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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Hearing01:31

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When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Autism Spectrum Disorder01:19

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Barriers to Effective Communication II01:21

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Related Experiment Video

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Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
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Deafness and Diversity: Early Intervention.

Rebecca L Jackson, Sarah B Ammerman, Blane A Trautwein

    American Annals of the Deaf
    |October 27, 2015
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    Summary
    This summary is machine-generated.

    Early identification of hearing loss is increasing, leading to more infants who are deaf or hard of hearing (D/deaf) with disabilities. Improving services requires better professional training and evidence-based practices for these children.

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    Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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    Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

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    Area of Science:

    • Pediatrics
    • Audiology
    • Special Education

    Background:

    • Earlier identification of infant hearing loss is increasing the number of children who are deaf or hard of hearing (D/deaf) and also have disabilities (DWD).
    • Existing literature on infants and toddlers who are DWD is limited due to population heterogeneity and delayed diagnoses of co-occurring disabilities.
    • There is a critical need to enhance service availability, professional preparation, and the implementation of evidence-based practices for this population.

    Purpose of the Study:

    • To examine the current state of theory, research, and practice in early intervention for infants and toddlers who are DWD.
    • To identify challenges and propose improvements for supporting young children who are DWD and their families.

    Main Methods:

    • Literature review and analysis of existing research, theory, and practice in early intervention for DWD.
    • Examination of service delivery models, professional training needs, and technological integration.

    Main Results:

    • A significant gap exists in qualified professionals prepared to serve young children who are DWD.
    • Teacher preparation programs require targeted instruction, and technological advancements like telepractice are underutilized.
    • Transdisciplinary collaboration and technology integration in training are promising avenues for improved service provision.

    Conclusions:

    • Urgent improvements are needed in professional training and service delivery for infants and toddlers who are DWD.
    • Integrating technology and fostering collaboration are key strategies to enhance early intervention services.
    • Addressing the unique needs of DWD children requires a multifaceted approach involving education, technology, and interdisciplinary teamwork.