Mental Retardation Chapter 5 Highlights

AAMR Definition Significant limitations in both intellectual functioning and adaptive behavior Onset before age 18 With appropriate supports over sustained period, life functioning will improve.

Adaptive behavior AAMR defines adaptive behavior as the collection of conceptual, social and practical skills that people have learned so that they can function in their everyday lives. See table 5.1 on page 136 for examples

Prevalence and Classification Around 1% of population identified Lower than theoretical model on curve 2 % to fall below IQ of 70 Why could prevalence rates be lower than expected? Classification Mild MR 50-70 Moderate MR 35-50 Severe 20-35 Profound 20 and below

Causes of MR More than 50% of causes are unknown Prenatal- before birth Chromosomal- Down Syndrome, Trisomy, Williams Syndrome, fragile x, Prader-Willi Syndrome Metabolic errors- PKU Brain formation – microcephalus, hydrocephalus Environmental influences – FAS (fetal alcohol syndrome), Rubella Discussion – what genetic screening procedures are available?

Causes of MR – continued Perinatal- at birth Deprivation of oxygen, low birth weight, syphilis and herpes Postnatal – after birth TBI, meningitis, encephalitis, poor environmental circumstances

Assessment Intelligence tests WISC-IV Not the absolute determinant when it comes to assessing a person’s ability to function in society Adaptive Behavior Skills – questionnaires Two parts Independence and daily living Maladaptive behavior – social interaction, trustworthiness, and self-abusive behavior

Psychological and Behavioral Characteristics Major areas include: attention, memory, language development, self-regulation, social development and motivation. Learned helplessness- feeling that no matter how hard he or she tries, failure will result. Behavioral phenotypes vary See table 5.3 on page 149 Discussion/Debate– Should the psychological and behavioral characteristics of persons with mental retardation exempt them from capital punishment?

Educational Considerations Curriculum that promotes practical, age-appropriate skills – functional academics Self-determination – ability to make personal choices, to regulate one’s life, and to be a self-advocate. Systematic instruction – teaching technique that involves instructional prompts (verbal, gestural, and physical), consequences for performance, and transfer away from prompts. Functional skill instruction should be in real-life settings with real materials.

Educational Considerations cont. Inappropriate behavior often cause for self-contained placements FBA and PBS recommended Service delivery models Range from general education to residential facilities More and more are being placed in inclusive settings See the Responsive Instruction boxes on pg.156-157

Early Intervention EC programs designed for prevention For at-risk population Perry Preschool Project, 1960s EC programs designed to enhance development of those already identified Emphasis on language and conceptual development Connection to other professionals PT, speech therapists, vision, hearing, etc.

Transition to Adulthood Planning should begin as early as elementary school See table 5.4 on page 159 Community adjustment Majority of adults live with their families Others: Community residential facility (group home) Supported living

Employment High rates of unemployment With appropriate training and support, adults with MR can be successfully employed Sheltered workshops Supported competitive employment Job coach

Resources The Arc – www.thearc.org American Association on Mental Retardation – www.aamr.org Association for Down Syndrome – www.nads.org TASH (advocates for full inclusion) – www.tash.org