Receptive vocabulary analysis in Down syndrome. See the Assessment section of the Intellectual Disability evidence map for pertinent scientific evidence, expert opinion, and client/caregiver perspective. Prevalence of chronic health conditions in children with intellectual disability: A systematic literature review. https://doi.org/10.1044/1092-4388(2012/11-0231), Kalyva, E., & Avramidis, E. (2005). Cognitive referencing rests on the assumption that language skills cannot improve beyond cognitive ability. ), Early childhood inclusion: Focus on change (pp. https://doi.org/10.1044/1092-4388(2009/08-0001). Journal of Intellectual & Developmental Disability, 25(3), 181205. https://doi.org/10.1177/108835769701200205, Burt, D. B., Primeaux-Hart, S., Loveland, K. A., Cleveland, L. A., Lewis, K. R., Lesser, J., Pearson, P. L., & MacLean, W. E., Jr. (2005). Scripts are culturally and linguistically relevant. The speech-language assessment incorporates an evaluation of skills needed to support the individuals changing communication needs. Examples of such considerations follow: Persons with ID and their families are integral to assessment, goal selection, and treatment. Such models may serve to prepare persons with ID for transitions to independent living and working (White et al., 2010). Respond appropriately to oral commands. Treatment modes and modalities are technologies or other support systems that can be used in conjunction with or in the implementation of various treatment options. A multi-method investigation of pragmatic development in individuals with Down syndrome. These can include parents implementing interventions described above, such as enhanced milieu teaching (Kaiser & Roberts, 2013), prelinguistic milieu teaching (Yoder & Warren, 2002), and AAC (Romski et al., 2010). Direct speech and language therapy for children with cerebral palsy: Findings from a systematic review. Formatrefers to the structure of the treatment session (e.g., group vs. individual; direct and/or consultative) provided. A randomized controlled trial of Hanens More Than Words in toddlers with early autism symptoms. Journal of Intellectual Disability Research, 53(1), 2943. There is also an evolving cultural awareness of ableism (discrimination favoring able-bodied people). Obesity and obesity-related secondary conditions in adolescents with intellectual/developmental disabilities. Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M. A., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). See ASHAs Practice Portal page on Augmentative and Alternative Communication. https://doi.org/10.1044/2018_AJSLP-17-0013, Thorne, J. C., Coggins, T. E., Olson, H. C., & Astley, S. J. Incidental teaching requires initiation by the individual, which serves to begin a language teaching episode. Contributions of incidental teaching, developmental quotient, and peer interactions to child engagement. This intervention utilizes 6 main components. Persistent deficits in social communication and social interaction across multiple contexts (e.g., joint attention, social-emotional reciprocity, nonverbal and verbal communication skills, initiation of conversation; APA, 2013). ICF-CY: International Classification of Functioning, Disability and Health: Children & Youth version. For information about eligibility for services in the schools, see Eligibility and Dismissal in Schools, IDEA Part B Issue Brief: Individualized Education Programs and Eligibility for Services, and Current IDEA Part C Final Regulations (2011). Implicit racial/ethnic bias among health care professionals and its influence on health care outcomes: A systematic review. There are endless number of life skills IEP goals out there, it's just a matter of finding what your student and their family want to focus on. https://doi.org/10.1111/1467-8527.t01-1-00058, White, G. W., Simpson, J. L., Gonda, C., Ravesloot, C., & Coble, Z. https://doi.org/10.1002/mrdd.20098, Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). For example: The professional roles and activities in speech-language pathology include clinical/educational services (assessment, planning, and treatment); prevention and advocacy; and education, administration, and research. However, the aging process may be premature in adults with ID as compared with the general population (e.g., Lin et al., 2011). Administering formal screening assessments that have normative data and/or cutoff scores and that have demonstrated evidence of adequate sensitivity and specificity. See ASHAs Preferred Practice Patterns for the Profession of Speech-Language Pathology for a more detailed outline of the major components of communication intervention for individuals across the life span (ASHA, 2004). There are prenatal, perinatal, and postnatal causes of intellectual disability (ID). https://doi.org/10.1044/1058-0360.0101.38, Krahn, G. L., Hammond, L., & Turner, A. Difficulties with articulation, fluency, and oral motor skills (J. E. Roberts et al., 2003). Cognitive referencing is the practice of comparing IQ scores and language scores to help determine eligibility for SLP intervention. Assessments address components within the International Classification of Functioning, Disability and Health (WHO, 2001) framework, including body structures/functions, activities/participation, and contextual factors. Promote early identification of risk for ID and help implement services to maximize the potential of young children. Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. Hanen programs for parents: Parent-implemented early language intervention. For example, some individuals with ID may be good candidates for immediate introduction of symbolic communication goals that target acquisition and use of words or symbols. Public awareness, attitudes and beliefs regarding intellectual disability: A systematic review. Early detection of hearing loss and routine monitoring are essential for ensuring positive communication outcomes. One of the major shifts in the early 1980s was a move toward person-first language, reflecting the idea that the disability does not define the person. Definition: Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. See ASHAs Practice Portal page on Augmentative and Alternative Communication for further information. SLPs help ensure that communication partners recognize and respond to communication attempts and build on the interests, initiations, and requests of persons with ID. creating opportunities for meaningful activities across environments (Beadle-Brown et al., 2016; Brady et al., 2016). These conditions can also cause other issues, such as behavioral disorders, speech or language difficulties, seizures, and trouble with movement. 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). Rates of co-occurring disorders in male and female adults with ID were similar, with 19% and 20%, respectively (Mazza et al., 2020). 42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020. Difficulty with narrative discourse (Colle et al., 2008). Genetic causes account for 45% of ID (Batshaw et al., 2013). complex tasks (e.g., shopping, transportation, care organization, meals, money management), genetic syndromes (e.g., Down syndrome and Fragile X syndrome), maternal disease (e.g., placental disease), environmental influences (e.g., alcohol, other drugs, toxins, teratogens), labor and deliveryrelated events (leading to neonatal encephalopathy), seizure disorders (e.g., infantile spasms), toxic metabolic syndromes and intoxications (e.g., lead, mercury). https://doi.org/10.1037/0022-006X.75.4.594, Anderson, L. L., Larson, S. A., MapelLentz, S., & Hall-Lande, J. Clarifying the social roots of the disproportionate classification of racial minorities and males with learning disabilities. Language, Speech, and Hearing Services in Schools, 23(3), 198202. https://doi.org/10.1044/lle13.3.21, Guralnick, M. J. The ASHA Action Center welcomes questions and requests for information from members and non-members. (aa) meet the child's needs that result . (2003). 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. Data from the 20132014 Annual Survey of Deaf and Hard of Hearing Children and Youth revealed that 9.2% of students who are deaf and hard of hearing were also identified with ID (Office of Research Support and International Affairs, 2014). The treatment modes/modalities described above (e.g., AAC) may be used to implement these treatment options. Journal of Consulting and Clinical Psychology, 75(4), 594604. (n.d.). https://doi.org/10.1097/00001163-200507000-00002, Romski, M. A., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A., Barker, R. M., & Bakeman, R. (2010). Ellis Weismer, S., Venker, C. E., & Robertson, S. (2017). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1023/A:1010660502130. https://doi.org/10.1007/s10803-007-0357-5, Cone-Wesson, B. Developmental disabilities. Additional information on literacy interventions can be found at the ASHA Practice Portals page on Written Language Disorders. Objectives are the steps you take to get there. 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). 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). Applied Psycholinguistics, 11(3), 291302. An important goal of special education is for our students to gain as much independence and autonomy as possible, whether their disability is emotional, intellectual, physical, or a combination of two or more (multiple) disabilities. (2005). https://www.jstor.org/stable/26420429, Cole, K. N., Dale, P. S., & Mills, P. E. (1990). (2016). Educate communication partners on effective strategies for supporting the use of AAC, where appropriate. https://doi.org/10.1177/027112149201100405, Oeseburg, B., Dijkstra, G. J., Groothoff, J. W., Reijneveld, S. A., & Jansen, D. E. M. C. (2011). (2008). For example, the time delay between initial instruction and any additional instruction or prompting is gradually increased as the individual becomes more proficient at the skill being taught. https://doi.org/10.1016/j.jcomdis.2005.02.004. Below are brief descriptions of treatment options commonly used to address communication problems associated with ID. R. L., Balboni, G., Bersani, H., Borthwick-Duffy, S. A., Spreat, S., Thissen, D., Widaman, K. F., & Zhang, D. (2017). https://doi.org/10.1177/1098300712470519, Schwartz, I. S., Boulware, G.-L., McBride, B. J., & Sandall, S. R. (2001). SLPs need to (a) be aware of culturally associated beliefs about the cause of ID, (b) provide person-centered care, (c) build working relationships with caregivers, and (d) address communication barriers (Allison & Strydom, 2009). Characteristics may include the following: Fragile X syndrome is the most common inherited cause of ID (Lozano et al., 2014). Cultural beliefs may influence some individuals perceptions about the causes of ID (Allison & Strydom, 2009; Scior, 2011). (2014). Diagnosis of ID is not made by a speech-language pathologist (SLP). Seminars in Pediatric Neurology, 5(1), 214. Intervention is customized based on the individuals needs, interests, and family situation. Team members may include parents/caregivers, general education teachers, special educators, counselors, job coaches, group home supervisors, and psychologists. Prior studies have highlighted over- and underrepresentation of ID and/or learning disability (LD) identification across race and ethnicity (e.g., Shifrer, 2018; Shifrer et al., 2011). Interprofessional collaboration may also improve communication skills. Intervention in multiple contexts allows the person with ID to practice functional skills in meaningful situations. Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. Gathering information from parents, caregivers, teachers, and co-workers regarding skills and concerns about the dialect(s) and/or language(s) used. Intellectual and Developmental Disabilities, 46(5), 376386. https://doi.org/10.1352/1934-9556-57.5.421, Barker, R. M., Sevcik, R. A., Morris, R. D., & Romski, M. A. Diagnostic Adaptive Behavior Scale users manual. Intellectual disabilities and hearing loss. Early onset ageing and service preparation in people with intellectual disabilities: Institutional managers perspective. An incidental teaching approach to early intervention for toddlers with autism. See the Incidence and Prevalence section for more information. https://doi.org/10.1177%2F15257401020230030301, Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The absence of prerequisite cognitive or other skills for determining eligibility is also of concern for individuals with ID. Studies reported results based on gender; however, there were no indications whether the data collected were based on sex assigned at birth, gender identity, or both. Individuals with ID and associated language and communication disorders may demonstrate signs and symptoms of spoken and written language disorders across the domains of phonology, morphology and syntax, semantics, and pragmatics. Common challenging behaviors include aggressive, disruptive, self-injurious, and stereotypic behaviors. Following the individuals lead, attempts to communicate are reinforced as these attempts get closer to the desired communication behavior (McGee et al., 1999). 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). Feeding and swallowing may be compromised (Sullivan, 2009). Social determinants of health: Key concepts. Functional assessment and positive behavior support at home with families: Designing effective and contextually appropriate behavior support plans. Cerebral palsy: From diagnosis to adult life. https://doi.org/10.1080/0144341042000301210, Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Delayed speech and language acquisition (Cone-Wesson, 2005; Terband et al., 2018). Research and Practice for Persons with Severe Disabilities, 24(3), 133146. An individuals total identities are considered during assessment and treatment. Problem behaviors are then replaced with alternate, more appropriate forms of communicating needs or wants. With extra guidance and preparedness, students with intellectual disabilities can acquire and benefit from these skills in their practical life (Spooner, 2015). https://www.ncbi.nlm.nih.gov/books/NBK223473/, Kaiser, A. P., & Roberts, M. Y. Infant-Toddler Intervention: The Transdisciplinary Journal, 8(2), 109125. There are no prerequisites for communication supports and services, including the use of AAC (Brady et al., 2016; Romski & Sevcik, 2005). https://doi.org/10.1177/026565909901500105. Mental Retardation, 41(1), 728. 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