1. Mental Retardation
Chapter 5 Highlights

2. AAMR Definition
Significant limitations in both intellectual functioning and adaptive behavior
Onset before age 18
With appropriate supports over sustained period, life functioning will improve.

3. Adaptive behavior
AAMR defines adaptive behavior as the collection of conceptual, social and practical skills that people have learned so that they can function in their everyday lives.
See table 5.1 on page 136 for examples

4. Prevalence and Classification
Around 1% of population identified
Lower than theoretical model on curve
2 % to fall below IQ of 70
Why could prevalence rates be lower than expected?
Classification
Mild MR 50-70
Moderate MR 35-50
Severe 20-35
Profound 20 and below

5. Causes of MR More than 50% of causes are unknown
Prenatal- before birth
Chromosomal- Down Syndrome, Trisomy, Williams Syndrome, fragile x, Prader-Willi Syndrome
Metabolic errors- PKU
Brain formation – microcephalus, hydrocephalus
Environmental influences – FAS (fetal alcohol syndrome), Rubella
Discussion – what genetic screening procedures are available?

6. Causes of MR – continued
Perinatal- at birth
Deprivation of oxygen, low birth weight, syphilis and herpes
Postnatal – after birth
TBI, meningitis, encephalitis, poor environmental circumstances

7. Assessment Intelligence tests
WISC-IV
Not the absolute determinant when it comes to assessing a person’s ability to function in society
Adaptive Behavior Skills – questionnaires
Two parts
Independence and daily living
Maladaptive behavior – social interaction, trustworthiness, and self-abusive behavior

8. Psychological and Behavioral Characteristics
Major areas include: attention, memory, language development, self-regulation, social development and motivation.
Learned helplessness- feeling that no matter how hard he or she tries, failure will result.
Behavioral phenotypes vary
See table 5.3 on page 149
Discussion/Debate– Should the psychological and behavioral characteristics of persons with mental retardation exempt them from capital punishment?

9. Educational Considerations
Curriculum that promotes practical, age-appropriate skills – functional academics
Self-determination – ability to make personal choices, to regulate one’s life, and to be a self-advocate.
Systematic instruction – teaching technique that involves instructional prompts (verbal, gestural, and physical), consequences for performance, and transfer away from prompts.
Functional skill instruction should be in real-life settings with real materials.

10. Educational Considerations cont.
Inappropriate behavior often cause for self-contained placements
FBA and PBS recommended
Service delivery models
Range from general education to residential facilities
More and more are being placed in inclusive settings
See the Responsive Instruction boxes on pg

11. Early Intervention EC programs designed for prevention
For at-risk population
Perry Preschool Project, 1960s
EC programs designed to enhance development of those already identified
Emphasis on language and conceptual development
Connection to other professionals
PT, speech therapists, vision, hearing, etc.

12. Transition to Adulthood
Planning should begin as early as elementary school
See table 5.4 on page 159
Community adjustment
Majority of adults live with their families
Others:
Community residential facility (group home)
Supported living

13. Employment High rates of unemployment
With appropriate training and support, adults with MR can be successfully employed
Sheltered workshops
Supported competitive employment
Job coach

14. Resources The Arc – www.thearc.org
American Association on Mental Retardation –
Association for Down Syndrome –
TASH (advocates for full inclusion) –