Intellectual Disabilities

Mental Retardation – Chap 8Rockie Rombalski

Redefined “Mental Retardation” in 2002◦ Limitations in functioning must be considered in context of

environments typical of peers◦ Valid assessment considers cultural and linguistic diversity as

well as differences in communication and in sensory, motor, and behavioral.

◦ Within an individuals limitations often co-exist with strengths.◦ An important purpose of describing limitations is to develop a

profile of needed supports◦ Supports over time = Increased functioning

** the Big Change – Includes Strengths!

American Association on Mental Retardation (AAMR)

Impaired cognitive abilities

Limited adaptive behavior (eating, dressing, mobility, etc…)

Need for support Lower intellectual

function Initial occurrence

before 18 yrs

Characteristic of…

Determined by IQ tests◦ Mild = 50-59

Some learning difficulties, able to work, live on own and socialize

◦ Moderate = 35-49 Marked developmental delays, some degree

independence, adequate communication skills, needs limited support

◦ Severe = 20 – 34 Needs continues support

◦ Profound = Under 20 Severe limitation in communication, self-care, mobility

Levels of Intellectual Disability

Fragile X Syndrome◦ Most common◦ Often paired w/ autism◦ Difficulty with social situations, non-verbal cues, eye-contact, recognizing emotions…

Down Syndrome◦ Chromosomal abnormality

More or less than 46◦ ># of medical conditions such as leukemia◦ < adaptive behavior problems then other IDs

Fetal Alcohol Syndrome◦ Preventable – Mother drinking◦ Includes limited self-control

Prenatal: before birth◦ From toxins: Tobacco, alcohol, drugs◦ From infections: HIV

Perinatal: during birth◦ Injuries form oxygen deprivation, umbilical cord, low birth weight, etc…

Postnatal: after birth◦ Abuse, neglect, toxins, accident

Causes of Intellectual Disabilities:

Only Mild Forms are left undetected by the time children enter school◦ Preschool is when many are recognized

Recognizable b/c a Child with ID will struggle to keep up in ALL areas, not just one or two

Assessed by:◦ IQ tests to determine Mental Age◦ “Assessment of Adaptive Areas” – comparison of skills◦ “Supports Intensity Scale” – compares support needed◦ Interviews and Observations

Diagnosis and Assessment

Types of Support: Natural: result of living

with family Non-Paid: Given by

Friends and neighbors Generic: Public benefits Specialized: disability-

specific

Ways to help people with Intellectual Disabilities Succeed

Normalization◦ Ppl with ID should be exposed to a “normal life”

that is close to “regular circumstances”- This theory closed down US Institutions

Dignity of Risk (allowed to make mistakes)

Token economics Positive reinforcement Direct instruction Task analysis (break down)

Select objectives specific to the skill being taught Gain student’s attention before begging

instruction Actively involve the students Ensure skills are mastered before moving on Provide lots of practice Vary instruction, materials and examples Make connection to previously learned skills Include environments where the skill is to be

applied Provide practice in different settings

Tips for Effective Teaching…

ID students are not counted in state testing under NCLB… separate testing of life skills

ID students often do not follow General Ed curriculum, but rather “functional and vocational curriculum”◦ Focus on life skills: counting money, preparing meals,

arranging transportation, danger words etc…◦ Also taught “self-determination”

Advocacy Decision making

◦ Community Based Instruction (CBI) Functional skills taught in correct environment

EX: Counting money at store

Educational Facts

Focus on Transitioning to self-sufficiency◦ Quality of Life

Vocational Rehab◦ Career training and placement

by Gov’t◦ Sought out by person with ID

= Mild Support Employment

◦ Gov’t program that support disabled ppl in competitive job market

Ultimate Goal: Independence