Multimedia Illustrations

Video Library The video library is a compilation of almost 500 videos that may be used in early childhood intervention pre-service courses or in-service training. Each video contains the following relevant information:
  • Title with a description
  • Link to video
  • Suggested citation
  • Length of the video
  • EI/ECSE standard
  • DEC Recommended Practice

Purpose

Students will be able to identity what a chromosome deletion and abnormality is, traits chromosome deletions have in common, and lifelong impacts of individuals and families who have chromosome deletions and abnormalities. Contemporary issues surrounding chromosome deletions and abnormalities will be addressed, including, but not limited to family lifestyle, early childhood development and learning, and an overview of chromosome deletions. Students will be assessed by way of activities, reflection papers, and presentations.

Objectives

As a result of active participation and successful completion of course requirements, students will be able to:

  1. Identify chromosome deletion and abnormality.
  2. List traits deletions and abnormalities have in common.
  3. Define accompanying conditions children can exhibit.
  4. List lifelong impacts for children with chromosome deletions and abnormalities.

Syllabus

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Multimedia Illustrations

Title Key Content Duration Link
Chromosomal Deletion, Inversion, Duplication and Translocation   Under certain circumstances (i.e., exposure to x-ray radiation), a fragment of a chromosome can break off and lead to some form of chromosomal abnormality. 8:25 View
Chromosomal mutations/ deletion mutation   Chromosomal mutations/ deletion mutation - lecture explains about substitution, deletion mutation. 11:52 View
Chromosomal Deletions and Duplications   Explanation of chromosomal duplication and deletions with drawings 25:29 View
   

Resources

Several different types of resources are included in this section to support the development of knowledge and practices in partnering with families. These include websites, learning modules, and a glossary.

Websites
Learning Modules

The modules can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content.

Glossary

Glossary: Key terms defined. References/resources may provide additional background specific to Early Intervention/Early Childhood Special Education.

Term Definition Reference/Resource
Early term infants Infants born between 37 weeks and 39 weeks. Mayo Clinic
Chromosome Organized packages of DNA found in the nucleus; humans have 23 pairs (22 autosomes and one pair of sex chromosomes). Genome.gov
Chromosome deletion Loss of a chromosome segment (terminal or interstitial); very small losses are termed microdeletions. MedlinePlus Genetics
Examples of deletion syndromes Cri-du-chat syndrome; 22q11.2 deletion syndrome. GARD: Cri-du-chat  |  GARD: 22q11.2 deletion
DNA (Deoxyribonucleic Acid) Molecule carrying genetic instructions; two strands form a double helix. Genome.gov
Genetic counseling Information and support regarding genetic conditions based on personal/family history and testing. CDC
DNA microarray Technology used to test for genome-wide copy number changes (CMA). Genome.gov
Monosomy Presence of a single copy of a chromosome rather than the usual pair. Genome.gov
RNA (Ribonucleic Acid) Single-stranded nucleic acid; includes mRNA, rRNA, and tRNA. Genome.gov
Translocation Chromosomal abnormality where a segment breaks off and reattaches to a different chromosome. Genome.gov

References

*Change to PDF for formatting Batshaw, M. L., Roizen, N. J., & Pellegrino, L. (Eds.). (2019). Children with disabilities. (8th ed.). Paul H. Brookes.   Bradley, C. C., Boan, A. D., Cohen, A. P., Charles, J. M., & Carpenter, L. A. (2016). Reported history of developmental regression and restricted, repetitive behaviors in children with autism spectrum disorders. Journal of Developmental and Behavioral Pediatrics, 37(6), 451- 456. https://doi.org/10.1097/DBP.0000000000000316   Bradshaw, J., Koegel, L. K., & Koegel, R. L. (2017). Improving functional language and social motivation with parent-mediated intervention for toddlers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(8), 2443-2458. https://doi.org/10.1007/s10803-017-315https://doi.org/10.1007/s10803-017-3155-85-8   Centers for Disease Control and Prevention. (2020, March 26). Autism and developmental  disabilities monitoring (ADDM) network data. https://www.cdc.gov/ncbddd/autism/addm.html   Centers for Disease Control and Prevention. (2020, July 14). Autism case training for continuing education. https://www.cdc.gov/ncbddd/actearly/autism/case-modules/identifying.html   Centers for Disease Control and Prevention. (2020, July 14). Early intervention and education for ASD - A closer look. https://www.cdc.gov/ncbddd/actearly/autism/case-modules/early-intervention/03-closer-look.html     Chazin, K. T. & Ledford, J. R. (2016). An overview of evidence-based instructional practices  (EBIPs). Evidence-Based Instructional Practices for Young Children with Autism and Other Disabilities. https://ebip.vkcsites.org/   Florida State University. (2017). About autism in toddlers. Autism Navigator. https://resources.autismnavigator.com/aboutAutism/welcome.html   Fontil, L., Sladeczek, I. E., Gittens, J., Kubishyn, N., & Habib, K. (2019). From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders. Research in Developmental Disabilities, 88, 30-41. https://doi.org/10.1016/j.ridd.2019.02.006   Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.   National Institute of Mental Health. (2018, March). Autism spectrum disorder.  https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml   Sam, A., Waters, V., Dees, R., & AFIRM Team. (2022). Selecting an evidence-based practice. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Autism Focused Intervention Modules and Resources. https://afirm.fpg.unc.edu/selecting-evidence-based-practice   Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, Ş., & Savage, M. N. (2020). Evidence based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf   Wehmeyer, M. L., Brown, I., Percy, M., Shogren, K. A., & Fung, W. L. A. (Eds.). (2017). A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Paul H. Brookes.   Wolfberg, P., Bottema-Beutel, K., & DeWitt, M. (2012). Including children with autism in social and imaginary play with typical peers: Integrated play groups model. American Journal of Play, 5(1), 55-80.