Ajla Kamenica

Bambi Exum

SPED 519

October 6th, 2024

Study Guide 6

Ch 14:

1. The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-

446) defines intellectual disability as “significantly subaverage general intellectual

functioning, existing concurrently with deficits in adaptive behavior and manifested

during the developmental period that adversely affect a child’s educational performance.”

What are intellectual functioning and adaptive behavior? How are they evaluated? Use

family-friendly language for both questions.

a. Intellectual functioning looks at how well someone can think, learn, solve

problems, and understand complex ideas. measured by IQ tests, where the average

score is 100. Typically, scores between 85 and 115 are considered in the normal

range. People with scores below 70 might have an intellectual disability

b. Adaptive behavior focuses on how well a person can handle everyday tasks, such

as communication, social skills, and practical tasks. Even if someone has a low IQ

score, if they manage these tasks well, they might not be considered to have an

intellectual disability.
c. to evaluate a child with an intellectual disability. They will use intelligence tests

like the Bayley (BSIDIII), Stanford-Binet (SB5), or Wechsler scales. Assessing

adaptive behavior with tests like the Vineland-3 and ABAS-3.

Ch 15:

2. Describe the physical characteristics and typical presentation of Down syndrome and

fragile X syndrome.

a. Down Syndrome:

i. Physical Characteristics: Flat facial features, small nose, upward-slanting

eyes and skin folds near the inner corner of the eyes, small – atypical ears,

single deep crease across center of palm,

ii. Presentation: Risk of abnormalities in almost every organ system, Mild to

moderate intellectual disability, motor skills delay, speech and language

issues, heart defects, hearing/vision problems, thyroid disorders, sleep

issues due to sleep apnea, obesity, diabetes, etc.

b. Fragile X Syndrome

i. Physical Characteristics: Large head, long face, prominent jaw/forehead,

reduced dimesons of midfacial area, high arched palate, flat feet, soft skin,

ii. Presentation: Developmental Delay/Intellectual disability, delayed motor

development, speech delay (w/ most boys and some girls), possible

behavior difficulties, ADHD, Anxiety, or academic delays, medical

compilations in some such as sleep apnea, stomach problems, loose stools,

etc.

Ch 16:

3. What is the likely outcome if phenylketonuria is not recognized and treated soon after

birth?

a. severe intellectual disabilities due to the accumulation of phenylalanine, which if

there are high levels, it is toxic.

Case Studies:

 Ch 14: Daniel, p. 249-250. Read the Case Study and complete each Thought Question

o How early can you determine that a child has intellectual disability, and why does

it matter?

 Intellectual disability can be identified early through looking at language

as early as 18 months. through delayed developmental milestones. In

Daniel's case, assessments like the Bayley Scales at 16 months showed a

significant delay in his mental age. Early identification is important

because it allows for early intervention, which can improve a child's

development and access to support services.

 Ch 15: Jerome and James, p. 266. Read both Case Studies. Respond to the Thought

Questions. Again, here are multiple components included in the first question.

o How do children with DS compare to those with FXS in factors of genetics,

behavioral issues, and ID?

 Genetics:

 DS: extra chromosome 21, in Jerome’s case: mild/mod hearing

loss, obesity, sleep apnea, lack of urinary control, refractive errors

and GERD

 FXS: mutation in the FMR1 gene on the X chromosome , in James

‘case, delayed motor development, ear infections, flat feet, weak

eye muscles

 Behavioral:

 DS: In Jerome’s case: AHDH, anxiety, panic attacks and

aggression

 FXS: In James’ case: hyperactive, hypersensitive to sounds, tactile

defenses, limited attention, anxiety, social anxiety as he got older,

aggression

 ID:

 DS: in Jerome’s case: IQ of 50 at age 13,

 FXS: in James’ case: math, writing, visual memory,

o How are medical complications similar for children with DS and FXS?

 Hearing loss, vision problems, behavioral issues, intellectual disability,

gastrointestinal issues like GERD, sleep apnea