Term
Old Definition of IDD
(then call Mentally Retarded MR) |
|
Definition
•IDEAdefinition – THIS IS THE OLD (1983) DEFINITION!
–Significantly sub-average intellectual functioning
–Deficits in adaptive behavior
–Manifested during the developmental period
•Three criteria for a diagnosis
–Significant sub-average intellectual functioning - a score of two or more standard deviations below the mean on standardized intelligence tests
–An individual must be well below average in both intellectual functioning and adaptive behavior
–The deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish mental retardation from other disabilities |
|
|
Term
AAIDD Def:
Intellectual Disabilities Disorder (IDD)
2010 |
|
Definition
–Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.
•Assumptions are essential to understanding and appropriately applying the definition
–Limitations in present functioning must be considered within the context of community environments typical of the individual’s age peers and culture.
–Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors.
–Within the individual, limitations often coexist with strengths.
–With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disability generally will improve. |
|
|
Term
| Identification and Assessment of IDD |
|
Definition
Assessing Intellectual Functioning
•Standardized tests are used to assess intelligence
–A diagnosis of IDD requires an IQ score at least 2 standard deviations below the mean (70 or less)
•Important considerations of IQ tests:
–IQ is a hypothetical construct
–IQ tests measure how a child performs at one point in time (static test)
–IQ tests can be culturally biased (B.I,T.C.H test)
–IQ scores can change significantly based upon various factors (structured life)
–IQ testing is not an exact science
–Results are not useful for targeting educational objectives
•Results should never be used as the sole basis for making decisions regarding special education services |
|
|
Term
| assessing Adaptive Behavior |
|
Definition
•Adaptive behavior is the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives
–Measurement of adaptive behavior has proven difficult because of the relative nature of social adjustment and competence |
|
|
Term
Functions of Students with IDD
"Mild" |
|
Definition
Mild
- Usually not identified until school age
- Most students master many academic skills to 4th or 5th grade level
Most learn job skills well enough to support themselves, independently or semi-independently |
|
|
Term
Functionings of Students with IDD
"Moderate" |
|
Definition
Moderate
Most show significant delays in development during preschool years
Growing older, discrepancies in age-related adaptive & intellectual skills widen |
|
|
Term
Functionings of Students with IDD
"Severe" |
|
Definition
Severe
Usually identified at birth; limited language acquisition
Most have significant central nervous system damage, SIB possible
Likely to have health care problems that require intensive supports |
|
|
Term
Functionings of Students with IDD
"Profound" |
|
Definition
Profound
Very severe problems, little or no actual language acquisition, SIB is common
They require pervasive levels of support in virtually every area of human functioning |
|
|
Term
| Charactericstics of students with IDD |
|
Definition
•Cognitive functioning
–Memory (visual, auditory, physical)
–Learning rate and ‘overlearning’ necessities
•Attention & Motivation
–LESS stimuli are better than too much in teaching!
•Adaptive behavior
–Self-care and daily living skills
–Communication (receptive, expressive, written)
–Social development
•Behavioral excesses and challenging behavior
Generalization & Maintenance of Learned Skil |
|
|
Term
|
Definition
Approximately 0.81% of the total school enrollment received
sped services in IDD |
|
|
Term
|
Definition
Biological Causes - The #1 cause worldwide is Malnutrition
Prenatal causes include:
Down syndrome, Fetal alcohol spectrum disorders,
Fragile X syndrome, Klinefelter syndrome, Phenylketonuria,
Prader-Willi syndrome, Williams syndrome
Perinatal - include Intrauterine disorders, Neonatal disorders
Postnatal - include Head injuries, Infections, Degenerative disorders
|
|
|
Term
| Enviornmental causes of IDD |
|
Definition
Environmental Causes
Minimal opportunities to develop early language
Child abuse and neglect
Chronic social or sensory deprivation |
|
|
Term
|
Definition
•The biggest single preventive strike against IDD was the development of the rubella vaccine in 1962
•Toxic exposure through maternal substance abuse and environmental pollutants are two major causes of preventable IDD that can be combated with education and training
•Advances in medical science have enabled doctors to identify certain genetic influences
•Although early identification and intensive educational services to high-risk infants show promise, there is still no widely used technique to decrease the incidence of IDD caused by psychosocial disadvantage |
|
|
Term
|
Definition
to understand how to behave in a occupational environment |
|
|
Term
|
Definition
Curriculum Goals
•Functional curriculum
•Life skills
•Self-determination |
|
|
Term
|
Definition
•Explicit and systematic instruction
•Task analysis
•Active student response
•Systematic feedback provided by the teacher
•Transfer of stimulus control from prompts to task
•Generalization and maintenance
•Direct and frequent measurement of student performance |
|
|
Term
| Explicit and systematic instruction |
|
Definition
-keep track of what you are doing in the classroom, compare your older results and newer results. T
-his is how you know if you reach your benchmark |
|
|
Term
|
Definition
Breaking down complex or multistep skills into smaller, easier-to-learn subtasks.
e.g. Shaping a skill, scaffolding a skill |
|
|
Term
|
Definition
| Provide and then fade prompts and cues so student can respond to naturally occuring stimuli. |
|
|
Term
| Transfer of Stimulus Control |
|
Definition
Teacher provides a prompt that makes a correct response very probable. The correct response is reinforced. This is repeated. The response is gradually and systematically withdrawn so that the student's performance comes under the stumulus control of natural cues: "persons, objects, or events that act a 'signals' for learned behavior to occur outside of instructional situations." |
|
|
Term
| Generalization and Maintenance |
|
Definition
| the extent to which students use what they have learned across settings and over time. |
|
|
Term
|
Definition
–Educators choose learning activities in a functional curriculum because they will maximize a student’s independence, self-direction, and enjoyment in school, home, community, and work environments. |
|
|
Term
|
Definition
–Skills that will help the student transition into adult life in the community |
|
|
Term
|
Definition
–Self-determined learners set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals |
|
|
Term
|
Definition
During the 2005–2006 school year,
• 14.1% of students with mental retardation were educated in the general education classroom
•29.1% were served in resource room programs
•50.2% were served in separate classes
•6.7% of students with mental retardation are educated in separate schools, residential facilities, or home/hospital environments |
|
|
