1. Class 8 – Thursday 17 No homework collection! Tonight’s Discussion: ◦Chapter 8: Mild Intellectual Disabilities ◦Chapter 9: ADD / ADHD Homework ◦Quiz #2 … due Tuesday @ beginning of class

2. Chapter 8: Mild Intellectual Disabilities Who are they? ◦Measured IQ lower than 98% of school-age population ◦Below average adaptive behavior skills Where are they educated? ◦13% inclusion – 57% separated from peers *# of students in inclusion has increased by 72% from 1990 to 2003

3. IDEA Terminology Mental Retardation: significantly subaverage general intellectual functioning which adversely affect child’s educational performance ◦This is a long-term problem stemming from the developmental period Adaptive Behavior: limitations in practical and social skills that students use to function effectively in their everyday lives A 3 rd part is that this disability adversely affects their educational performance …

4. Adaptive Behavior Skills Conceptual Skills ◦Receptive & expressive language, Reading & Writing, Money concepts, Self-directions Social Skills ◦Interpersonal, Responsibility, Self-esteem, Gullibility, Naivete, Following rules, Obeying laws, Avoiding victimization Practical Skills ◦Daily living skills, Occupational skills, Maintaining a safe environment  Students need appropriate levels of support based on these 4 levels: intermittent, limited, extensive, pervasive (Fig 8.2, p. 207)

5. Cognitive Performance Effective strategies to focus on ATTENTION: 1.Present initial stimuli in few dimensions 2.Direct attention on critical dimensions 3.Remove extraneous stimuli (distractions) 4.Increase difficulty over time 5.Teach decision-making rules for discriminating relevant from irrelevant stimuli Effective strategies for MEMORY: 1.Rehearsal 2.Cluster information 3.Mnemonic Devices Effective strategies for GENERALIZATION: 1.Relevancy, Reinforcement, Application, Multiple Methods/Settings

6. What can we do … Create a Productive Environment ◦Fewer skills at a time ◦Practical application / Relevancy Promote Postsecondary Education ◦Go beyond college-settings … to network, learn social & academic skills, obtain job skills Foster Self-Determination ◦Teach these core skills … ‘improved quality of life for adults with disabilities, particularly in employment, community living, and postsecondary education’

7. Educational Setting Inclusion works! Many are still in separate class placements Mixed settings improves social skills and competence Co-teaching Duties Explicit / Direct Instruction = Mastery Learning Peer Tutoring (8 key points p. 220-221) Assistive Technology Explicit / Direct Instruction additional info

8. ADD / ADHD Attention Deficit Disorder (ADD): Attention Hyperactivity Disorder (ADHD): ◦Co-existence of attentional problems and hyperactivity ◦Energetic, overactive, impulsive, difficult to handle

9. Stats ~ 75% are male 3 to 7% of school-age children are identified 2 to 4% receive stimulant medication 53% are in the general education setting ~30% have no symptoms as adults ~25% have conduct disorders into adulthood ~25% develop major depression as adults

10. Prevalence Performances worsen … Later in the day With greater task complexity When restraint is needed With tasks that are not highly stimulating Under variable schedules of immediate task consequences Under conditions with a long delay before reinforcement In the absence of adult supervision during task performance

11. Casual Factors Brain Injury Brain Abnormalities Hereditary Influences Family Influences Ritalin, Methylin, Focain, Metadate, Concerta, Methylin, Dexedrine, Dextrostat, Adderall, Spansule, Adderall-XR Medications

12. How to teach them? Different?... Normal? Inclusion? … Separated? 1. Use shorter, more frequent tasks or tests 2. Use distributed practice rather than massed practice 3. Increase novelty 4. Increase opportunities for motor responding during or after task performance 5. Increase opportunities for self-monitoring and self-control

13. Homework for Tuesday 22 nd Homework: Quiz #2 … due Tuesday at the beginning of class Work on Lesson Plan Don’t forget Kate Hinkle will be speaking to you on Tuesday’s class