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    INTELLECTUAL DISABILITY Notes

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    shai gest
    The document discusses intellectual disability (formerly known as mental retardation), which is defined as significantly below-average intellectual functioning and deficits in adaptive behaviors that are manifested before age 18. It outlines the diagnostic criteria including an IQ of around 70 or below, limitations in at least two types of adaptive skills, and onset during the developmental period. The levels of intellectual disability from mildest to most severe are also defined based on IQ scores and adaptive limitations. Assessment involves evaluating both intelligence through standardized tests and adaptive functioning in daily living skills. Causes can be prenatal, perinatal, or postnatal factors while educational approaches emphasize functional academics, community-based instruction, and effective instructional techniques.

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    INTELLECTUAL DISABILITY Notes

    Uploaded by

    shai gest
    148 views6 pages
    The document discusses intellectual disability (formerly known as mental retardation), which is defined as significantly below-average intellectual functioning and deficits in adaptive behaviors that are manifested before age 18. It outlines the diagnostic criteria including an IQ of around 70 or below, limitations in at least two types of adaptive skills, and onset during the developmental period. The levels of intellectual disability from mildest to most severe are also defined based on IQ scores and adaptive limitations. Assessment involves evaluating both intelligence through standardized tests and adaptive functioning in daily living skills. Causes can be prenatal, perinatal, or postnatal factors while educational approaches emphasize functional academics, community-based instruction, and effective instructional techniques.

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    INTELLECTUAL DISABILITY notes

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    The document discusses intellectual disability (formerly known as mental retardation), which is defined as significantly below-average intellectual functioning and deficits in adaptive behaviors that are manifested before age 18. It outlines the diagnostic criteria including an IQ of around 70 or below, limitations in at least two types of adaptive skills, and onset during the developmental period. The levels of intellectual disability from mildest to most severe are also defined based on IQ scores and adaptive limitations. Assessment involves evaluating both intelligence through standardized tests and adaptive functioning in daily living skills. Causes can be prenatal, perinatal, or postnatal factors while educational approaches emphasize functional academics, community-based instruction, and effective instructional techniques.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    148 views6 pages

    INTELLECTUAL DISABILITY Notes

    Uploaded by

    shai gest
    The document discusses intellectual disability (formerly known as mental retardation), which is defined as significantly below-average intellectual functioning and deficits in adaptive behaviors that are manifested before age 18. It outlines the diagnostic criteria including an IQ of around 70 or below, limitations in at least two types of adaptive skills, and onset during the developmental period. The levels of intellectual disability from mildest to most severe are also defined based on IQ scores and adaptive limitations. Assessment involves evaluating both intelligence through standardized tests and adaptive functioning in daily living skills. Causes can be prenatal, perinatal, or postnatal factors while educational approaches emphasize functional academics, community-based instruction, and effective instructional techniques.

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    © All Rights Reserved
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    of 6

    INTELLECTUAL DISABILITY

    • The term Intellectual Disability (intellectual developmental disorder) as a DSM-5 diagnostic term
    replaces “mental retardation” used in previous editions of the manuals.
    • These revisions bring DSM into alignment with terminology used by the World Health Organization’s
    International Classification of Diseases, other professional disciplines and organizations, such as the
    American Association on Intellectual and Developmental Disabilities (AAIDD), and the U.S. Department
    of Education.
    • Refers to the significantly sub-average general intellectual functioning functioning resulting or
    associated with concurrent impairments in adaptive behavior and manifested in the developmental
    period (AAMR)

    Components to the definition of Intellection Disability


    Significantly sub- Defined as an IQ of 70 or below but permits clinical judgement to extend this as
    average far as 75

    Means one’s ability to reason, to understand the consequences of one’s


    General intellectual
    actions, to make generalizations, to deal with abstractions and other related
    functioning
    abilities thought to reflect “intelligence”

    Means the degree to which an individual meets the “standards of maturation,


    Impairments in
    learning, personal independence and/or social responsibility” expected for his
    Adaptive Behavior
    or her age level and cultural group

    Developmental
    Means the time between conception and 18th birthday
    period

    Refers to the extent to which a person adapts successfully to various


    Adaptive behavior environments, takes care of personal needs and reflects age-appropriate
    communication, social and situational competencies

    The Normal or Bell-Shaped Curve of Intelligence Distribution

    Disorder Characteristics
    • Intellectual disability involves impairments of general mental abilities that impact adaptive
    functioning in three domains, or areas. These domains determine how well an individual copes
    with everyday tasks:

    – The conceptual domain includes skills in language, reading, writing, math, reasoning,
    knowledge, and memory.

    – The social domain refers to empathy, social judgment, interpersonal communication


    skills, the ability to make and retain friendships, and similar capacities.

    – The practical domain centers on self-management in areas such as personal care, job
    responsibilities, money management, recreation, and organizing school and work tasks.

    DSM IV – TR Definition MENTAL RETARDATION/INTELLECTUAL DISABILITY


    • Significantly below average intellectual functioning: IQ of approximately 70 or below on an
    individually administered IQ test
    • Accompanied by significant limitations in adaptive functioning in at least 2 skill areas:
    – Communication, self-care, home living, social/interpersonal skills, use of community
    resources, self-direction, functional academic skills, work leisure, health, and safety
    (American Psychiatric Association, 2000, p. 41)
    • Onset before age 18

    Levels of Mental Retardation


    • Mild MR
    – 55-70 IQ
    – Adaptive limitations in 2 or more domains
    • Moderate MR
    – 35-54 IQ
    – Adaptive limitations in 2 or more domains
    • Severe MR
    – 20-34 IQ
    – Adaptive limitations in all domains
    • Profound MR
    – Below 20 IQ
    – Adaptive limitations in all domains

    Classification of Mental Retardation According to Measured Intelligence

    Educational and AAMR Classification


    Educational AAMR General Description of Functioning

    Educable Mild • with appropriate educational


    • IQ range usually • IQ range opportunities a child can learn academic
    from 50 to 70 – from 50 – skills
    75 55 to 70 • can maintain themselves independently
    in the community
    • may require minimal assistance
    Trainable Moderate • will be limited in achievement of
    • IQ below 50 • IQ range academic skills
    • Eligibility for from 35 – • can learn to function successfully in
    programming 40 to 50 – some work settings with supervision
    may depend on 55 • may require continued family or
    other types of community sponsored assistance and
    functional super vision throughout life
    assessment • Greater variation between individuals at
    “top
    and “bottom” of the classification than
    in other classification levels
    • many labels used Severe • will require supervision and assistance
    relating to severe IQ range from 20 – in almost all aspects of daily living
    and profound 25 to 30 – 45
    • dependent status
    as viewed by the Profound
    school • IQ below
    20

    Assessment
    Two Major Areas of Assessment for Children with Intellectual Disabilities
    • Intelligence
    • Adaptive skills

    Intelligence
    • Measured by intelligence tests which usually consists of a series of questions and problem
    solving tasks assumed to require certain amounts of intelligence to answer or solve correctly
    • IQ is based on the relationship between the individual’s chronological age (CA) and mental age
    (MA)
    • Despite some limitations, intelligence tests when used appropriately can be highly useful in
    making special educational eligibility decisions and can be of real value in the design of
    appropriate instructional programs
    Adaptive Skills
    • Generally cover communication, home-living, self direction, self-care, social skills, health and
    safety, leisure, functional academics and work
    • Adaptive functioning measure is required in the identification of mental retardation à an
    individual must clearly be below normal measurements in adaptive behavior
    • There are clear deficits in the effectiveness or degree to which the individual meet the societal
    standards of personal independence and social responsibilities that are expected of his age and
    social group

    Causes of Intellectual Disability


    • Prenatal (before birth)
    – chromosomal, maternal infections, environmental factors, unknown influences
    • Perinatal (during birth)
    – gestational disorders, neonatal complications
    • Postnatal (after birth)
    – infections and intoxicants, environmental factors

    Educational Placements
    Educational consideration
    • Functional academics/functional curriculum
    • Community-based instruction

    IEP teams must consider: student and family preferences, student’s age and years left in school, rate of
    learning, current and future settings, other skill needs

    Effective Instructional Techniques


    • High expectations
    • Task analysis
    • Cooperative learning
    • Scaffolding
    • Inclusion strategies:
    – Modify instruction, materials, and assessments
    – Teach organizational skills
    – Monitor progress of all students
    – Collaborate with families

    Sg  2015

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