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Chapter 8: Mental Retardation

Mental Retardation: Definition. AAMR (1983)- Mental retardation refers to significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period. [IDEA added ??that adversely affects a child's education perfo

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Chapter 8: Mental Retardation

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    1. Chapter 8: Mental Retardation

    2. Mental Retardation: Definition AAMR (1983)- Mental retardation refers to significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period. [IDEA added “…that adversely affects a child’s education performance.”]

    3. Key Elements of the 1992 AAMR Definition Capabilities (competencies) Environments (home, work, school) Functioning (within the community)

    4. Mental Retardation: Classifications AAMR 1983 Classifications Mild Mental Retardation Moderate Mental Retardation Severe Mental Retardation Profound Mental Retardation IQ Range 50-55 to 70 35-40 to 50-55 20-25 to 35-40 Below 20-25

    5. Mental Retardation: Characteristics Intelligence- IQ score of 70 to 75 or below Limitations: Remediation Attention Physical proximity, use of cue word Short-term Rehearsal strategies to practice memory tasks Generalization Using varied modalities and settings Motivation Learn to attribute success to hard work

    6. Mental Retardation: Characteristics Limitations in Adaptive Skills: * communication * functional academics * self-care * leisure * home living * work * social skills * health and safety * community use * self-direction

    7. Examples of Intensities of Support Intermittent- as needed Limited- time-limited Extensive- usually ongoing Pervasive- possibly lifelong

    8. Mental Retardation: Causes Two types of causes of mental retardation are those that refer to timing and those that refer to type. Timing- refers to the onset of disability Prenatal Perinatal Postnatal *Down syndrome *Premature labor *Head injuries *Phenylketonuria *Meningitis *Lead intoxication *Maternal *Head trauma *Child abuse, malnutrition at birth neglect

    9. Mental Retardation: Causes Causes by Type- Biomedical: causes develop within the individual, including biological processes such as genetic disorders or nutrition. Social: factors that relate to social and family interaction, such as stimulation and adult responsiveness. Behavioral: factors that relate to potentially causal behaviors, such as dangerous activities or maternal substance abuse. Educational: factors that relate to the availability of educational supports that promote mental development and adaptive skills.

    10. Mental Retardation: Prevention Primary Prevention Vaccines Educational programs Prenatal testing Secondary Prevention Early intervention programs Medical control Tertiary Prevention Special education Physical, vocational, or occupational training

    11. Mental Retardation: Prevalence Prevalence less than 1 to 3% of the general population 8.9% of all children/ youth receiving special education Trends African Americans are still disproportionately classified as having mental retardation. During the 1999-2000 school year, 614,433 students with mental retardation, ages 6-21, received special education services.

    12. Mental Retardation: Evaluation Determining the Presence of Mental Retardation Intellectual Functioning Adaptive Skills limitations in two or more adaptive skill areas exist concurrently with limitations in intellectual functioning The AAMR Adaptive Behavior Scale is frequently used to assess school-aged children’s adaptive behavior. The Supports Intensity Scale is a standardized measure of a student’s level of support needs.

    13. Progress in the General Curriculum Long-term Curricular goals enhance self-determination enhance quality of life Curriculum Focus achieving high expectations within standard curriculum adapting curriculum to include a life skills focus Instructional Strategies community-based instruction (enhance motivation and generalization) authentic learning activities (create meaningful contexts)

    14. Progress in the General Curriculum Research documents that students with mental retardation achieve higher academic and social gains when they are included in general education classes. Curriculum alteration can be achieved by teaching students functional skills and carrying out the instruction in community settings. Instructional augmentation can occur by teaching students self-determination skills through the self-determined model of instruction.

    15. Mental Retardation: Programs in Practice Early Childhood Years- Granville County Child Development Center- early intervention, prevention, and a collaborative support system Elementary Years- Cordley Elementary School- functional curriculum that is community-based Middle and Secondary Years- Jody’s School Day- authentic activities within an inclusive school setting Transitional and Postsecondary Years- Project TASSEL- quality of life goals and self-determination training

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