functional language goals for intellectual disabilities

Public awareness, attitudes and beliefs regarding intellectual disability: A systematic review. Journal of Disability Policy Studies, 20(4), 233240. (2014). See ASHAs Practice Portal pages on Hearing Loss in Children and Hearing Loss in Adultsfor more information. Eligibility is an area that has continued to evolve as the rights of individuals with ID have been increasingly well recognized. Some of the most common known causes of intellectual disability - like Down . FCT can be used across a range of ages and regardless of cognitive level or expressive communication abilities. Team members determine strengths and limitations in adaptive functioning and collaboratively determine the levels of support needed across conceptual, social, and practical domains. Please see the American Association on Intellectual and Developmental Disabilities page on Intersectionality for further details. 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 . For example, video-based instruction is a form of intervention that uses technology and can be used in peer-mediated interventions to address social skills and other target behaviors. Intractable & Rare Diseases Research, 3(4), 134146. 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). https://doi.org/10.1002/mrdd.20098, Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Chin, M. D., & Hagopian, L. P. (2011). a severe, chronic disability in an individual 5 years of age or older, results in substantial functional limitations in three or more areas of life activity such as. Qualifications for providing ABA therapy may vary by state; check with your state, as this may affect reimbursement. 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). A lack of generalization of these skills to real-life situations is often reported. https://doi.org/10.1044/1092-4388(2009/08-0001). Ruiter, I. D. (2000). The absence of prerequisite cognitive or other skills for determining eligibility is also of concern for individuals with ID. 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. [PDF], World Health Organization. Journal of Speech, Language, and Hearing Research, 56(1), 295309. (2003). Brookes. An FCT approach may be considered with students with ID to replace challenging behaviors with appropriate communication alternatives (Brady & Halle, 1997; Martin et al., 2005; Schmidt et al., 2014). (2020). https://doi.org/10.1093/med:psych/9780195317046.003.0012, Developmental Disabilities Assistance and Bill of Rights Act of 2000, Pub. 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. American Journal of Speech-Language Pathology, 20(3), 180199. (2019). Keep these factors in mind when reviewing the incidence and prevalence data below. Selection of format type depends on each individual and their needs and goals. Per the Institute of Medicine (US) Committee on Nervous System Disorders in Developing Countries (2001), DD is a set of limitations that begin in infancy or childhood, with delays in reaching developmental milestones or limitations in one or more of the following domains: The Developmental Disabilities Assistance and Bill of Rights Act of 2000 defines or characterizes DD as follows: Lifelong, early-onset conditions that result in substantial functional limitationsbut not necessarily concomitant intellectual limitationsinclude autism spectrum disorder (ASD) or cerebral palsy. These approaches can be provided by SLPs and/or caregivers. Coggins, T. E., Timler, G. R., & Olswang, L. B. Dietz, P. M. (2020). ASHA extends its gratitude to the following subject matter experts who were involved in the development of the Intellectual Disability page: In addition, ASHA thanks the members of the Ad Hoc Committee to Review/Revise Current Practice and Policy Documents Related to Mental Retardation/Developmental Disabilities, whose work was foundational to the development of this content. https://doi.org/10.1007/s10803-010-1117-5, Snell, M. E. (2002). Behavioral interventions and techniques (e.g., differential reinforcement, prompting, fading, and modeling) are designed to reduce problem behaviors and teach functional alternative behaviors using the basic principles of behavior change. Retrieved month, day, year, from www.asha.org/Practice-Portal/Clinical-Topics/Intellectual-Disability/. Lack of linguistically appropriate measures and awareness of cultural influences on assessment, layered with the inherent bias in the evaluation process, results in disproportionality in Black, Indigenous, and People of Color (BIPOC) communities. Clarke, M. E., & Gibbard, W. B. Screening does not result in a diagnosis of a disorder but, rather, determines the need for further assessment and/or referral for other services. Infant-Toddler Intervention: The Transdisciplinary Journal, 8(2), 109125. The Journal of Pediatrics, 154(3), 338344. They may also benefit from a detailed evaluation of social communication relative to language structure and function. Paul-Brown, D., & Caperton, C. (2001). Brookes. Intellectual disability is a disorder marked by below-average intellectual function and a lack of skills necessary for independent daily living. Clinical management of sensorimotor speech disorders. spoken language (listening and speaking). Members of the Committee were Howard Goldstein (chair), Kevin Cole, Philip S. Dale, Jon F. Miller, Patricia A. Prelock, Krista M. Wilkinson, and Diane Paul (ex officio). https://doi.org/10.2511/rpsd.24.3.133, McKenzie, K., Milton, M., Smith, G., & Ouellette-Kuntz, H. (2016). Additionally, the intellectual and adaptive deficit begin early in . A., Eklund, S. J., James, D. R., & Foose, A. K. (2003). (2013). The purpose of this study was to examine how 14 parents of children with autism and intellectual impairments responded to an Acceptance and Commitment Therapy (ACT)-based psychological flexibility intervention programme. American Journal of Medical Genetics, 117C(1), 314. https://doi.org/10.1002/aur.1405, Chadwick, D. D., & Jolliffe, J. Inclusive practices for preschool children with specific language impairment. Brookes. Wyper, K. R., & Rasmussen, C. R. (2011). Please see Treatment Principles for Individuals with an Intellectual Disability for further information. Children with disabilities: A medical primer (7th ed.). 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. Framework for action on interprofessional education & collaborative practice. Sensitivity to cultural and linguistic variables is necessary when selecting formal and informal assessment measures. Intervention is customized based on the individuals needs, interests, and family situation. Screen individuals who may have hearing, speech, language, communication, and/or swallowing difficulties and determine the need for further assessment and/or referral for other services. The focus is on maximizing childrens potential and their intrinsic desire to socialize with peers (Wolfberg & Schuler, 1999). Journal of Consulting and Clinical Psychology, 75(4), 594604. Families offer important information about the strengths, challenges, and needs for the individual with ID. B. G. (2008). Without conducting a functional behavioral assessment or incorrectly identifying the function of the behavior, it may lead to an unsuccessful intervention. SLPs may need to consider the possibility of mild cognitive impairment, a condition characterized by subtle cognitive decline that may lead to dementia (see ASHAs Practice Portal page on Dementia), if treating adults with ID with new communication concerns. This paper presents goals to develop specific communication skills needed to function independently in the community. 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. Position statement on access to communication services and supports: Concerns regarding the application of restrictive eligibility policies [Position statement]. https://doi.org/10.1352/1944-7558-118.5.365, Barnes, E., Roberts, J., Long, S. H., Martin, G. E., Berni, M. C., Mandulak, K. C., & Sideris, J. The recommended citation for this Practice Portal page is: American Speech-Language-Hearing Association. https://doi.org/10.1016/j.jpeds.2008.09.012, Strain, P. S., & Hoyson, M. (2000). Schalock, R. L., Luckasson, R., & Tass, M. J. See ASHAs Scope of Practice in Speech-Language Pathology (ASHA, 2016b). Allow me! 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.ridd.2011.07.005, Shifrer, D. (2018). (2011). ABA techniques are often used in intensive, early intervention (before the age of 4 years) programs to address a full range of life skills (e.g., Frea & McNerney, 2008). Careful consideration of language history (e.g., quality and duration of exposure to different languages) and linguistic abilities in all languages is necessary in the evaluation, particularly when working with individuals who are multilingual. Both formal and informal assessment approaches can be used. Fidler, D. J., Most, D. E., & Philofsky, A. D. (2009). varied communication settings/contexts, such as, early communication skills (e.g., pointing, turn-taking, joint attention), pragmatic conventions (spoken and nonspoken) for communicating appropriately in varied situations, spoken and written language for social, educational, and vocational functions, increased complexity of spoken and written language for more effective communication, contextual factors that influence the individuals relative success or difficulty in a given activity, compensatory communication techniques and strategies, including the use of AAC or other assistive technology. significant limitations in intellectual functioning (e.g., learning, reasoning, and problem solving). The following examples may be considered for children with ID. 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. Content Disclaimer: The Practice Portal, ASHA policy documents, and guidelines contain information for use in all settings; however, members must consider all applicable local, state and federal requirements when applying the information in their specific work setting. Multilingual and multidialectal populations exist across the globe. Adults with ID experience the same age-related health problems and functional decline observed in the general elderly population (Lazenby-Paterson & Crawford, 2014). Communication intervention is sensitive to cultural and linguistic diversity and addresses components within the International Classification of Functioning, Disability and Health (WHO, 2001) framework, including body structures/functions, activities/participation, and contextual factors (personal and environmental). Government Printing Office. Guralnick, M. J. https://doi.org/10.1044/2018_AJSLP-17-0013, Thorne, J. C., Coggins, T. E., Olson, H. C., & Astley, S. J. 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). Develop culturally and linguistically responsive treatment plans for speech and language services, including social language goals and goals for assisting with self-regulatory and social interactive functions to enable participation in daily activities and curriculum to as great an extent as possible. Participate as a member of the school or adult service planning team to determine appropriate educational and/or community services. Journal of Developmental & Behavioral Pediatrics, 26(2), 7785. https://doi.org/10.1044/leader.FTR2.08192003.6, Roberts, J. E., Price, J., & Malkin, C. (2007). (2007). A systematic review of U.S. studies on the prevalence of intellectual or developmental disabilities since 2000. https://doi.org/10.1044/1092-4388(2012/12-0148), Koppenhaver, D. A., Coleman, P. P., Kalman, S. L., & Yoder, D. E. (1991). See the Service Delivery section of the Intellectual Disability evidence map for pertinent scientific evidence, expert opinion, and client/caregiver perspective. Delayed language development is often the first sign of a developmental problem. Research in Developmental Disabilities, 55, 161172. In J. K. Luiselli, D. C. Russo, W. P. Christian, & S. M. Wilczynski (Eds. (2021). Research and Practice for Persons with Severe Disabilities, 24(3), 133146. Intellectual and Developmental Disabilities, 46(5), 376386. American Journal of Speech-Language Pathology, 1(1), 3844. ID is distinguished from LD, in that LD specifically refers to difficulty in at least one area of learning, such as reading, writing, and mathematics, with typical intellectual functioning. Oxford University Press. Intervention for individuals with ID typically incorporates a variety of options and techniques in combination. Institute of Medicine (US) Committee on Nervous System Disorders in Developing Countries. That means they need to be: Specific Measuralble Attainable Relevant Time Limited 5 IEP Goals for severe-profound/Multiple Disabilities Teachers I take data 2x a week. Determine eligibility for speech and language services. https://www.congress.gov/106/plaws/publ402/PLAW-106publ402.pdf, Dunlap, G., & Fox, L. (1999). Team models may be multidisciplinary, interdisciplinary, or transdisciplinary (see ASHAs resource on collaboration and teaming). IEP Goals for Functional Communication Continue a behavior when praised, encouraged, and otherwise orally reinforced. Current language examines these differences in rate of diagnosis as health care inequities suggesting avoidable failures to provide appropriate and responsive services. Stop an undesirable or inappropriate behavior when asked or warned to do so. Journal of Intellectual Disability Research, 54(11), 955965. (2017). 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. Language, Speech, and Hearing Services in Schools, 38(2), 117127. Phonological accuracy and intelligibility in connected speech of boys with Fragile X syndrome or Down syndrome. (2005). https://doi.org/10.1016/j.ridd.2016.03.018, Lozano, R., Rosero, C. A., & Hagerman, R. J. An intellectual disability is a neurodevelopmental condition that develops in childhood. Tass, M. J., Schalock. https://doi.org/10.1044/1058-0360.0101.38, Krahn, G. L., Hammond, L., & Turner, A. 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). Frea, W. D., & McNerney, E. K. (2008). Difficulties with social communication (Coggins et al., 2007). Individuals with ID continue to develop communication skills beyond the school years (e.g., Cheslock et al., 2008). https://doi.org/10.1037/0022-006X.75.4.594, Anderson, L. L., Larson, S. A., MapelLentz, S., & Hall-Lande, J. (n.d.). This is in no way meant to be a document to just copy and paste from. A descriptive investigation of dysphagia in adults with intellectual disabilities. https://doi.org/10.15585/mmwr.ss6904a1, Mahoney, G., & Perales, F. (2005). It is a leading cause of developmental disabilities in the United States (Clarke & Gibbard, 2003). Service-learning is a form of experiential learning that blends classroom instruction with community service. Individuals with ID have limitations in intellectual functioning and adaptive behavior, whereas individuals with ASD have a wide range of intellectual abilities and adaptive behavior. Brookes. Direct speech and language therapy for children with cerebral palsy: Findings from a systematic review. intellectual disabilities have challenges in areas of problem solving and evaluation. Social and pragmatic skill strengths that vary depending on executive function and ToM skills (Lee et al., 2017). ; DSM-5; American Psychiatric Association [APA], 2013). Receptive and expressive language problems (Wyper & Rasmussen, 2011). (2021). Collaborate with parents, teachers, caregivers, job coaches, peers, and others to promote communication development in individuals with ID. https://doi.org/10.1037/0000165-000, American Speech-Language-Hearing Association. Prevalence of cooccurring psychiatric disorders in adults and adolescents with intellectual disability: A systematic review and metaanalysis. Efficacy of applied behavioral intervention in preschool children with autism for improving cognitive, language, and adaptive behavior: A systematic review and meta-analysis. Speech impairment in boys with fetal alcohol spectrum disorders. World Health Organization. professionals and individuals to measure and to profile the effect of sensory processing on functional performance." Most appropriate for individuals aged 11-65+. American Journal of Medical Genetics: Part C, Seminars in Medical Genetics, 142C(3), 131140. setting up choice-making, unexpected, or silly situations. The multifaceted team also includes families, caregivers, and persons with disabilities. (2004). Functional analysis of communicative behaviors. See ASHAs Practice Portal page on Augmentative and Alternative Communication. 97132). The National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) emphasizes that there are no prerequisites for communication (NJC, 2002a, 2002b). Language development and Fragile X syndrome. Language disorders: Autism and other pervasive developmental disorders. Journal of Applied Research in Intellectual Disabilities, 18(3), 253261. (2013). Journal of Speech, Language, and Hearing Research, 56(1), 178210. https://doi.org/10.1111/dmcn.13773, Rimmer, J. H., Yamaki, K., Lowry, B. M. D., Wang, E., & Vogel, L. C. (2010). Individuals with ID commonly experience stigmatization, discrimination, and health inequalities across cultures (Allison & Strydom, 2009). 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). Improving communication between children with autism and their peers through the circle of friends: A small-scale intervention study. Additionally, LD is not characterized by intellectual limitations. Mood disorders were found to be the most prevalent psychiatric disorder to co-occur in adults with ID (6.7%; Mazza et al., 2020). Terry is an 18-year-old woman with a diagnosis of moderate-to-severe intellectual impairment of unknown etiology. ), Families and positive behavior support (pp. Timing refers to the scheduling of intervention relative to the diagnosis. Speech disfluencies in children with Down syndrome. These teams establish and coordinate services that are family centered, culturally appropriate, comprehensive, and compassionate and that produce meaningful life outcomes. (2007). Intensive programs total from 25 to 40 hr per week for 13 years. Focused stimulation is a treatment approach in which a child is given multiple examples of a specific target (e.g., vocabulary item) within meaningful contexts. Autism Research, 7(5), 608616. https://www.asha.org/policy/, American Speech-Language-Hearing Association. This training may include the use of communication intervention strategies, partner training in AAC, and/or assistive technology. The speech-language assessment incorporates an evaluation of skills needed to support the individuals changing communication needs. Identification of the potential for effective intervention strategies and compensations. The learners self-modeling can be videotaped for later review. The application of skills to new and appropriate situations is reinforced as naturally as possible as such situations occur (Kalyva & Avramidis, 2005; Whitaker et al., 1998). American Family Physician, 61(4), 10591067. https://doi.org/10.1044/1092-4388(2007/032), Twachtman-Reilly, J., Amaral, S. C., & Zebrowski, P. P. (2008). https://doi.org/10.1044/0161-1461.2303.198, Casey, A. M., McWilliam, R. A., & Sims, J. Oxford University Press. SLPs ensure that symbols used with individuals who require AAC reflect the cultural and linguistic identity of the individual and are in line with the individuals preference. https://doi.org/10.1097/00004703-200504000-00002, Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (2005). Lucyshyn, J., Kayser, A., Irvin, L., & Blumberg, E. R. (2002). The effect of instructional use of an iPad on challenging behavior and academic engagement for two students with autism. Systematic review of the prevalence and incidence of intellectual disabilities: Current trends and issues. Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study. Regional and National Summary Report of Data from the 201314 Annual Survey of Deaf and Hard of Hearing Children and Youth. Terry's Individualized Education Program (IEP) includes goals and objectives specifically designed for . ICF-CY: International Classification of Functioning, Disability and Health: Children & Youth version. https://doi.org/10.1016/j.ridd.2010.09.018, Loveall, S. J., Channell, M. M., Phillips, B. Prenatal alcohol and cocaine exposure: Influences on cognition, speech, language, and hearing. https://doi.org/10.1007/s40474-016-0085-7. Journal of Communication Disorders, 71, 7284. An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. https://doi.org/10.1080/07434610212331281251, Snell, M. E., Brady, N., McLean, L., Ogletree, B. T., Siegel, E., Sylvester, L., Mineo, B., Paul, D., Romski, M. A., & Sevcik, R. (2010). Students with language learning disabilities are at a disadvantage in school due to having reduced/limited background knowledge and language proficiency as compared to typically developing peers. Using dynamic assessment with learners who communicate nonsymbolically. Please see ASHAs Practice Portal page on Cultural Responsiveness for further information. The purpose of this case study was to examine how students with severe disabilities participated in service-learning at a food pantry and the curricular goals they addressed. The Down syndrome behavioural phenotype: Taking a developmental approach. DD is commonly used as a temporary diagnosis in young children at risk for ID. Deficits are more severe for boys than for girls (Haebig et al., 2020). Terminology continues to evolve, with some individuals preferring identity-first language (e.g., autistic person). Use of this information to identify and teach simple and potentially more efficient communication skills that serve the same functions. Use of visual supports to increase task independence in students with severe disabilities in inclusive educational settings. https://doi.org/10.1007/s00455-007-9096-1, Lazenby-Paterson, T., & Crawford, H. (2014). Problem behaviors are then replaced with alternate, more appropriate forms of communicating needs or wants. This definition of ID balances limitations with an equal emphasis on skills. Relevant research indicates that language intervention benefits children with ID even when no languagecognition discrepancy exists (Carr & Felce, 2000; Cole et al., 1990; Snell et al., 2010). https://doi.org/10.1352/0895-8017(2005)110[268:AIAWID]2.0.CO;2, Carr, D., & Felce, D. (2000). Educate other professionals on the needs of persons with ID and the role of SLPs in diagnosing and managing communication disorders of those with ID. Intellectual Disability. Time delay can be used with individuals regardless of cognitive level or expressive communication abilities (e.g., Liber et al., 2008). Families also provide useful information about communication skills during daily routines. . These limitations will cause a child to learn and develop more slowly than a typical child. A comprehensive assessment may include the following, depending on the age and functioning of individuals with ID and their needs: Details regarding the components of a comprehensive assessment are available on the following Practice Portal pages: See also ASHAs Practice Portal pages on Autism Spectrum Disorder and Social Communication Disorder for relevant assessment considerations based on individual needs for individuals with autism spectrum disorder (ASD) and ID. Stuttering is more prevalent (Eggers & Van Eerdenbrugh, 2018). Augmentative communication and early intervention: Myths and realities. Variable difficulties, depending on the area of the brain affected and the severity, are experienced, which may include the following: Down syndrome is a genetic syndrome associated with intellectual disability, limitations in adaptive skills, and anatomical differences in tongue size (relative macroglossia). using telecommunications technologies (e.g., phone, Zoom). https://doi.org/10.1046/j.1365-2788.2001.00348.x, Warren, S. F., Fey, M. E., Finestack, L. H., Brady, N. C., Bredin-Oja, S. L., & Fleming, K. K. (2008). Conducting a screening of swallowing function. Morphosyntax is more difficult than semantics (Fidler et al., 2009), with variability in vocabulary development compared to children with other intellectual disabilities or typical development (Loveall et al., 2016). While the number sense, number recognition IEP goals or reading or vocabulary IEP goals strengthen basic skills, the cognitive abilities IEP goals touch the other aspects of building overall intelligence in children. SLPs foster an appreciation for the importance of language in future learning and functioning when involving others in intervention activities. https://doi.org/10.1177/0022219410374236, Shott, S. R. (2006). Delayed speech and language skills, particularly syntax, with relative strengths in vocabulary and language comprehension (J. E. Roberts et al., 2008). This intervention utilizes 6 main components. Yoder, P. J., & Warren, S. F. (2002). Communication skills among individuals with ID can vary due to severity; co-occurring conditions; and other behavioral, emotional, and social factors. Dysphagia, 23(1), 8897. Environmental arrangement is a technique that involves arranging the environment to encourage communication by increasing interest in the environment and setting the occasion for communication. A demonstration of behavioral support for young children with autism. Maenner, M. J., Shaw, K. A., Baio, J., Washington, A., Patrick, M., DiRienzo, M., Christensen, D. L., Wiggins, L. D., Pettygrove, S., Andrews, J. G., Lopez, M., Hudson, A., Baroud, T., Schwenk, Y., White, T., Rosenberg, C. R., Lee, L.-C., Harrington, R. A., Huston, M., . Seminars in Pediatric Neurology, 5(1), 214. Characteristics may include the following: Fragile X syndrome is the most common inherited cause of ID (Lozano et al., 2014). (2014). Functional assessment strategies for young children with autism. Augmentative and alternative communication: Supporting children and adults with complex communication needs (5th ed.). https://doi.org/10.1023/A:1010660502130. 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). Provider refers to the person offering the treatment (e.g., SLP, trained volunteer, caregiver). Goldstein, H. (2006). Battaglia, A., & Carey, J. C. (2003). https://doi.org/10.1080/0144341042000301210, Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Partner with families in assessment and intervention with individuals with ID to develop individualized culturally and linguistically relevant plans for their family. These identities interact in complex manners that influence life decisions and communication. American Journal of Public Health, 105(12), e60e76. Visual impairment in adult people with intellectual disability: Literature review. This list is not exhaustive, and the inclusion of any specific treatment approach does not imply endorsement from ASHA. nonsymbolic (e.g., gestures, vocalizations, problem behaviors) and/or symbolic (e.g., words, signs, pictures) communication. The incidence/prevalence data in this section pertain to United Statesbased populations. World Health Organization. The implications of emergent literacy research for children with developmental disabilities. The cognitive hypothesis and its influence on speech-language services in schools. Differences between ASD and ID include the following: Please see ASHAs Practice Portal page on Autism Spectrum Disorder for further information. With your state, as this may affect reimbursement independently in the States... Scope of Practice in Speech-Language Pathology ( ASHA, 2016b ) [ APA ], 2013 ) Oxford University.... A. K. ( 2008 ) prerequisite cognitive or other skills for determining eligibility is also of concern for with... 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