration may also improve communication skills. ICF-CY: International Classification of Functioning, Disability and Health: Children & Youth version. However, some adults with IDparticularly those with psychomotor impairments or other comorbid conditions that affect feeding and swallowingmay experience dysphagia-related problems as they age (Lazenby-Paterson & Crawford, 2014). (2004). Parent-mediated/implemented treatment approaches involve partnerships between SLPs, parents/caregivers, and other professionals and communication partners in supporting the natural communication behaviors of individuals with intellectual and other developmental disabilities (Guralnick, 2017; M. Y. Roberts & Kaiser, 2011). Written and/or visual prompts that initiate or sustain interaction are called scripts. For example, some study authors use the terms intellectual disability and developmental disability interchangeably, the latter of which can include conditions like ASD and developmental language disorder. Enhanced Milieu Teaching: EMT is one example of an intervention occurring in relevant contexts that is intended to treat communication delays associated with ID. Language Arts-Reading: (Student's name) will read a 3rd grade passage and be able to comprehend its contents and decode 10 of the words contained therein with 70% accuracy within the next 29 weeks. Examples of such considerations follow: Persons with ID and their families are integral to assessment, goal selection, and treatment. https://doi.org/10.1016/j.ridd.2011.07.005, Shifrer, D. (2018). Mazza et al. https://doi.org/10.1111/1467-8527.t01-1-00058, White, G. W., Simpson, J. L., Gonda, C., Ravesloot, C., & Coble, Z. Intervention for individuals with ID involves a variety of communication partners (peers and adults) in different settings and may address the following areas: Treatment programs often incorporate teaching or coaching models for communication partners, including peers, so they may support the individuals language comprehension and expression. providing training for communication partners (including peers). Speech disfluencies in children with Down syndrome. https://doi.org/10.1080/13269780050144262, Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., & Yoder, P. (2011). Identification and evaluation of mental retardation. Infants & Young Children, 25(2), 122135. https://doi.org/10.1037/0022-006X.75.4.594, Anderson, L. L., Larson, S. A., MapelLentz, S., & Hall-Lande, J. Brookes. Small groups of children play together under the guidance of an adult facilitator. A variety of approaches may be selected based on individual strengths and needs. Increased risk for language disorders (Pennington et al., 2005). professionals and individuals to measure and to profile the effect of sensory processing on functional performance." Most appropriate for individuals aged 11-65+. Topics in Early Childhood Special Education, 11(4), 2238. Discrete-trial functional analysis and functional communication training with three individuals with autism and severe problem behavior. https://doi.org/10.1044/lle13.3.21, Guralnick, M. J. Aging in adults with intellectual disabilities. ), Feeding and nutrition in children with neurodevelopmental disability (pp. Brookes. https://doi.org/10.1016/j.pcl.2007.02.011. These teams establish and coordinate services that are family centered, culturally appropriate, comprehensive, and compassionate and that produce meaningful life outcomes. Intensive programs total from 25 to 40 hr per week for 13 years. These individuals may have physical, programmatic, or communication Participants included 3 high school students with severe disabilities enrolled in a private faith-based school . Cultural beliefs may influence some individuals perceptions about the causes of ID (Allison & Strydom, 2009; Scior, 2011). https://doi.org/10.1007/s10803-007-0357-5, Cone-Wesson, B. Intractable & Rare Diseases Research, 3(4), 134146. (2003). ; DSM-5; American Psychiatric Association [APA], 2013). In R. J. McCauley, M. E. Fey, & R. B. Gillam (Eds. However, these areas are important in the constructivist-oriented curriculum. Administering formal screening assessments that have normative data and/or cutoff scores and that have demonstrated evidence of adequate sensitivity and specificity. Obesity and obesity-related secondary conditions in adolescents with intellectual/developmental disabilities. Obey the commands and instructions of others in emergency situations. 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