A young child who has an intelligence quotient (IQ) of 45 would be described as:
a. Within the lower limits of the range of normal intelligence.
b.
... [Show More] Mildly cognitively impaired but educable.
c. Moderately cognitively impaired but trainable.
d. Severely cognitively impaired and completely dependent on others for care.
ANS: C
Moderately cognitively impaired IQs range from 35 to 55. The lower limit of normal
intelligence is approximately 70 to 75. Individuals with IQs of 50 to 70 are considered mildly
cognitively impaired but educable. An IQ of 20 to 40 results in severe cognitive impairment.
PTS: 1 DIF: Cognitive Level: Comprehension REF: 1085
OBJ: Nursing Process: Assessment MSC: Client Needs: Psychosocial Integrity
2. When a child with mild cognitive impairment reaches the end of adolescence, what
characteristic would be expected?
a. Achieves a mental age of 5 to 6 years
b. Achieves a mental age of 8 to 12 years
c. Is unable to progress in functional reading or arithmetic
d. Acquires practical skills and useful reading and arithmetic to an eighth-grade level
ANS: B
By the end of adolescence, the child with mild cognitive impairment can usually acquire
social and vocational skills, may need occasional guidance and support when under unusual
social or economic stress, and may be able to adjust to marriage but not childrearing.
Achieving a mental age of 5 to 6 years is considered a level of skill development associated
with severe cognitive impairment. Being unable to progress in functional reading or math
would indicate a level of skill development associated with profound cognitive impairment.
Acquiring practical skills and useful reading and math to an eighth-grade level represents a
level of skill development associated with moderate cognitive impairment.
PTS: 1 DIF: Cognitive Level: Comprehension REF: 1085
OBJ: Nursing Process: Assessment MSC: Client Needs: Psychosocial Integrity
3. When should children with cognitive impairment be referred for stimulation and educational
programs?
a. As young as possible
b. As soon as they have the ability to communicate in some way
c. At age 3 years, when schools are required to provide services
d. At age 5 or 6 years, when schools are required to provide services
ANS: A
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The child’s education should begin as soon as possible. Considerable evidence exists that
early intervention programs for children with disabilities are valuable for cognitively impaired
children. The early intervention may facilitate the child’s development of communication
skills. States are encouraged to provide early intervention programs from birth under Public
Law 101-476, the Individuals with Disabilities Act.
PTS: 1 DIF: Cognitive Level: Comprehension REF: 1100
OBJ: Nursing Process: Implementation MSC: Client Needs: Psychosocial Integrity
4. The major consideration when selecting toys for a child who is cognitively impaired is:
a. Safety. c. Ability to provide exercise.
b. Age appropriateness. d. Ability to teach useful skills.
ANS: A
Safety is the primary concern in selecting recreational and exercise activities for all children.
This is especially true for children who are cognitively impaired. Age appropriateness, the
ability to provide exercise, and the ability to teach useful skills are all factors to consider in
the selection of toys, but safety is of paramount importance.
PTS: 1 DIF: Cognitive Level: Analysis REF: 1087
OBJ: Nursing Process: Implementation
MSC: Client Needs: Safe and Effective Care Environment
5. Appropriate interventions to facilitate socialization of the cognitively impaired child
include to:
a. Provide age-appropriate toys and play activities.
b. Provide peer experiences such as Special Olympics when older.
c. Avoid exposure to strangers who may not understand cognitive development.
d. Emphasize mastery of physical skills because they are delayed more often than
verbal skills.
ANS: B
The acquisition of social skills is a complex task. Children of all ages need peer relationships.
Parents should enroll the child in preschool. When older, the child should have peer
experiences similar to other children, such as group outings, Boy or Girl Scouts, and Special
Olympics. Providing age-appropriate toys and play activities is important, but peer
interactions will facilitate social development. Parents should expose the child to strangers so
the child can practice social skills. Verbal skills are delayed more than physical skills.
PTS: 1 DIF: Cognitive Level: Comprehension REF: 1087
OBJ: Nursing Process: Implementation M [Show Less]