1 / 58

Chapter 5

Chapter 5. Persons with Mental Retardation. AAMR Definitions. Since 1876 the American Association on Mental Retardation has revised its definition of mental retardation eleven times Revisions reflected change Terminology Classification Expectations.

deanna
Download Presentation

Chapter 5

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 5 Persons with Mental Retardation

  2. AAMR Definitions • Since 1876 the American Association on Mental Retardation has revised its definition of mental retardation eleven times • Revisions reflected change • Terminology • Classification • Expectations

  3. AAMR : Significantly Subaverage Intellectual Functioning

  4. Normal Distribution Normal Distribution

  5. Bell Curve

  6. Theories and Tests of Intelligence • IQ tests • Intelligence quotient (IQ) tests attempt to measure an individual’s probable performance in school and similar settings. Binet (1857-1911) and Simon created 1st IQ ← test in 1905

  7. Theories and Tests of Intelligence • The Stanford-Binet test • The Stanford-Binet test - V (2-85) • The mean or average IQ score for all age groups is designated as 100 ± 15 (85-115). • Given individually

  8. Individual Intelligence TestsThe Wechsler Scales Overall IQ and also verbal and performance IQs. (WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 3 months (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-III) Wechsler Adult Intelligence Scale-Revised Ages 16-89

  9. WPPSI WPPSI-III

  10. WISC-IV • Word Reasoning—measures reasoning with verbal material; child identifies underlying concept given successive clues. • Matrix Reasoning—measures fluid reasoning a (highly reliable subtest on WAIS® –III and WPPSI™–III); child is presented with a partially filled grid and asked to select the item that properly completes the matrix. • Picture Concepts—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept. • Letter-Number Sequencing—measures working memory (adapted from WAIS–III); child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order). • Cancellation—measures processing speed using random and structured animal target forms (foils are common non-animal objects).

  11. Pitfalls of IQ Testing • There is a potential for cultural bias because of the highly verbal nature of the test and the reflection of middle-class Anglo standards • IQ is not static but capable of changing • Overemphasis on IQ scores as the sole indicator of a person’s worth reduces the value of other factors such as adaptive skills

  12. 1992 AAMR Definition • Significantly subaverage intellectual ability • Exists concurrently with limitations in two or more adaptive skill areas • Manifests before age 18 • Adaptive skill areas: communication, self-care, home living, social skills, community use, self direction, health and safety, functional academics, leisure, and work

  13. 2002 AAMR Definition • Characterized by signification limitations both in intellectual functioning and in adaptive behavior • Adaptive behavior expressed in conceptual, social, and practical adaptive skill • Disability originates before age 18

  14. Five Assumptions of the 2002 AAMR Definition • Limitations occur within the community environment & consider age, peers, and culture • Limitations often coexist with strengths • Limitation identification profiles need supports • Valid assessment considers differences in culture, language, as well as communication, sensory, motor, and behavioral factors • With appropriate personalized supports, the life functioning of an individual with mental retardation will generally improve

  15. Adaptive Behavior • Measured by test instruments • AAMR Adaptive Behavior Scale—School • AAMR Adaptive Behavior Scale—Residential and Community • Vineland Social Maturity Scale • Assess areas of personal responsibility, daily living skills, social adaptations, and maladaptive behavior as they occur within the demands of everyday life

  16. Classification Schemas • Etiological Perspective • Established by medical or biological causes • Intellectual Deficit • Determined by IQ testing • Educational Perspective • Based on anticipated educational accomplishments, educable or trainable • Levels of Support • Intermittent, limited, extensive, or pervasive; natural or formal

  17. The Dynamics of Intelligence

  18. The History of Mental Retardation I • The Greek Empires • Sparta: valued physical strength and intellectual ability; infanticide, eugenics • Athens: unwanted newborns placed into a jar at the temple doors; eventually sold as slaves • The Roman Republic • During first 8 days of life infants were allowed to perish; Columana Lactaria; mutilated to heighten their value as future beggars

  19. The History of Mental Retardation II • Middle Ages- a time of contrasts • Les Enfants du Bon Dieu; valued as agrarian workers; treasured as court jesters • King Henry II of England declared “natural fools” wards of the king • Superstition, witchcraft, demonic possession, imprisoned as a danger to society • Renaissance embraces humanism

  20. The History of Mental Retardation III • Early Optimism • Esquirol (1782-1840): Amentia (without mind) • Imbeciles- mild mental retardation • Idiots- severe, profound mental retardation • Itard (1774-1838): Victor the wild man • Father of Special Education- individuals with mental retardation are capable of learning

  21. The History of Mental Retardation IV • Early Optimism (continued) • Seguin (1812-1880): Paris school promoted physiological and moral education • Founded Association of Medical Officers of American Institutions for the Feeble-minded Persons, the forerunner to the AAMR • Howe (1801-1876): First residential school promoted reintegration and rehabilitation

  22. The History of Mental Retardation V • Protection and Pessimism (1860-1960) • 1927 US Supreme Court (Buck v. Bell) upheld sterilization of genetic misfits • Institutions become permanent residences often with deplorable living conditions • Christmas in Purgatory by Blatt and Kaplan (1966) • The 1970’s • Normalization • Deinstitutionalization

  23. The History of Mental Retardation VI • Public Education • First school in Providence, Rhode Island (1890’s) • By 1930, sixteen states offered special classes for children with mental retardation • By 1952, forty-six of the forty-eight states • Until late 1950’s children with severe and profound mental retardation were excluded from public education

  24. The History of Mental Retardation VII • Kennedy Era (1960’s) • President’s Panel on Mental Retardation • Introduced an era of national concern for the rights of individuals • Eventual increase in federal aid to education • Establishment of comprehensive community- based program • Educational rights • Movement toward less restrictive and more integrated educational placements

  25. Prevalence (US Department of Education, 2002) • Students classified as mentally retarded • Represent 11% of all pupils with a disability • 1% of student population • 612,978 individuals • Has decreased 37% since 1975 • Changes in definition • Impact of legislation • Reluctance to identify children in minority groups as mentally retarded

  26. Etiology of Mental Retardation • Prenatal: occurring before birth • Perinatal: occurring around the time of birth • Postnatal: occurring after birth

  27. Chromosomal Metabolic Nutritional Maternal Infections Fragile X, Down syndrome Tay-Sachs, Prader Willi syndrome Phenyketonuria, galactosemia Rubella, AIDS, syphillis, Rh factor, CMV Prenatal Factors

  28. FRAGILE X SYNDROME eye & vision impairments Hyper-extensible joints (double jointed) elongated face Large testicles (evident after puberty) Flat feet Low muscle tone High arched palate Autism and autistic-like behavior Prominent ears hand biting and hand-flapping Mental Retardation Hyperactivity and short attention span

  29. Trisomy 21

  30. TURNER SYNDROME (ONLY AN X CHROMOSOME) • short stature and lack of ovarian development, webbed neck, arms that turn out slightly at the elbow, and a low hairline in the back of the head are sometimes seen in Turner syndrome patients

  31. Down Syndrome (Trisomy 21) • Physical Deformities flattening of the back of the head slanting of the eyelids short stubby limbs thick tongues)

  32. Prenatal Postnatal Fetal alcohol syndrome Drug use Child abuse/neglect Head trauma Malnutrition Environmental deprivation Environmental Factors

  33. Prenatal Postnatal Anencephaly Hydrocephaly Microcephaly Neurofribromatosis Tuberous sclerosis Compromises in Brain Function

  34. Gestational disorders Neonatal complications Low birth weight Prematurity Hypoxia Birth trauma Seizures Respiratory distress Breech/prolonged delivery Perinatal Factors

  35. Intoxicants Complications of childhood infections Lead poisoning Encephalitis Mumps, measles Meningitis Mumps, measles, chicken pox Postnatal Factors

  36. Prevention of Mental Retardation • Primary Prevention • Amniocentesis, chorionic villus sampling, utlrasound, prenatal screening • Secondary Prevention • PKU and galactosemia screening following birth, shunts for hydrocephalus • Tertiary Prevention • Early intervention, community based services

  37. Services for Young Children with Mental Retardation • Early intervention (birth to 5) • Family services and support rendered to children with disabilities or children who evidence risk factors • Established risk • Environmentally at risk • Aims to positively effect social, emotional, physical, and intellectual well being

  38. Goals of Early Intervention • Consortium of services working together to minimize and if possible reverse the impact of delay or deficits in normal cognitive development on later school performance • Health care • Social services • Educational assistance • Family centered support

  39. Areas that Influence Learning • Attention • Memory • Academic performance • Motivation • Language development

  40. Social and Behavioral Characteristics • May exhibit poor interpersonal skills • May have difficulty in choosing the appropriate social interaction • Frequently encounter rejection by classmates and peers • Have difficulty maintaining friendships

  41. Figure 5.5 Figure Represents Percentage of Enrollment of Students with Mental Retardation During the 1999-2000 School Year

  42. Educational Programming • Functional curriculum • Life skills • Academic skills applied to everyday, practical life situations (making change, following directions) • Functional academics • Personal hygiene, independent living skills, community resources • Community Based Instruction

  43. Points to Ponder “ Although a functional curriculum is seen as appropriate for many individuals with mental retardation, in many ways it runs counter to the basic tenets of the philosophy of full inclusion with its emphasis on age-grade- appropriate placement.” (Garguilo)

  44. Instructional Methodology • Instructional methodologies and accommodations that are used with pupils who are mentally retarded are the same ones that make learning successful for all students (Friend & Bursuck, 2002) • Reasonable accommodation for students with special needs is within the capability of the general educator

  45. Instructional Methodology • INCLUDE • Task analysis • Cooperative learning • Unit approach • Scaffolding

  46. INCLUDE (Friend & Bursuck, 2002) • Identify classroom environment, curricular, and instructional demands • Note student learning strengths and needs • Check for potential areas of student success • Look for potential problem areas • Use information gathered to brainstorm instructional adaptations • Decide which adaptations to implement • Evaluate student progress

  47. Task Analysis • Breaking of a complex task or behavior into its’ component parts • Select goals • Identify prerequisite skills and materials needed to perform the task • Identify specific components of the task and sequence component parts • Evaluate instruction and task mastery level • Seek to generalize skill to other settings

  48. Cooperative Learning • Teacher structured activity • Small, heterogeneous groups • Active involvement in accomplishing goal • Individuals contribute according to ability • Pupils with disabilities may require special preparation for maximum participation • Recognition and rewards based on group performance • Individual success contributes to the whole

More Related