Download CHAPTER 4 MENTAL RETARDATION

CHAPTER 4 MENTAL RETARDATION
1. AAMR (American Association on Mental Retardation)
Definition Components
A. Sub average intellectual function - lowering from
80 - 85 to 70 -75 IQ (5 point spread to emphasize
lack of preciseness)
Mild
50 - 75
Moderate
40 - 50
Severe
0 - 40
B. Limitations in Adaptive Behavior
Infancy
Preschool
School age
Adult
C. On set of Mental Retardation during the
developmental period - before age 18
2.
Mental Retardation as improvable and possibly nonpermanent (not incurable in mild range)
3.
Beyond the AAMR definition, in 1992 the AAMR
recommended that professionals classify individuals
with MR according to "intensity of support needed".
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4.
Prevalence - Theoretical vs. Real IQ Distributions
A. Theoretical estimate = 2.27%
B. Current data only 1 - 1.5% identified as retarded possible reasons
C. Most of MR students are mildly retarded with the
least being severely retarded.
5.
Causes of MR
A. AAMR categories causes of MR by "the time at
which the cause occurs"
(1) Prenatal (before birth)
(2) Perinatal (at the time of birth)
(3) Postnatal (after birth)
B. Causes
(1) Prenatal
Example: Down Syndrome - chromosomal
disorder
- chromosomal accident - usually not an
inherited condition
- degree of retardation varies widely with Down
Syndrome
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-Down Syndrome is the most common form of
MR present at birth
- the likelihood of having a child with Down
Syndrome increases with age of the mother
Example: Hydrocephalus - Dev. Disorder of
Brain Formation
- accumulation of cerebral spinal fluid inside or
outside of the brain - pressure on the brain and
enlargement of the skull
- degree of MR depends on how early condition
is diagnosed and treated
- treatment: surgically placed shunt that drains
excess fluid away from the brain
Example: Fetal alcohol syndrome (FAS) Environmental Hazard
- expectant mothers consume large amounts of
alcohol
- physical deformities as well as MR
- even moderate drinking during pregnancy can
cause mild behavioral abnormalities
-preventable with education
(2) Perinatal
Example: Low Birth weight (LBW)
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- result from a variety of behavioral and medical
problems
- associated with poor nutrition, teenage
pregnancy, drug abuse, excessive cigarette
smoking
- potentially preventable with medical care and
education
(3) Postnatal
Example: Cultural - familial MR - mild retardation
- due to an unstimulating environment and/or
hereditary factors
- cause of the vast majority of mild MR
Example – biological postnatal causes:
traumatic brain injury (TBI), infections,
malnutrition, and toxins
6.
Assessment
A. Intelligence Tests
(1) I.Q. (Intelligence Quotient)
MA – mental age CA – chronological age
- IQ = MA/CA X 100
MA8/CA10 X 100 = .8X100=80 IQ
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a. a nine year old who functions like a 6 year old
a. 6MA/9CA = 66.9 = 67 IQ
b. 6MA/12CA =
c. 9MA/6CA =
d. 9MA/12CA =
e. 12MA/9CA
f. 8MA/10CA
(2) IQ scores in perspective
- IQ scores vary from one test to another
- all IQ tests are culturally biased to a degree
- the younger the student the less valid - reliable
the test
- IQ tests do not predict a person's ability to
function in society
(3) Reduce bias in intelligence tests because we have
cultural over identified culturally different children as
mildly retarded (assumed cultural familial etiology)
B. Adaptive behavior: Measured by observation and
questionnaires filled out by parents and teachers
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7. Educational Considerations
A. Milder retardation greatest emphasis on functional
academic skills as well as skills listed below
Moderate/Severe retardation greater emphasis
self-help, community living and vocational skills
B. Systematic Instruction - Example of special
education teacher intervention
(1) instructional prompts "what do you need to do
next?"
(2) consequences for performance
- positive reinforces: praise to tokens
(3) transfer of stimulus control phasing out instructional
prompts
C. Generally better to teach MR students daily living
skills in the actual “real life” setting where they will be
using them – facilitates generalization and transfer
8.
Early childhood Programs
A. Programs designed for prevention
B. Programs designed for further development
(California Search and Service)
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9.
Transition to adulthood
A. Transition programming {school to work and
community adjustment} should begin in the
elementary years – with specific curriculum
B. Community Adjustment
(1) living with family
(2) community residential facility (CRF)/group
homes
(3) supportive living
C. Employment
(1) when persons with MR are not successful on the
job, the cause more often involves behaviors related
to job responsibility and social skills than to job task
performance per se.
(2) vocational training supports
- sheltered workshop
- supportive competitive employment (job coach)
- competitive employment
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