Paper 1
Please read this article carefully and then answer the 5 questions below:
Finlay, W.M.L. & Lyons, E. (2001). Methodological issues in interviewing and using self-report questionnaires with people with mental retardation. Psychological Assessment, 13(3), 319-335.
Questions
What does the term acquiescence mean? Does this paper provide guidance on how to prevent acquiescence?
What do Finlay and Lyons say about questions requiring people to make a ‘judgement about degree’?
What do Finlay & Lyons recommend about people with intellectual disabilities making ‘direct comparisons’?
What are open-ended questions? Are open-ended questions the easiest questions to ask people with intellectual disabilities?
What are socially reflexive questions? What do these authors say about ‘socially reflexive’ questions?
Paper 2
Please read this article carefully and answer the 5 questions below:
Cebula, K. R., Moore, D. G., and Wishart, J. G. (2010). Social cognition in children with Down’s syndrome: Challenges to research and theory building. Journal of Intellectual Disability Research, 54(2), 113-134
Questions
Have children with Down syndrome been reported to show a predisposition to focus on the social parts of the world instead of the non-social?
What is social referencing?
What are the transactional models of development?
According to Cebula et al. (2010), there is not enough research into the development of social cognition in children with intellectual disabilities, especially those children with Down syndrome. What do these authors say are the reasons for this?
What have recent studies on cross-phenotype (e.g. comparing Down Syndrome with Fragile X and Williams Syndrome) developmental trajectories found about Down syndrome?
Paper 3
Please read this article carefully and answers the 5 questions below:
Hulbert-Williams, L., & Hastings, R. P. (2008). Life events as a risk factor for psychological problems in individuals with intellectual disabilities: A critical review. Journal of Intellectual Disability Research, 52(11), 883-895.
Questions
According to the authors, what does traditional life events research focus on when studying the effects of stress on wellbeing?
From the statistics presented by Hulbert-Williams and Hastings, what percentage of males with intellectual disabilities have been sexually abused?
What are cumulative life events?
What did Hulbert-Williams and Hastings decide was the risk factor when reviewing life events for psychological problems for people with intellectual disabilities?
What did Hulbert-Williams and Hastings say about the link between life events and psychological problems?
Paper 4
Please read this article carefully and answers the 5 questions below:
Dilworth, J. A., Phillips, N. & Rose, J. (2011). Factors relating to staff attributions of control over challenging behaviour. Journal of Applied Research in Intellectual Disabilities, 24(1), 29-38.
Questions
What was the research design used in Dilworth et al.’s (2011) study to examine the relationship between staff attributions of control over challenging behaviour and client-related variables; staff-related variables; and the level of functioning of the organisation?
Dilworth et al. (2011) outlined the weaknesses of their study. What were these weakness?
How did Dilworth et al. (2011) measure attributions in their study?
Dilworth et al. (2011) proposed a framework that linked individual and environmental factors with staff attributions of control and subsequent helping behaviour. In their model/diagram, what were the main contributory components that made up such ‘individual and environmental ’factors?
What did Dilworth et al. (2011) find regarding staff causal attributions of an individual’s control over their own challenging behaviour?
Paper 5
Please read this article carefully and answers the 5 questions below:
Felce, D. (1997). Defining and applying the concept of quality of life. Journal of Intellectual Disability Research, 41(2), 126-135.
Questions
What are the different domains of wellbeing that Felce writes about?
What is subjective wellbeing?
Felce says a model of quality of life should include life conditions; What are these life conditions?
What are the problems with personal ratings of satisfaction provided by people with intellectual disabilities?
What does Felce’s model of quality of life (1997) include?
Paper 6
Please read this article carefully and answers the 5 questions below:
Chadwick, D., Wesson, C. & Fullwood, C. (2013). Internet access by people with intellectual disabilities: Inequalities and opportunities. Future Internet, 5(3), 376-397.
Questions
What is an inequality in access to Information and Communication Technology commonly called?
What is Universal Design?
What does gatekeeping mean with regard to Internet access?
The main input method for most Internet communications is typing – why can this affect individuals with intellectual disabilities according Chadwick et al. (2013)?
Chadwick et al. (2013) say that there are barriers to Internet access for people with intellectual disabilities and these barriers are broken down into four main categories. What are these barriers?
Part 2 – Module Content
Session 1 – Definition of Intellectual and Developmental Disabilities
31. How common are intellectual disabilities? (1 point)
32. What are the three diagnostic criteria for intellectual disability? (2 Points)
33. Name and briefly explain two of the reasons Whitaker (2010) gives for increasing the measurement error of IQ assessment for people with intellectual disabilities (4 points)
Session 2 – Theoretical Perspectives on Service Provision & Support
34. What does de-differentiation mean in the field of intellectual disability?
(1 point)
35. What does Goffman say are the two key features of ‘total’ institutional care? (2 points)
36. Name and briefly describe two of the key theories used in the study of people with intellectual disabilities and their strengths and weaknesses?
(4 points)
Session 3 – Autistic Spectrum Disorder (ASD)
37. Name one cognitive theory of autism (1 mark)
38. What does the Wing & Gould’s ‘triad of impairment’ include? (2 marks)
39. Explain the neurodiversity movement’s view on the medical model of disability and explain which parts of the autism community might not benefit and explain why. (4 marks).
Session 4 – Attention Deficit Hyperactivity Disorder (ADHD)
40. Across the world how common is ADHD in children? (1 point)
41. What is the main problem when trying to identifying the causes of ADHD? What is the most likely cause of ADHD? (2 point)
42. Identify and briefly explain at least two difficulties that children with ADHD can have when doing cognitive tasks of executive functions. Your answer should include how cognitive difficulties can be measured (4 points)
Session 5 – Profound and Multiple Learning Disabilities (PMLD)
43. Which Organisation described people with Profound and Multiple Learning Disabilities as “the excluded among the excluded”? (1 point)
44. In Scior’s (2011) review of public awareness and their attitudes and beliefs about people with Intellectual Disability, which three main factors predicted differences in attitudes? (2 points)
45. Identify and briefly describe at least two assumptions made about intentionality of communication for people with the most profound and multiple learning disabilities. How could such communication barriers be overcome? (4 points)
Session 6 – Family Wellbeing & Support
46. What is the most common characteristic of individuals with intellectual disabilities which is linked with reduced wellbeing in family care givers? (1 point)
47. From previous research, list two important things that mothers who are caregivers for a family member with an intellectual disability say about their own wellbeing? (2 points)
48. Describe two things that can help support family carer wellbeing? (4 points)
Session 7 – Psychological Development in Down Syndrome
49. Which communication skills are stronger in the majority of people with Down syndrome? Is it:
a) receptive (understanding)?
OR
b) expressive (speech)? (1 mark).
50. Explain the chromosomal difference in 95% of cases of Down syndrome.
(2 marks).
51. Outline one strength and one weakness in the working memory of many people with Down syndrome. How can these strengths and weaknesses inform intervention and education? (4 marks).
Session 8 – Applied Behaviour Analysis (ABA) and Challenging Behaviour
52. What does ‘topography’ mean in reference to challenging behaviour?
(1 mark).
53 What is self-injurious behaviour in people with a severe to profound intellectual disability? Please give one example? (2 marks).
54. What is the behavioural approach to assessing and reducing ‘learnt’ challenging behaviour in people with a severe to profound intellectual disability? These people are likely to be minimally verbal. Use terms from operant conditioning to help you explain (4 marks).
Session 9 – Mental Health, Coping & Resilience
55. Give an example of a stressful life event (1 mark).
56. When diagnosing a mental health condition it is usual to use self-reporting of someone’s feelings, thoughts, psychological states, past events and reactions to those events. Why can health professionals find it difficult to diagnose those people with an intellectual disability – particularly those with a severe intellectual disability? (2 marks)
57. What does ‘Diagnostic overshadowing’ mean? What are the possible outcomes of this when identifying and treating mental health conditions in people with an intellectual disability? (4 marks).
Session 10 – Wellbeing, Self-determination & Quality of life
58. Explain one way in which quality of life conceptualisation is different for people with intellectual disabilities, particularly those with profound intellectual and multiple disabilities. (1 point)
59. For people with intellectual disabilities how does their objective quality of life compare to the objective quality of life of typically developing people? (2 points)
60. What areas of psychology does Self Determination Theory represent a broad framework for? What three psychological needs included in this theory can have a significant effect on wellbeing? (4 points)
Session 11 – Political & Civic Inclusion
61. What is the general trend in voting rates for people with intellectual disabilities? (1 point)
62. Describe the two main reasons given for restricting voting (2 points)
63. Identify two pieces of relevant research that directly involved people with intellectual disabilities. Briefly describe what barriers they said they experienced when voting (4 points)
Session 12 – Digital Inclusion and Intellectual Disability
64. When training people with intellectual disabilities to become more digitally included, what would help them to learn basic ICT skills? (1 point)
65. According to Alfredsson-Ågren et al. (2019) how are adolescents with intellectual disabilities different to those without intellectual disabilities in their levels of digital participation? (2 points)
66. For people with intellectual disabilities, what does the research evidence say are four important benefits of going online? (4 points)
