Intelligence and Adaptive Behavior for Classroom Practices Litigation of IQ Assessment

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).

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. 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. (http://www.brighthub.com/education/special/articles/13506.aspx)

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.

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.

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. (http://www.brighthub.com/education/special/articles/13506.aspx)

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.

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 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.

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 1968-1969, 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.

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.

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.

References http://sped100fall07.wikispaces.com/Larry+P.+vs.+Riles. Downloaded August 9, 2010. http://www.inmotionmagazine.com/peterz1.html. Downloaded August 9, 2010 http://learningdisabilities.about.com/od/medicalinterventions/g/adptbehvrdeffin.htm. Downloaded August 9, 2010. http://www.brighthub.com/education/special/articles/13506.aspx. Downloaded August 9, 2010. Gill, W. (1992). Helping African-American males: The cure. The Negro Educational Review, 63, 31-36. Grant, P. (1992). Using special education to destroy Black boys. The Negro Educational Review, 63, 17-21.