Intelligence and Adaptive Behavior for Classroom Practices Litigation of IQ Assessment

Intellectual Functioning “General intellectual functioning" – Typically measured by an intelligence test (IQ) – 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).

IQ Testing Intelligence Quotient – Score derived from several standardized tests – Designed to assess intelligence.

Adaptive Behavior "Adaptive behavior" – refers to a person's adjustment to everyday life – Also 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.

Classroom Support The 4 Levels of Intensities and Supports (from least to most intensive and supportive) – Intermittent – Limited – Extensive – Pervasive

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.

Vineland Adaptive Behavior Scale Comprehensive testing of the following – Communication – Daily living skills – Socialization – Motor skills – Maladaptive behavior

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

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

Larry P. v. Riles Involved parties – Larry P., Plaintiff Young black boy + 5 other classmates with EMR Claimed IQ tests biased Violated 14 th amendment rights – California school system, Defendant Case reasoning – Larry P. argued that children had been placed incorrectly in EMR classrooms Grant, P. (1992). Using special education to destroy Black boys. The Negro Educational Review, 63,

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

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

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 Gill, W. (1992). Helping African-American males: The cure. The Negro Educational Review, 63,

References 1. es. Downloaded August 9, Downloaded August 9, ventions/g/adptbehvrdeffin.htm /13506.aspx.. 5.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,