Chapter 8: Mental Retardation

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 childs education
  performance.

3
Key Elements of the 1992 AAMR Definition

• Capabilities (competencies)
• Environments (home, work, school)
• Functioning (within the community)

4
Mental Retardation Classifications

• IQ Range
• 50-55 to 70
• 35-40 to 50-55
• 20-25 to 35-40
• Below 20-25

• AAMR 1983 Classifications
• Mild Mental Retardation
• Moderate Mental Retardation
• Severe Mental Retardation
• Profound Mental Retardation

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 childrens adaptive
  behavior.
• The Supports Intensity Scale is a standardized
  measure of a students 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- Jodys School Day-
  authentic activities within an inclusive school
  setting
• Transitional and Postsecondary Years- Project
  TASSEL- quality of life goals and
  self-determination training