Week 4 Chapter 9 Notes Intellectual and Developmental Disabilities 1. Identify the major components of the American Association on Intellectual and Developmental Disabilities (AAIDD) definition and classification system for people with intellectual and developmental disabilities. · There are significant limitations in intellectual abilities · There are significant limitations in adaptive behavior as ex-pressed in conceptual, social, and practical adaptive skills. · Disability originates before the age of 18. · The severity of the condition is tempered by the individual’s participation, interactions, and social roles within the com-munity; by her or his overall physical and mental health; and by the environmental context. · Classification for severity of the condition may be described in terms of mild, moderate, severe, or profound intellectual disabilities. · Educability expectations as a classification are designated for groups of children who are educable and children who are trainable. · Medical descriptors classify intellectual disabilities on the basis of the origin of the condition (e.g., infection, intoxication, trauma, chromosomal abnormality). · Classification based on the type and extent of support needed categorizes people with intellectual disabilities as having intermittent, limited, extensive, or pervasive needs for support to function in natural settings, 2. What is the prevalence of intellectual disabilities? · The prevalence of intellectual disabilities world-wide and across all ages is estimated at 1 percent of the total population. · There are approximately 600,000 students between the ages of 6 and 21 labeled as having intellectual disabilities and receiving service under IDEA. Approximately 10 percent of all students with disabilities between the ages of 6 and 21 have intellectual disabilities. · Overall, students with intellectual disabilities constitute about 0.88 percent of the total school population. 3. Identify intellectual, self-regulation, and adaptive skills characteristics of individuals with intellectual disabilities · Intellectual characteristics may include learning and memory deficiencies, difficulties in establishing learning sets, and inefficient rehearsal strategies Week 4 Chapter 9 Notes Page 2 Intellectual and Developmental Disabilities · Self-regulation characteristics include difficulty in mediating or regulating behavior. · Adaptive skills characteristics may include difficulties in coping with the demands of the environment, developing inter-personal relationships, developing language skills, and taking care of personal needs. 4. Identify the academic, motivational, speech and language, and physical characteristics of children with intellectual disabilities. · Students with intellectual disabilities exhibit significant deficits in the areas of reading and mathematics. · Students with mild intellectual disabilities have poor reading mechanics and comprehension, compared to their same-age peer.

1. Week 4
Chapter 9 Notes
Intellectual and Developmental Disabilities
1. Identify the major components of the American Association
on Intellectual and Developmental Disabilities (AAIDD)
definition and classification system for people with intellectual
and developmental disabilities.
· There are significant limitations in intellectual abilities
· There are significant limitations in adaptive behavior as ex-
pressed in conceptual, social, and practical adaptive skills.
· Disability originates before the age of 18.
· The severity of the condition is tempered by the individual’s
participation, interactions, and social roles within the com-
munity; by her or his overall physical and mental health; and by
the environmental context.
· Classification for severity of the condition may be described
in terms of mild, moderate, severe, or profound intellectual
disabilities.
· Educability expectations as a classification are designated for
groups of children who are educable and children who are
trainable.
· Medical descriptors classify intellectual disabilities on the
basis of the origin of the condition (e.g., infection, intoxication,
trauma, chromosomal abnormality).
· Classification based on the type and extent of support needed
categorizes people with intellectual disabilities as having
intermittent, limited, extensive, or pervasive needs for support
to function in natural settings,
2. What is the prevalence of intellectual disabilities?
· The prevalence of intellectual disabilities world-wide and
across all ages is estimated at 1 percent of the total population.
· There are approximately 600,000 students between the ages of
6 and 21 labeled as having intellectual disabilities and receiving

2. service under IDEA. Approximately 10 percent of all students
with disabilities between the ages of 6 and 21 have intellectual
disabilities.
· Overall, students with intellectual disabilities constitute about
0.88 percent of the total school population.
3. Identify intellectual, self-regulation, and adaptive skills
characteristics of individuals with intellectual disabilities
· Intellectual characteristics may include learning and memory
deficiencies, difficulties in establishing learning sets, and
inefficient rehearsal strategies
Week 4
Chapter 9 Notes Page 2
Intellectual and Developmental Disabilities
· Self-regulation characteristics include difficulty in mediating
or regulating behavior.
· Adaptive skills characteristics may include difficulties in
coping with the demands of the environment, developing inter-
personal relationships, developing language skills, and taking
care of personal needs.
4. Identify the academic, motivational, speech and language,
and physical characteristics of children with intellectual
disabilities.
· Students with intellectual disabilities exhibit significant
deficits in the areas of reading and mathematics.
· Students with mild intellectual disabilities have poor reading
mechanics and comprehension, compared to their same-age
peers.
· Students with intellectual disabilities may be able to learn
basic computations but be unable to apply concepts
appropriately in a problem-solving situation.

3. · Motivational difficulties may reflect learned helplessness—
“No matter what I do or how hard I try, I will not succeed.”
· The most common speech difficulties involve articulation
problems, voice problems, and stuttering.
· Language differences are generally associated with delays in
language development rather than with the bizarre use of
language
· Physical differences generally are not evident for individuals
with mild intellectual disabilities because these intellectual
disabilities are usually not associated with genetic factors
· The more severe the intellectual disabilities, the greater the
probability of genetic causation and of compounding
physiological problems.
5. Identify the causes of intellectual disabilities.
· Intellectual disabilities are the result of multiple causes, some
known, and many unknown. The cause of intellectual
disabilities is generally not known for individuals with mild
intellectual disabilities.
· Causes associated with moderate to profound intellectual dis-
abilities include sociocultural influences, biomedical factors,
behavioral factors, and unknown prenatal influences.
Week 4
Chapter 9 Notes Page 3
Intellectual and Developmental Disabilities
6. Why are early intervention services for children with
intellectual disabilities so important?
· Early intervention services are needed to provide a stimulating
environment for children to enhance growth and development.
· Early intervention programs focus on the development of
communication skills, social interaction, and readiness for
formal instruction.

4. 7. Identify five skill areas that should be addressed in programs
for elementary-age children with intellectual disabilities
· Motor development skills
· Self-help skills
· Social skills
· Communication skills
· Academic skills
8. Identify four educational goals for adolescents with
intellectual disabilities.
· To increase the individual’s personal independence
· To enhance opportunities for participation in the local
community
· To prepare for employment
· To facilitate a successful transition to the adult years
9. Why is the inclusion of students with intellectual disabilities
in general education settings important to an appropriate
educational experience?
· Regardless of the severity of their condition, students with
intellectual disabilities benefit from placement in general
education environments where opportunities for inclusion with
nondisabled peers are systematically planned and implemented.
Week 4
Chapter 9
Vocabulary
Intellectual Disabilities: Limited ability to reason, plan, solve
problems, think abstractly, comprehend complex ideas, learn
quickly, and learn from experience.
American Association on Mental Retardation (AAMR)
Professionals involved in the study and treatment of intellectual

5. disabilities. Became the American Association on Intellectual
and Developmental Disabilities in 2006
Standard deviation A statistical measure of the amount that an
individual score deviates from the average.
Adaptive behavior Conceptual, social, and practical skills that
people have learned to function in their everyday lives.
Principle of normalization Making the patterns and conditions
of everyday life and of mainstream society available to people
with disabilities.
Developmental disabilities Mental and/or physical impairments
that limit substantial functioning in at least three areas of major
life activity.
The ARC of the United States A national organization that
works to enhance the quality of life for people with intellectual
disabilities
Natural supports Supports for people with disabilities that are
provided by family, friends, and peers.
Generalization The process of applying previously learned
information to new settings or situations.
Self-regulation The ability to regulate one’s own behavior.
Learned helplessness Refusal or unwillingness to take on new
tasks or challenges, resulting from repeated failures or control
by others.
Articulation problems Speech problems such as omissions,
substitutions, additions, and distortions of words.
Voice problems Abnormal acoustical qualities in a person’s
speech.
Stuttering A speech problem involving abnormal repetitions,
prolongations, and hesitations as one speaks.
Week 4
Chapter 9
Vocabulary Page 2
Nature versus nurture: Controversy concerning how much of a
person’s ability is related to sociocultural influences (nurture)
as opposed to genetic factors (nature).

6. Cultural-familial intellectual disabilities: Intellectual
disabilities that may be attributable to both sociocultural and
genetic factors.
Biomedical factors Biologic processes, such as genetic
disorders or nutrition, which can cause intellectual disabilities
or other disabilities.
Chromosomal abnormalities Defects or damage in chromosomes
that carry genetic material and play a central role in inherited
characteristics.
Trisomy 21 The most common type of Down’s syndrome in
which the chromosomal pairs on the 21st pair have an extra
chromosome; also called nondisjunction.
Williams syndrome A rare genetic disease that occurs once in
every 20,000 births and is characterized by an absence of
genetic materials on the seventh pair of chromosomes.
Fragile X syndrome A condition involving damage to the
chromosome structure, which appears as a breaking or splitting
at the end of the X chromosome.
Metabolic disorders The body’s inability to process
(metabolize) substances that can become poisonous and damage
the central nervous system.
Phenylketonuria (PKU) A disorder in which an infant cannot
digest a substance found in many foods, including milk; may
cause intellectual disabilities if left untreated.
Galactosemia A disorder causing an infant to have difficulty in
processing lactose. The disorder may cause intellectual
disabilities and other problems.
Neurofibromatosis An inherited disorder resulting in tumors of
the skin and other tissue (such as the brain).
Tuberous sclerosis Birth defect related to intellectual
disabilities in about 66 percent of the cases and characterized
by tumors on many organs.
Fetal alcohol syndrome (FAS)Damage caused to the fetus by the
mother’s consumption of alcohol.
Behavioral factors Behaviors, such as dangerous activities or
maternal substance abuse, which can cause intellectual

7. disabilities or other disabilities.
Week 4
Chapter 9
Vocabulary Page 3
Maternal infection Infection in a mother during pregnancy,
sometimes having the potential to injure the unborn child
Congenital rubella German measles contracted by a mother
during pregnancy, which can cause intellectual disabilities,
deafness, blindness, and other neurological problems.
Human immunodeficiency virus (HIV) A virus that reduces
immune system function and has been linked to AIDS.
Toxoplasmosis An infection caused by protozoa carried in raw
meat and fecal material.
Anticonvulsants Medication prescribed to control seizures
(convulsions).
Prematurity Infants delivered before 37 weeks from the first day
of the mother’s last menstrual period.
Low birth weight A weight of 5½ pounds (2,500 grams) or less
at birth
Encephalitis An inflammation of brain tissue that may damage
the central nervous system.
Anoxia A lack of oxygen that may result in permanent damage
to the brain.
Anencephaly A condition in which the person has a partial or
complete absence of cerebral tissue.
Hydrocephalus An excess of cerebrospinal fluid, often resulting
in enlargement of the head and pressure on the brain, which may
cause intellectual disabilities.
Head Start A federally funded preschool program for students
with disadvantages to give them “a head start” prior to
elementary school.
Infant stimulation An array of visual, auditory, and physical
stimuli programs to promote infant development.
Assistive technology Devices such as computers, hearing aids,
wheelchairs, and other equipment that help individuals adapt to
the natural settings of home, school, and family.

8. Direct instruction Teaching academic subjects through precisely
sequenced lessons involving drill, practice, and immediate
feedback.
Sheltered workshop A segregated vocational training and
employment setting for people with disabilities
Week 4
Chapter 9
Vocabulary Page 4
Supported employment Jobs for the severely disabled who will
need continuous support, and for whom competitive jobs have
traditionally not been possible.
Week 4
Chapter 10 Notes
Communication Disorders

9. 1. Identify four ways in which speech, language, and
communication are interrelated.
· Both speech and language form part, but not all, of
communication.
· Some components of communication involve language but not
speech.
· Some speech does not involve language.
· The development of communication—language and speech—
overlap to some degree
2. Explain how language delay and language disorder differ
· In language delay, the sequence of development is intact, but
the rate is interrupted.
· In language disorder, the sequence of development is
interrupted.
3. Identify three factors that are thought to cause language
disorders.
· Defective or deficient sensory systems.
· Neurological damage occurring through physical trauma or
accident
· Deficient or disrupted learning opportunities during language
development
4. Describe how treatment approaches for language disorders
generally differ for children and for adults.
· Treatment for children generally addresses initial acquisition
or learning of language.
· Treatment for adults involves relearning or reacquiring
language function.
5. Cite three factors that are thought to cause stuttering.
· Learned behavior, emotional problems, and neurological
problems can contribute to stuttering.
· Some research has suggested that brain organization differs in
people who stutter.

10. · People who stutter may learn their speech patterns as an out-
growth of the normal non fluency evident when speech
development first occurs.
Week 4
Chapter 10 Notes
Communication Disorders
6 Identify two ways in which learning theory and home
environments are related to delayed speech
· The home environment may provide little opportunity to learn
speech.
· The home environment may interfere with speech
development, as when speaking is punished.
7. Identify two reasons why some professionals are reluctant to
treat functional articulation disorders in young schoolchildren.
· Many articulation problems evident in young children are
developmental in nature, so speech may improve “naturally”
with age.
· Articulation problems are quite frequent among young
children, and treatment resources are limited.

11. Week 4
Chapter 10 Notes
Vocabulary
Phonology The system of speech sounds that an individual
utters
Syntax The rules governing sentence structure, the way
sequences of words are combined into phrases and sentences.
Morphology The form and internal structure of words.
Semantics The understanding of language, the component most
directly concerned with meaning.
Pragmatics A component of language that represents the rules
that govern the reason(s) for communicating.
Receptive language disorders Difficulties in comprehending
what others say.
Expressive language disorders Difficulties in producing
language.
Aphasia An acquired language disorder caused by brain damage
and characterized by complete or partial impairment of language
comprehension, formulation, and use
Week 6 DQ's/Lecture- Chap 7
Jesse
DQ# 1: There are two types of demand. What are they, and how
do they influence the supply chain?
There are two types of demand: independent and dependent.
Independent simply means demand for an end-item. For
example, demand for cars (let's say Teslas) is an independent
demand. Dependent means that the demand for a given item is
dependent upon demand for another item (Coyle, et al). For
example, demand for recharging centers for an electric cars
(such as Teslas) is dependent upon the demand for cars.
This has implication for the supply chain, as the forecast for
dependent items is contingent upon the forecasted demand for
independent items. Therefore, we can expect an inverse

12. relationship between dependent and independent demand items.
Repair parts are a good example of how the production of
dependent-demanded items are directly proportional to
independent demand. As demand for a specific independent item
(like a Tesla) goes up, so does the demand for all items that is
required to support the consumption of a Tesla, like recharging
stations, batteries or repair parts. There will be no demand for
recharging stations without a demand for Teslas. This impacts
the demand forecast, as models can better predict the demand
for a dependent item based on the demand for the independent
item.
DQ# 2: There are at least three forecasting methods. Name them
and choose one to discuss in more detail, including advantages
and disadvantages.
Three forecasting methods are a simple moving average,
weighted moving average and exponential smoothing.
A simple moving average is simply the average demand over a
preset number of periods and uses this average as the demand
for the next period. It's use is very simple, as it is a simple
average over a given period of time. It can also give you a
forecast very quickly, lending to its ease of computation.
However, it assumes that all the historical demand are weighted
the same, so the analyst cannot assign any further granularities
to the inputs of the forecast beyond a simple average.
Weighted moving average takes this concept one step further by
giving different "weights' to different periods. Weighted moving
average gives a greater weight to periods or variables that the
forecaster believes is more important. Typically, data from
recent  periods are given greater weight, but weights can be
assigned based on any reason the forecaster believes is more
representative of the future he/she is trying to forecast. A
weighted moving average is easy to use and allows for greater
manipulation of the data set. It also allows for greater tracking
signal and less bias than a simple moving average.
Its disadvantage is the fact that it assumes that behaviors in the
past will hold in the future. It is a projection based on the future

13. based on past observations (Murphy and Knemeyer, 2015). As
such, a weighted moving average is based on assumptions about
the past that is extrapolated in some manner to draw
conclusions about the future. Each of these assumptions carries
risk. This risk is that the assumption that was true in the past
will also hold true for the future. This may or may not be the
case. By assigning a weight to certain values, we control this
extrapolation of the past so that only variables that we believe
to be the most prudent will be considered by the forecast.
Weighted averages attempts to hedge against future risks based
upon probability (such as assigning past values a weight) but no
measure will be able to account for all randomness inherent
within each forecast. However, the weight we assign to a value
is only as good as one's judgment, which may or may not hold
to be accurate regardless of how experienced we may be. This is
why there will always be a delta between the forecast and
reality.
Coyle, J.J., Langley, C.J., Novack, R.A., & Gibson, B.J. (2017).
Supply Chain Management: A Logistics Perspective. (10th ed.).
Boston, MA: Cengage Learning.
Murphy, Jr, P.R. and Knemeyer, A.M. (2015). Contemporary
Logistics. Saddle River, NJ: Pearson Education, Inc
12th ed.). New York: Pearson