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developmental approach to disability (compare rates and structures of…
developmental approach to disability
compare rates and structures of developmental stages with DD and TD
DD and TD are mutually informative
different deviations
delay
takes longer but still develops
deficit
absence of normal behaviour or presence of abnormal behaviour
digression
TD branches off (usually adolescence) to atypical path--environmental or missed detection
regression
lose a skill--sign of something wrong
typical development
universal structure
universal sequence
universal continuities/discontinuities
risk and protective factors
risk factors: increased probability of adverse outcomes
increase with chronicity and number of risks
interact with vulnerability -- negative outcome
protective factors: buffer against risks
interact with vulnerability -- positive outcome
resilience: dynamic process assessed in multiple domains
development
IQ, temperament, self image, ToM, faith, talents
family
relationships, attachment, parenting, SES
school/community
adults with interest, cxn to social agencies, effective schooling
factors in every level of Broffenbrenner's ecological model
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bidirectional influences
target as many areas as possible with intervention
"behavioural phenotype": strengths/weaknesses across domains of development
implications of pattern
impact course of development
heterotypic continuity
different behaviours that manifest themselves at different developmental stages but are linked to the same deficit
homotypic continuity
the same behaviour that manifets throughout development
elicit certain responses from family members
use patterns to develop effective intervention
primary phenotypic features
resulting from one's genetic and biological makeup
secondary phenotypic features
resulting from interaction of primary features
types of ID
environmental/familial: ID from inherited or environmental factors
still within normal distribution of IQ but on low side
organic: ID due to genetic mutation
separate IQ distribution that is much lower
setback: most research compares cross-sections of certain aspects
consider context
cultural norms: cmns, interaction, peers
situational norms: appropriate behaviour?
gender norms: visible early differences
developmental norms: milestones
changes over time: always like this? only new situations?
holistic view of all domains of development interacting
consider the linear process of development that grows and unfolds
orthogenetic principle: starts globally and becomes more complexly differentiated (all kinds of development)
goals of developmental research
clinical
find evidence based intervention
look at role of cognition in mental health
scientific
way to create natural conditions (can't actually control otherwise)
policy
minority/ostracism/vulnerability
human rights, inclusion in societal values, access to education
history
Felix Platter--differentiation/simple minded
genetic transmission of ID
politics of eugenics
Dugdale's social report calling for better wellfare was twisted into sterilization laws
deinstitutionalization in 72