(definition of mental retardation is used)

• Significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

• Intermittent
• Limited
• Extensive
• Pervasive

(Intensity of Support)

Intermittent

(Intensity of Support)

Limited

(Intensity of Support)

Extensive

(Intensity of Support)

Pervasive

Limitations in intellectual functioning

&

Limitations in adaptive behavior

• Mild
• Moderate
• Severe
• Profound

IQs that go with each level of mental retardation:

Mild

IQs that go with each type of mental retardation:

Moderate

IQs that go with each type of mental retardation:

Severe

IQs that go with each type of mental retardation:

Profound

Low motivation- Problem-solving Style:

outer-directedness

• distrusting their own solutions and depending on others to guide them.
• can be especially vulnerable to control by others.

• Conceptual skills include language (receptive and expressive), reading and writing, money concepts, and self-direction
• Social skills include responsibilty, self-esteem, gullibility, and rule-following
• Practical skills include activities of daily living, occupational skills, and maintenance of safe environments

CAUSES

of intellectual disability

• Prenatal (before birth, such as chomosomal disorders and disorders of the brain formation)
• Perinatal (during the birth process, such as prematurity and birth injury)
• Postnatal (after birth, such as traumatic brain injury and infections)

• 12%- prenatal cause
• 6%- perinatal cause
• 4%- postnatal cause

• Biomedical factors relate to biologic processes, such as genetic disorders and nutrition
• Social factors relate to social and family interaction, such as stimulation and adult responsiveness
• Behavioral factors relate to potentially causal behaviors, suchs as dangerous activites and maternal substance abuse
• Educational factors relate to the availability of educational supports that promote mental development of adaptive skills

• These three causes' boundaries often overlap
• Difficult to distinguish among them

• Low maternal education is the strongest predictor for having a child with an intellectual disability when the child does not have a serious neurological condition
• By 3 to 5 years of age, children raised by adolescent mothers have been found to have difficulties with self-regulation, poor academic achievement, and lower language development
• The more a pregnant woman consumes alcohol, the greater likelihood that her child's development will be impacted, with the most serious outcome being fetal alcohol syndrome

Nondiscriminatory Evaluation Process for determing the presence of intellectual disability:

OBSERVATION

• Medical personnel observe: The student does not attain appropriate development milestones or has characteristics of a particular syndrome associated with intellectual disability
• Teacher and parents observe: The student (1) does not learn as quickly as peers, (2) has difficulty retaining and generalizing learned skills, (3) has low motivation, and (4) has more limitations in adaptive behaviors than peers in the general education classroom.

Nondiscriminatory Evaluation Process for determing the presence of intellectual disability:

SCREENING

• Medical screening: The student may be identified through a physician's use of various tests before the child enters school.
• Classroom work products: The student has difficulty in academic areas in the general education classroom; reading comprehension and mathematical reasoning/application are limited.

Nondiscriminatory Evaluation Process for determing the presence of intellectual disability:

PREREFERRAL

• Teacher implements suggestions from school-based team: The student still performs poorly in academics or continues to manifest impairments in adaptive behavior despite interventions. (If the student has been identified before entering school, this step is omitted.)

Nondiscriminatory Evaluation Process for determing the presence of intellectual disability:

REFERRAL

• If, in spite of interventions, the student still performs poorly in academics or continues to manifest impairments in adaptive behaviors, the child is referred to as multidisciplinary team.

Nondiscriminatory Evaluation Process for determing the presence of intellectual disability:

NONDISCRIMINATORY EVALUATION PROCEDURES AND STANDARDS

• Individualized intelligence test: The student has significantly subaverage intellectual functioning with IQ standard score of 70 to 75 or below.
• Adaptive behavior scales: The student scores significantly below average in two or more adaptive skill domains, indicating deficits in skill areas such as communication, home living, self-direction, and leisure
• Anecdotal records: The student's learning problems cannot be explained by cultural or linguistic differences
• Cirriculum-based assesment: The student experiences difficulty in making progress in the general cirriculum used by the local school district.
• Direct observation: The student experiences difficulty or frustration in the general classroom.

Nondiscriminatory Evaluation Process for determing the presence of intellectual disability:

DETERMINATION

• The nondiscriminatory evaluation team determines that the student has mental retardation and needs special education and related services. The student's IEP team proceeds to develop appropriate education options for the child

• A statewide transition team that includes secondary educators, adult service providers, adults with disabilities, and family members
• A communitywide team representing all of the key agencies involved
• A schoolwide team consisting of key professionals and family members
• An IEP team for each student

• Dictating responses to a scribe
• Having extended time to complete an assessment
• Having test items read to them
• Securing clarification to test items

• Response-by-response data: How well has a student learned a task that has been broken down into discrete steps or subtasks?
• Instructional and test data: How well does a student perform  under teaching and nonteaching conditions? Instead of collecting data strictly on each step in a task, and teaxhers collect data on the student's independent performance on the task as a whole
• Error data: How many and what kinds or errors does a student make, and how often, in performing a task?
• Anecdotal data: What other student performance information has the teacher acquired?

(sometimes use a combination of two terms, severe disabilities and multiple disabilities)

• A single category for students who need unusually intensive support to mitigate their impairments
• Impairments often occur in a combination with each other

• Almost all students with multiple disabilites, not just those who are deaf-blind, have communication impairments
• Typically, these students have limited or no functional speech

• Are necessary for the student to make progress in the general education cirriculum
• Meet the IDEA definition-- any commercial or noncommercial item, piece of equipment, or product system used to increase, maintain, or improve the student's functional capabilities
• Are considered appropriate for the environments in which the student participates
• Are examined through procedures that lead to potentially effective interventions

• A speech, language, and communication assessment
• A seating and positioning assessment
• A mobility assessment
• A switch use and input/output device assessment
• A writing evaluation, including hand and grip strength and fine-motor skills
• A visual and hearing assessment
• An assessment of home, school (classroom and campus), and community environmental factors

• Process customizes students' educational programs to their specific visions, strengths, and needs
• It is especially effective in planning transitions from school to postschool activities

• AAC fosters the abilites, preferences, and priorities of individuals with complex communication needs, taking into account motor, sensory, cognitive, psychologicalm, linguistic, and behavioral skills, strengths, and challenges
• AAC recognizes the unique roles communication partners play during interactions
• AAC enables individuals with complex comunication needs to maintain, expand, and stregthen existing social networks and relationships and to fulfiill societal roles

• Non-electronic devices, such as communication boards and communication notebooks
• Dedicated communication devices specifically designed for communication
• Computer systems (not special devices)

1. Fixed Displays

or

2.   Dynamic Displays

1. Scanning Selection

or

2.   Direct Selection

• is suitable for the student who has extensive motor loss; it involves pointing or using a cursor to scan an item at a time, a row of items, or a block of items
• many different options are available for scanning, and each can be tailored to the needs and preferences to a student

1. What noninstructional supports does the student need for meaningful participation?
2. How much does the student wish to participate?
3. How can teachers enhance the student's independence, especially partial independence?

• Implement self-monitoring strategies after the student has already learned to do the task that is being monitored
• Teach the self-monitoring strategy to the student before implementing the strategy
• Build in checks to determine the accuracy of the student's self-monitoring

requires teachers to accumulate permanent products that exemplify the student's work

These products are indicators- evidence- of student performance, do not require continuous observation, and allow for ongoing analysis (formative analysis) and comparisons between less and more mature products (summative evaluation)

Involve simply observing and recording, in a longhand, anecdotal format, what the student is doing

(those anecdotal records are often the first step in collecting observational data because they identify the specific behaviors or events that warrant more systematic observation)

small, harldy noticeable seizures, that some students with multiple disibilites may have

may occur every 2 to 5 seconds

must be aligned with the state's academic content standards

(serve the same purpose as the typical accountability assessment- to determine how well a student has mastered content that is aligned with standards)

• IEP-linked body of evidence. Teachers collect student products, similar to portfolio assessment, but linked them to IEP goals and objectives
• Performance assessment. Teachers use the data-based measurement techniques
• Checklist. Teachers idenitfy a student's skills and abilities on a checklist
• Portfolio-based alternate assessment. Teachers rely on samples of a student products that are related to a state's standards

Autism is a severe form of a broader group of disorders referred to as:

1. Atypical Language Development
2. Atypical Social Development
3. Repetitive Behavior
4. Problem Behavior
5. Sensory and Movement Disorders
6. Differences in intellectual Functioning

• Focusing attention on one topic only
• Limiting a communication topic to fewer than a couple of interactions
• Using limited gestures to supplement verbal skills
• Reversing pronouns (ex: the student may look at his teacher and say, "You want have a snack now," meaning that he, not the teacher, wants a snack.)
• Looking away from the speaker rather than maintaining eye contact
• Repeating or echoing other people's language
• Experiencing difficulty with receptive and expressive language

The American Psychiatric Association has four criteria for diagnosing atypical social development in individuals with autism:

1. Impaired use of nonverbal behavior
2. Lack of peer relationships
3. Failure to spontaneously share enjoyment, interests, and achievements with others
4. Lack of reciprocity

Theory of Mind

(one explanation for delayed social development)

involves repeated movements and verbalizations

include motor movements (e.g., hand slapping), persistant attention to parts of objects (e.g., the moveable bolt in a door's deadbolt lock), and strict adherence to routines

teach students to link a keyword to a new word or concept to help them remember the new material

(the keyword is a word that sounds like the word or concept in question and can be easily pictured)

helps students remember numbered or ordered information by linking words that rhyme with numbers

(the visual images help students remember a number or number sequence)

uses the prinicples of operant psychology to reduce problem behavior or increase positive behavior

ABA is the "process of applying sometime tentative principles of behavior to the improvement of specific behaviors and simultaneously evaluating whether or not any changes noted are indeed attributable to the process of application"

Discrete Trial Teaching

uses three elements:

1. The Discrimative Stimulus
2. The Response
3. The reinforcing Stimulus or Consequence