1. Intelligence and Adaptive Behavior for Classroom Practices
Litigation of IQ Assessment

2. Intellectual Functioning
"General intellectual functioning" is typically measured by an intelligence test. Persons with mental retardation usually score 70 or below on such tests (or at least 2 standard deviations below the mean on the normal curve).

3. IQ Testing
Intelligence Quotient – score derived from several standardized tests designed to assess intelligence.

4. Adaptive Behavior
"Adaptive behavior" refers to a person's adjustment to everyday life. It refers to an individual’s ability to meet social requirements of his or her community that are appropriate for his or her chronological age. It is an indication of independence and social competency.
Adaptive behavior is multidimensional and reflects the individual’s personal and social skills as he/she interacts within specific environments. (

5. Classroom Support
The 4 Levels of Intensities and Supports (from least to most intensive and supportive) 1. Intermittent 2. Limited 3. Extensive 4. Pervasive
Intermittent Support- Support is not always needed. It is provided on an "as needed" basis and is most likely to be required at life transitions (e.g. moving from school to work).
Limited Support - Consistent support is required, though not on a daily basis. The support needed is of a non-intensive nature.
Extensive Support - Regular, daily support is required in at least some environments (e.g. daily home-living support).
Pervasive Support - Daily extensive support, perhaps of a life-sustaining nature, is required in multiple environments.

6. Classroom Strategies
Allow for many breaks throughout the school day. Children with MR may require time to relax and unwind.
Always speak directly to the child so he can see you-Never speak with your back to him.
Assign jobs in the classroom for the child so that he can feel success and accomplishment.
Build a foundation of success by providing a series of short and simple assignments.
Encourage interaction with other children.
Performing tasks will cause these students to use more energy. Teachers and parents must allow them to take many breaks from tasks. Direct contact,if your back is turned, the child may not know that the attention you are giving him is actually being directed at him. Give these children, jobs that you know they can succeed at and feel good about (i.e. erasing the blackboards, putting away silverware). Provide constant support and confidence building remarks.

7. Vineland Adaptive Behavior Scale
This test is the measurement of the adaptive behaviors, including the ability to cope with environmental changes, to learn new everyday skills and to demonstrate independence. test measures five domains.
Comprehensive Testing of the following:
Communication, Daily Living Skills, Socialization, Motor Skills, and
Maladaptive Behavior domains.
Adaptive behavior is a composite of various dimensions.
The Communication Domain evaluates the receptive, expressive, and written communication skills of the child.
· The Daily Living Skills Domain measures personal behavior as well as domestic and community interaction skills.
· The Socialization Domain covers play and leisure time, interpersonal relationships, and various coping skills.
· The Motor Skills Domain measures both gross and fine motor skills. (

8. Larry P. v. Riles Landmark case tried in US Court of Appeals, 1984
Issue: CA placed children in special classes
Used standard I.Q testing to place 6 black schoolchildren
Children identified as mentally retarded (EMR)
IQ testing only criterion used
Children placed in special class
Misrepresentation in elementary school may result in apathy at a later age.

9. Larry P. v. Riles Educable mentally retarded
Labeled as incapable of being educated
Used as evaluation method by CA schools
Based on IQ standard IQ testing

10. Larry P. v. Riles Involved parties Case reasoning Larry P., Plaintiff
Young black boy + 5 other classmates with EMR
Claimed IQ tests biased
Violated 14th amendment rights
California school system, Defendant
Case reasoning
Larry P. argued that children had been placed incorrectly in EMR classrooms
Black students more often placed in special education classes; these classes are usually restricted and prohibitive.

11. Larry P. v. Riles Main points of disagreement
CA placed children only on basis of IQ scores
IQ tests not validated for black students
Larry P. claimed that IQ testing discriminatory
Majority of labeled as EMR were black
, 9% of CA state school population → black
Made up 27% of EMR group
Black children disproportionately labeled EMP. Black boys make up 85% of the Blacks in special education.

12. Larry P. v. Riles Outcomes Court ruled
IQ tests culturally inappropriate for black children
Banned CA school system from using IQ tests for blacks
Required a different evaluation system
Demanded CA keep records of students enrolled in EMR classrooms, including racial data
Demanded CA prove reasoning for black students to be labeled EMR
Court upheld ruling against bias and discrimination against minority children.

13. Larry P. v. Riles Implications for today
Tests given to evaluate minority children be validated for given population
Gives legal precedent for outlawing the use of cultural bias as evaluation method
Some writers have surmised that cultural differences among Black children is an indicator of academic deficiencies. Students placed in special classrooms incorrectly may educational inferiorities.

14. References
Downloaded August 9, 2010.
Downloaded August 9, 2010
Downloaded August 9, 2010.
Downloaded August 9, 2010.
Gill, W. (1992). Helping African-American males: The cure. The Negro Educational Review, 63,
Grant, P. (1992). Using special education to destroy Black boys. The Negro Educational Review, 63,