CSD 210 TEST QUESTIONS AND ANSWERS
LATEST UPDATE
T or F: clefts cause immediate shock and stress
TRUE
what may parents experience when their child has a cleft?
shock
fear
sadness
mourning
disappointment
resentment
guilt
what are stressors impacting parents upon birth of cleft affected babies?
parents need to...
learn to feed the infant
explain the condiiton to siblings
learn to cope with staring and questions from others
obtain info regarding the condition and treatment
deal with additional stress and their emotions
why is school challenging for children with craniofacial anomalies?
1) knowledge + expectations of teachers
2) knowledge and expectations of SLPs
knowledge and expectations of teachers of children with craniofacial anomalies
teachers usually know little about clefts or may have misinformation
teachers tend to underestimate the intelligence of a child with cleft or speech disorder
this shapes their expectations of the child
also affects the child's achievement
knowledge and expectations of SLPs of children with craniofacial anomalies
educational SLPs may oy may not have experience with the speech/language issues
within the cleft/craniofacial population
medical SLPs on the child's care team offer educational information, support, and collab
, T or F: children with nonsyndromic clefts usually score higher on tests of verbal
skills
FALSE
they usually score lower
however, they are average range for intelligence
social interactions and children with craniofacial anomalies
by pre-k, children with clefts or craniofacial anomalies begin to receive questions from
their classmates regarding facial differences; however they do not typically act in a cruel
manner
teenage years reveal concerns about their interpersonal relationships
school-aged affected children typically have less friends due to the following...
increased social inhibitions (especially in girls)
reluctance to initiate and/or maintain friendships
communication challenges
concerns about facial appearance
teasing and children with clefts and/or craniofacial anomalies
teasing is influenced by appearance, speech, and hearing
children with clefts are more likely to be teased than unaffected peets
teasing can be reduced by...
child's reaction to teasing
intervention and support by adults
T or F: teasing is typically diminished by high school
TRUE
due to greater understanding of differences
teasing that does continue can be excessively curel and border on grroup rejection
self-perception in children with clefts and/or craniofacial anomalies
children with clefts have been consistently found to have higher negative self-
concept than unaffected peers
typically feel less acceptable, socially compentent, satisfied with own appearance
typically feel more sad and angry than peers
children with cleft lip rated themselves less acceptable than those with cleft palate only,
with both groups rating selves lower than unaffected peets
poor perceptions of self extended into adulthood
women reported greater self consiousness than male counterparts
those with cleft lip felt less satisfied with facial appearance than those with cleft palate
only
those with cleft palate were less satisfied with speech than those with cleft lip onnly
there was general dissatisfcation with: mouth teeth, lips, voice, and speech in adults
with cleft lip/palate than their unnaffected peers
what is stigma?
the discrediting of individuals based on differences from accepted or "normal" cultural
standards
does not require negative intent
LATEST UPDATE
T or F: clefts cause immediate shock and stress
TRUE
what may parents experience when their child has a cleft?
shock
fear
sadness
mourning
disappointment
resentment
guilt
what are stressors impacting parents upon birth of cleft affected babies?
parents need to...
learn to feed the infant
explain the condiiton to siblings
learn to cope with staring and questions from others
obtain info regarding the condition and treatment
deal with additional stress and their emotions
why is school challenging for children with craniofacial anomalies?
1) knowledge + expectations of teachers
2) knowledge and expectations of SLPs
knowledge and expectations of teachers of children with craniofacial anomalies
teachers usually know little about clefts or may have misinformation
teachers tend to underestimate the intelligence of a child with cleft or speech disorder
this shapes their expectations of the child
also affects the child's achievement
knowledge and expectations of SLPs of children with craniofacial anomalies
educational SLPs may oy may not have experience with the speech/language issues
within the cleft/craniofacial population
medical SLPs on the child's care team offer educational information, support, and collab
, T or F: children with nonsyndromic clefts usually score higher on tests of verbal
skills
FALSE
they usually score lower
however, they are average range for intelligence
social interactions and children with craniofacial anomalies
by pre-k, children with clefts or craniofacial anomalies begin to receive questions from
their classmates regarding facial differences; however they do not typically act in a cruel
manner
teenage years reveal concerns about their interpersonal relationships
school-aged affected children typically have less friends due to the following...
increased social inhibitions (especially in girls)
reluctance to initiate and/or maintain friendships
communication challenges
concerns about facial appearance
teasing and children with clefts and/or craniofacial anomalies
teasing is influenced by appearance, speech, and hearing
children with clefts are more likely to be teased than unaffected peets
teasing can be reduced by...
child's reaction to teasing
intervention and support by adults
T or F: teasing is typically diminished by high school
TRUE
due to greater understanding of differences
teasing that does continue can be excessively curel and border on grroup rejection
self-perception in children with clefts and/or craniofacial anomalies
children with clefts have been consistently found to have higher negative self-
concept than unaffected peers
typically feel less acceptable, socially compentent, satisfied with own appearance
typically feel more sad and angry than peers
children with cleft lip rated themselves less acceptable than those with cleft palate only,
with both groups rating selves lower than unaffected peets
poor perceptions of self extended into adulthood
women reported greater self consiousness than male counterparts
those with cleft lip felt less satisfied with facial appearance than those with cleft palate
only
those with cleft palate were less satisfied with speech than those with cleft lip onnly
there was general dissatisfcation with: mouth teeth, lips, voice, and speech in adults
with cleft lip/palate than their unnaffected peers
what is stigma?
the discrediting of individuals based on differences from accepted or "normal" cultural
standards
does not require negative intent
