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Chapter 6
Children with Intellectual and
Developmental Disabilities
(IDD)
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Historical Overview
•Itard
•Sequin
•Montessori
•AAMR
•AAIDD
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Definition of Intellectual and
Developmentally Disabilities
• IDD is a disability characterized by
significant limitations both in intellectual
functioning and in adaptive behavior as
expressed in conceptual, social, and
practical adaptive skills. The disability
originates before age 18.
Source: From American Association on Mental Retardation (2002). Reprinted with
permission.
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FIVE ASSUMPTIONS ESSENTIAL TO THE
APPLICATION OF THE DEFINITION:
• Limitations in present functioning must be considered within
the context of community environments typical of the
individual’s age peers and culture.
• Valid assessment considers cultural and linguistic diversity as
well as differences in communication, sensory, motor, and
behavioral factors.
• Within an individual, limitations often coexist with strengths.
• An important purpose of describing limitations is to develop a
profile of needed supports.
• With appropriate personalized supports over a sustained period,
the life functioning of the person with mental retardation
generally will improve.
Source: From American Association on Mental Retardation (2002). Reprinted with permission.
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Intensity of Support
• Intermittent refers to support as needed, but not
necessarily present at all times.
• Limited refers to support provided on a regular
basis for a short period of time.
• Extensive support indicates ongoing and regular
involvement.
• The pervasive level of support describes constant
high-intensity help provided across environments
and involving more staff members than the other
categories.
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Information Processing Model
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Assessment of IDD
• Intelligence tests measure the specific skills in which
children with IDD differ, namely, in using memory skills, in
associating and classifying information, in reasoning, and in
making sound judgments. Intelligence tests have historically
been used as an assessment for referral. The most recent tests
are the individual tests of intelligence developed by David
Wechsler (1974).
• Adaptive skills. If we emphasize the environment of the
child, we must look at adaptive behavior. To be considered to
have IDD, a person must be significantly deficient in
adaptive behavior as expressed in conceptual skills, social
skills, and practical skills. Please see Table 6.3 for more
details on the categories of adaptive behaviors
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Assessment of IDD
• Intellectual development
• Adaptive behavior
– Conceptual skills
– Social skills
– Practical skills
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Etiological factors
•
•
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Genetic factors
Toxic agents: fas/lead
Infections
Environmental factors
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• Down syndrome
• Another single-gene defect, phenylketonuria (PKU), can produce severe
IDD.
• Normal growth and development in the embryo and fetus depend on the
production of enzymes at the right time and place. When enzymes are not
produced or fail to perform their normal functions, a number of unfavorable
developmental conditions can result. These conditions are called inborn
errors of metabolism. PKU is an absence of a specific enzyme in the liver
that leads to a buildup of the amino acid phenylalanine and can cause
developmental problems. relationships and delays in communication skills,
with tendencies to perseverate, or repeat words or phrases.
• One of the leading genetic causes of intellectual and developmental
disabilities is the Fragile X syndrome—so named because of a constriction
near the end of the X chromosome. The major effect of the syndrome is
impaired intellectual performance, and it also includes consistent problems
with social
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Infections
• Rubella (German measles), if contracted by
a woman during her first trimester of
pregnancy, can result in a child with IDD.
There also seems to be some evidence that
children with HIV infection may develop
IDD. Children and adults are also at risk of
brain damage from viruses that produce
high fevers, which in turn destroy brain
cells. Encephalitis is one virus of this type.
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Environmental Factors That Affect IDD
• Environment and human interactions play a
role in neurological and intellectual
development. Studies (Sameroff, 1990)
indicate a close correlation between
environmental conditions and a child’s
intellectual performance.
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Characteristics of Students with
IDD
• Ability to process information
• Ability to acquire and use language
• Ability to acquire emotional and social
skills
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Ability to Acquire Emotional and
Social Skills
• We now know that emotional and social difficulties can
create problems with vocational and community adjustment.
Some skills can be attributed to positive social acceptance,
such as taking turns, attending, following directions, and so
forth. Social competence involves not only the presence of
such skills but also the appropriate use of them in social
situations. There have been recent calls (Korinek &
Polloway, 1993) to emphasize the development of social
skills and social competence in the curriculum. Two of the
common characteristics ascribed to persons with IDD have
been credulity (inability to see through untruthful assertions)
and gullibility (the ease with which one can be duped), in
other words, the inability to judge the truthfulness of even
highly ridiculous statements (Greenspan, 1999).
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Educational Adaptations
• a.
Adapting Teaching Strategies
• Children with IDD often do not learn from observation or imitation
and lack the strategies for attacking new or problem situations. Two of
the special teaching strategies that are effective with children with IDD
are scaffolding and reciprocal teaching. Cooperative learning
activities, problem-solving strategies, self-management strategies, and
social skills training can help students with IDD become socially
competent and confident. Positive behavior interventions and supports
(PBIS) are recent techniques in working with behavior problems and
disruptions in the classroom. PBIS focuses on the motivation of the
behavior and not just on the behavior. The goals of PBIS are to achieve
(1) improved academic performance, (2) enhanced social competence,
and (3) safe learning and teaching environments (Office of Special
Education Programs,
2002
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Five major areas of instruction
should make up the program:
• (1) basic academic skills (functional reading and arithmetic skills of
time, days, calendar, and numbers 1 to 10),
• (2) language and communication development (memory skills and
problem-solving skills at the level of the child’s ability,
• (3) socialization (self-care and family living skills),
• (4) prevocational and vocational skills (good work habits, part-time
job placement, and career education), and
• (5) leisure skills.
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• Differentiated instruction is an adaptation that can be useful when
working with students with IDD. The teacher adjusts the level of
difficulty of the task to fit the developmental level of the child. This
can also be referred to as tiered assignments, with students working on
the same project but all at different levels of difficulty. A student with
IDD can therefore participate meaningfully in a group activity.
• . In peer-buddy systems, a classmate may help a classmate with
disabilities negotiate the school day; peer support networks help
students become part of a caring community; and in circles of friends,
an adult facilitator helps potential peer buddies sensitize peers to the
friendship needs of students with disabilities (Villa & Thousand, 1995)
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• The rapidly developing technology can greatly assist students with
IDD. Assistive technology helps the child with disabilities gain access
to the information needed for learning. Instructional technology is used
to help the student learn that information.
• Computers can be useful for drill and practice, tutorials, simulations,
and problem solving. Furthermore, hypertext—text on a computer that
will lead you to other relevant references or material upon demand—
can be adapted for use with children with IDD. Several low-tech and
high-tech assistive technology devices can also facilitate the success of
students with intellectual and developmental disabilities. Congress
provided funds for obtaining hardware through the Assistive
Technology Act (P.L. 105-394). IDEA (2004) requires that IEP
committees take into account technology needs when developing IEPs
for the student in question.
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Educational Adaptations
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Teacher Strategies
Learning environment
Curriculum
Technology
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Transition
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School to work
School to community
Independent living
Family support
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Profiles
Bob and Carol
• Characteristics
– Inter-individual differences
– Intra- individual differences
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Profiles
Bob and Carol
• Strategies
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Improving adaptive behavior skills
RTI Tiers
IEP goals
Positive Behavior Supports
Prevocational Skills
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