Assessment of Mental Retardation & Giftedness: Two End of the Normal Curve

1. Assessment of Mental Retardation & Giftedness: Two End of the Normal Curve Lecture 12/1/04

2. American Association of Mental Retardation (2002) • Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18. • Adaptive behavior: • Conceptual: language, reading/writing, money • Social Skills: interpersonal, responsibility, self-esteem • Practical Skills: personal activities of daily living

3. Five Assumptions of AAMR Definition • Limitations 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 sensory, motor, and behavioral factors. • Within an individual, limitations often coexist with strengths.

4. Five Assumptions of AAMR Definition (cont.) • 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.

5. DSM IV – TR (American Psychiatric Association, 2000) • Similar definition as AAMR but defines sub-average intellectual functioning as an IQ at least two standard deviations below the mean on an individually administered IQ test. • The level of MR described by an IQ test depends on the standard deviation of the test. For an IQ test with a SD of 15, a score below 70 is considered MR.

6. DSM IV – TR (cont.) • 4 degrees of severity (SD of 15) • Mild (IQ 55 to 69) • Moderate (IQ 40 to 54) • Severe (IQ 25 to 40) • Profound (IQ below 25) • Usefulness of including these levels includes: • Discussing results with parents, teachers, and HCP • Formulation of interventions • Estimating future potential • Research and data analysis

7. Etiology of Mental Retardation • Heredity (fragile X, Williams syndrome, ? autism) • Early alterations of embryonic development (Down syndrome) • Pregnancy and perinatal problems (FAS, hypoxia) • General medical conditions acquired in infancy or childhood (meningitis, lead poisoning) • Environmental influences (neglect and deprivation)

8. Descriptive Statistics • 1% of the general population would be classified as mentally retarded • Of the people with mental retardation: • 85% are in the mild classification • 10% are in the moderate classification • 3 to 4% are in the severe classification • 1 to 2% are in the profound classification

9. Characteristics • A slow rate of cognitive development • Limited expressive and receptive language abilities • Limited adaptive skills • Limited experiential background • Short attention span • Distractibility • A concrete and literal response style • Potentially, a higher rate of acquiescence

10. IQ and Adaptive Behavior • True relation unknown • Estimated relationship between .30 and .40 • Research suggests that approx. 1/3 of children with IQs below –2SD do not have adaptive behavior scores within the mentally retarded range

11. Individuals with Disabilities Education Act (IDEA ’97) • IDEA was created in 1990 as an update to the 1975 PL 94-142, the Education for All Handicapped Children Act. • IDEA provides for services from children between the ages of 0-21 years. • Principles of IDEA: • Children with disabilities must receive a free and appropriate education (FAPE) that provides special education and related services. • Each child being considered for services must receive a full, individualized, appropriate evaluation.

12. IDEA Principles (cont.) • Eligible children must have an Individualized Education Program (IEP). • Children with disabilities should be educated with children who are not disabled in the Least Restrictive Environment (LRE). • Informed written consent from parents must be obtained before evaluating a child. • Parents must be given the opportunity to participate in eligibility, placement, and IEP meetings.

13. IEP Team • Parents • General Education Teacher • Special Education Teacher • School representative who is qualified to provide or supervise special education and is knowledgeable about resources. • An individual who can interpret instructional implications. • Other agency representatives • Child, if appropriate

14. Autism Deaf-blindness Deafness Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impaired Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Development Developmental Delays (3-9 years) Disability Categories in IDEA ’97(every state has own definitions)

15. Giftedness (Sattler’s General Definition) • Children are referred to as “gifted” if: • Obtained FSIQ above 130 (98% ile) • Demonstrated excellence in art or music • High scores on tests of creativity • Areas of excellence: • General intellectual ability • Specific academic aptitude • Creative or productive thinking • Leadership ability • Ability in the visual and performing arts

16. Measuring Giftedness • Giftedness is not only measured by an individually administered IQ score greater than 130. • Review of gifted criteria in Alabama.