1. Mental Retardation TLSE 240

2. IDEA “Significantly sub-average intellectual functioning existing with deficits in adaptive behavior and manifested during the developmental period (before 18”… “Significantly sub-average intellectual functioning existing with deficits in adaptive behavior and manifested during the developmental period (before 18”…

3. Intellectual Functioning What is intelligence? What is intelligence? –Different definitions and perspectives –Can your IQ change? –Measured by IQ tests –Solve problems, think abstractly, remember important information, generalize, etc.

4. MR At least 2 standard deviations below the mean At least 2 standard deviations below the mean Show normal curve Show normal curve IQ of 70 or 75 and below IQ of 70 or 75 and below

5. Mental Functioning MildIQ 50 – 70 or 75 MildIQ 50 – 70 or 75 ModerateIQ 35 – 49 ModerateIQ 35 – 49 SevereIQ 20 – 34 SevereIQ 20 – 34 ProfoundIQ <20 ProfoundIQ <20

6. IQ formula Traditional formula IQ = MA/CA X 100 Traditional formula IQ = MA/CA X 100 Example: MA of 12, CA of 10, IQ =120 Example: MA of 12, CA of 10, IQ =120 Example: MA of 5, CA of 10, IQ=50 Example: MA of 5, CA of 10, IQ=50

7. IQ formula continued Try these: Try these: MA of 9, CA of 10, IQ = ? MA of 9, CA of 10, IQ = ? MA of 7, CA of 12, IQ = ? MA of 7, CA of 12, IQ = ?

8. Adaptive Behavior Skills learned by people in order to function in everyday life Skills learned by people in order to function in everyday life

9. 3 Main Categories Conceptual Conceptual Social Social practical practical

10. Conceptual Academic- related skills such as reading, writing, money concepts, and using language Academic- related skills such as reading, writing, money concepts, and using language

11. Social Interpersonal- related skills such as getting along with others, following rules of society, and being responsible Interpersonal- related skills such as getting along with others, following rules of society, and being responsible

12. Practical Everyday activities such as eating, dressing, toileting, cooking, and using the telephone Everyday activities such as eating, dressing, toileting, cooking, and using the telephone

13. Assessing Adaptive Behavior Rating scales or checklists completed by individuals who know the child well Rating scales or checklists completed by individuals who know the child well Compare scores to non MR population Compare scores to non MR population Does a weakness exist? Does a weakness exist?

14. Need for Supports 3 rd component of MR 3 rd component of MR A result of impaired intellectual and adaptive behavior skills A result of impaired intellectual and adaptive behavior skills Different levels Different levels

15. Level of Support Intermittent – “as needed” basis Intermittent – “as needed” basis Limited – consistency over time, few staff members, not high cost Limited – consistency over time, few staff members, not high cost Extensive – regular involvement in some environments, more staff members, greater cost Extensive – regular involvement in some environments, more staff members, greater cost Pervasive – constant support and highly intensive support Pervasive – constant support and highly intensive support

16. Examples Intermittent – counseling at the beginning of the school year Intermittent – counseling at the beginning of the school year Limited – support to students with mild MR in inclusion courses Limited – support to students with mild MR in inclusion courses

17. continued Extensive – support to students with moderate MR in inclusion courses Extensive – support to students with moderate MR in inclusion courses Pervasive – 24 hr/7day care for medically fragile condition Pervasive – 24 hr/7day care for medically fragile condition

18. Characteristics Adaptive behavior skills are needed. Adaptive behavior skills are needed. –Focus on self-care –Learn social skills with reciprocal relationships

19. Characteristics continued Physical Development is delayed. Physical Development is delayed. –Motor skills lacking –Sensory impairment common

20. Characteristics continued Health Care Needs are often extensive. Health Care Needs are often extensive. –Many are medically fragile –May need clean and intermittent catheterization, gastrostomy tube feeding, respiratory ventilation, medications –Seizures are common

21. Characteristics continued Communication is limited. Communication is limited. –Eye movements –Noises –Communication boards –Sign Language

22. Causes of MR May be classified as: May be classified as: < prenatal (before birth) < perinatal (during birth process) < postnatal (after birth)

23. Biomedical Causes Examples: Examples: –Fragile X syndrome –Down Syndrome: extra chromosome –PKU

24. Infections and Intoxicants Examples: Examples: –Rubella –Syphilis –Alcohol consumption –Lead poisoning –Drug use –HIV

25. Trauma or Physical agent Examples: Examples: –Oxygen deprivation –Accidents –Child abuse

26. Psychosocial Examples: Examples: –Impoverished environment –Poor nutrition

27. Preventative Strategies Early prenatal counseling Early prenatal counseling Avoid sexually transmitted diseases Avoid sexually transmitted diseases Infant screening Infant screening Proper child nutrition Proper child nutrition Prevent lead poisoning Prevent lead poisoning Early intervention programs Early intervention programs

28. Prevention Strategies continued Remove environmental toxins Remove environmental toxins Vaccinate children Vaccinate children Genetic counseling Genetic counseling Access to health care Access to health care Others Others

29. Some Teaching Ideas (mild) Accommodations Accommodations Task analysis Task analysis Frequent positive reinforcement Frequent positive reinforcement Visuals Visuals

30. continued Frequent review Frequent review Pre teach vocabulary and concepts Pre teach vocabulary and concepts Demonstrations/examples/modeling Demonstrations/examples/modeling At times, alternative assignment At times, alternative assignment

31. Some Teaching Ideas (moderate) Individualized assignments Individualized assignments Paraprofessional or assistant or buddy system Paraprofessional or assistant or buddy system Social skills instruction Social skills instruction Other therapies, as per IEP Other therapies, as per IEP

32. continued Structure and consistency Structure and consistency Functional focus Functional focus Adjusted grading Adjusted grading Classroom climate of acceptance Classroom climate of acceptance

33. To Remember MR can be mild, moderate, or severe/profound MR can be mild, moderate, or severe/profound IQ and adaptive behavior must be impaired IQ and adaptive behavior must be impaired IQ = 2 or more SD below the mean IQ = 2 or more SD below the mean

34. continued The person will require different levels of support The person will require different levels of support Many causes are preventable Many causes are preventable Alternative teaching methods may be needed Alternative teaching methods may be needed