Test1456

Test One

Test One covers Chapters 1, 2, 3, & 4 of the Beirne-Smith, Ittenbach, and Patton text. Use the questions found on this web page to guide your reading. The test also addresses Minnesota eligibility criteria.

Chapter 1-Historical Perspective

Historically, society has treated individuals with disabilities in a variety of ways. Views about persons with disabilities have changed over time, and, as views changed, our service delivery system changed. At one time, persons with disabilities were viewed as possessing demons to being court jesters. Attitudinal barriers greatly impact the lives of persons with disabilities and there have been many influences to change the service system to become more respectful and responsive to the rights of persons with disabilities. In chapter one of the text Mental Retardation (Beirne-Smith, Ittenbach, & Patton) a historical perspective of service delivery is explored. In the chapter, the authors identify time periods, events, people, and legislation that have influenced the service system thus impacting the lives of persons with Developmental Disabilities. Explore each of the following topics/persons as described in your text to develop an understanding of how our service system has become more respectful. Also recognize, however, that we need to continue to advocate for system change to assure that persons with Developmental Disabilities experience quality life conditions.

Prior to 1700
1700-1890
Jean-Marc Itard
Edouard Seguin
Guggenbuhl
Dorthea Dix
Samuel Howe
Hervey Wilbur
1890-1960
Eugenics Scare/Goddard/Kallikak Family
Alfred Binet
Vocational Rehabilitation
CEC
Franklin D. Roosevelt
Brown vs. Board of Education
John F. Kennedy
Developmental Disabilities Act of 1978
Normalization

History of Services

Updated 8/25/04

Chapter 4-Individual Rights

Chapter Four of the text Mental Retardation (Beirne-Smith, Ittenbach, & Patton) discusses the rights that individuals with Developmental Disabilities have attained through litigation and legislation. The legal basis for establishing rights is the Fourteenth Amendment to the Constitution. Two clauses of this amendment, due process and equal protection, have been the legal foundation for the lawsuits addressing rights of persons with disabilities. Due process is the right of an individual to pursue rights through the legal process. Equal protection assures that all people are protected by laws.

Chapter Four describes many court cases that have influenced services for persons with disabilities. Use the list below to explore some of the cases mentioned in the chapter. This will give you a glimpse of the litigation supporting the rights of persons with disabilities.

School Services

Brown v. Board of Education (1954)

separate is not equal

Pennsylvania Association for Retarded children [PARC] v. Commonwealth of Pennsylvania (1971)

right to a public education

Mills v. Board of Education of the District of Columbia (1972 decision)

right to a public education

Timothy W. v. Rochester School District (1988)

ability to benefit from services

Larry P. v. Riles (1972, 1974, 1979, 1984)

assessment

Diana v. State Board of Education (1970)

assessment

Irving v. Tatro

related services

Board of Education of the Hendrick Hudson Central School District v. Rowley

the type of services to be provided, and the extent to which they must they be offered

PACE [Parents in Action on Special Education] v. Hannon

the role of intelligence in placing minority students in special classes

Armstrong v. Kline

extended school year

Institutional Services

Wyatt v. Stickney

adequacy of services in institutional settings

New York Association for Retarded Children v. Rockefeller (1973) (Willowbrook)

adequacy of services in institutional settings

Halderman v. Pennhurst

adequacy of services in institutional settings

Community

Cleburne Lvg. Center v. City of Cleburne

"irrational prejudice should not be the basis for unequal treatment"

Updated 8/26/04

Chapter 2-Definition

Developmental Disability

Developmental Disabilities Assistance and Bill of Rights Act of 1990
- mental or physical impairment
- manifested prior to age 22
- continue indefinitely
- substantial limitations in the seven areas of . . . . . . .
- needs for special/interdisciplinary/lifelong or extended duration/individually planned.
Alternative Perspectives
- Phenomenological
- Sociological
AAMR Definitions-These are definition presented by the American Association on Mental Retardation. These definitions reflect a clinical perspective (based on statistical measurement and comparison). The AAMR definition of mental retardation has been used by the federal government. It is important to explore how the definition of mental retardation has changed over time because it allows us to see "mental retardation" as a social construct that is defined by the profession. There have been many social and political influences affecting identifies persons with mental retardation. The current 1992 definition has reflects our changing views to this disability and reflects many sociopolitical influences affecting our thinking of the disability. The 1992 definition uses both a clinical perspective as well as a functional approach to defining mental retardation.

Use the following chart to explore the changes in definition (pp. 48-55, Beirne-Smith, Ittenbach, & Patton)

AAMR Definition	Subaverage Intellectual Functioning	Deficits in Adaptive Behavior	Author	Developmental Period Defined
1961
1973
1977
1983
1992

1992 Definition
Use this table to help you explore the '92 definition (pp. 55-58)

THREE STEPS TO ELIGIBILITY

1. 2. 3.

ESSENTIAL TO APPLYING THE DEFINITION
Assessment does not show cultural bias. Adaptive skills occur in natural environments, students are compared to their peers, and we consider each person's needs for support. With proper support over a period of time, the functioning of a person with mental retardation will change.

Adaptive limitations coexist with strengths.

SYSTEMS OF CLASSIFICATION
Describe the following levels of support that are identified in the 1992 definition of mental retardation. This definition uses these levels of support to identify how persons should be served (based on functional limitation) rather than using intelligence scores to define services (e.g., mild, moderate, severe).

Intermittent

Limited Extensive Pervasive

Review Table 2.5 on pp. 62-63 to see how states vary in definition.

Some issues to explore:
1. Do all states use an IQ cut-off for eligibility?
2. What are some terms states use for the identified population?
3. Is adaptive behavior a component in the eligibility criteria in every state?
4. Do all states use a ceiling age for identification? What is the earliest age? What is the latest age?
5. Do all states use a classification system? What is used in North Dakota? South Dakota? Florida? Missouri?

Incidence and Prevalence	What are the differences in these two terms? Incidence Prevalence
How are the following factors associated with prevalence? 1. Definition
	Points to remember: Prevalence is difficult to determine. The government typically identifies prevalence as 3% of the population. Many professionals believe prevalence to be closer to 1%.
2. Gender	There are two major methodologies used to determine the prevalence of mental retardation. 1) take a random or stratified sample of a population 2) review all records of community social services (e.g., schools, clinics) that serve persons with mental retardation (multiple coding may affect accuracy)
3. Community Variables	Of those labeled as having mental retardation: Approximately: 86% have mild disability 10% have moderate disability 3-4% have severe/profound disability
4. Sociopolitical Factors	Over the last decade the number of children identified as having mental retardation in public schools has dropped. Why? medical research is paying off (prevention) early intervention reducing numbers (intervention) lawsuits relative to mislabeling

Updated 8/30/04

Chapter 3-Assessment for Eligibility

NATURE vs. NURTURE Nature-viewing intelligence as fixed and predominantly inherited (innate). If we view intelligence from this perspective, how would we approach instruction? Nurture-viewing intelligence as acquired. If we believe this, how would we approach instruction? What would we believe about students? How does the profession position itself on the hereditarian and the environmental positions?	Scores to Communicate Intelligence What are the differences in these types of scores? Mental Age: (oldest and least sophisticated): Intelligence Quotient (IQ), 1916: Louis Terman Deviation IQ:
Alfred Binet-Measures of Intelligence - Developed first effective test of intellectual ability (Binet, Henri, Simon). -1904 French Ministry appointed Binet to study problems of educating students with learning problems. -Binet and Simon developed 30-item test - Measuring Scale of Intelligence (1905) Movement away from measuring sensory abilities as part of intelligence Measuring “capacity to learn” rather than what children had learned Excluded reading and writing Identify pictures objects, repeat 3-digit series, reproduce geometric figures Terman modified Binet Simon scale while working at Stanford University (1916) Binet-Simon Scale Stanford-Binet IV Individually administered Based on three levels of cognitive abilities (crystallized abilities, fluid-analytic abilities, short-term memory) Term intelligence replaced with cognitive development Intelligence, IQ, mental age not used Standard Age Score (SAS) used instead of IQ Composite SAS, M=100, SD=16 Has been received with mixed reviews	David Wechsler-Measures of Intelligence Like Binet, Wechsler believed that intelligence is one trait that is part of a person's personality Wechsler Scales-series of three individually administered intelligence test Widely used Test are similar across age ranges (tasks similar across scales) Verbal tests and motor tests (motor tests were not part of the Binet Scales) Three scores: Verbal IQ, Performance IQ, Full Scale IQ Mean of 100, SD of 15 Three tests: o Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), Ages 3-7 o Wechsler Intelligence Scale for Children-Third Edition (WISC III), Ages 6-17, See subtests on page 89 o Wechsler Adult Intelligence Scale-Third Edition (WAIS III), 16 years and older
Criticisms of Intelligence Tests Why do IQ scores fluctuate? Is a score on an intelligence test synonymous with intelligence? What do (should) IQ tests predict? What is meant by “kill the prediction”? Do IQ tests measure all components of cognitive ability? If not, what do they do? Examples? What purpose should IQ tests serve? Should they increase or decease the number of children served in Special Education?	Adaptive Behavior-Definition How does Grossman (1983) define adaptive behavior? Review Greenspan's Model of Personal Competence on p. 96? Note the four broad domains he uses to explain personal competence. Review the lower-order factors he uses to describe the four broad domains. How do measurement of adaptive behavior skills and intelligence differ? p. 97 1. 2. 3. Harrison (1987) found a moderate relationship between intelligence and adaptive behavior.
"6 hour retarded child" (President's Committee on Mental Retardation (1970) What does this mean? What impact does this have on educational programs? Understand the key considerations for assessing adaptive behavior as described on p. 100. link to intervention (what does this mean in practice?) match he needs of assessment to the child's specific needs (referral and intervention) norm-referenced and non norm-referenced measures home and school Review the Reaction to the 1992 AAMR Definition on p. 101.	Who is Edgar Doll? What adaptive behavior scale did he develop? Review information about Vineland Adaptive Behavior Scales p. 103: Interview Edition, Survey Form (norm-referenced) administered by? this is not criterion-referenced and therefore is useful for eligibility decisions Interview Edition, Expanded Form (norm-referenced/criterion referenced) administered by? because this test is criterion-referenced it is useful for identiying needs to address in educational programs Classroom Edition administered by? Types of scores organized by domain standard scores adaptive behavior composite (m=100, sd=15)
Scales of Independent Behavior (SIB) adaptive and maladaptive behavior school, home, employment & community Part of the Woodcock-Johnson Psychoeducational Battery-Revised (but can stand alone) Linked to the Checklist of Adaptive Living Skills (CALS) (criterion-referenced test of adaptive behavior; useful for identifying needs to address in educational programs) Linked to the Adaptive Living Skills Curriculum (curriculum to be explored as an assignment for this class) Linked to the Adaptive Behavior Inventory for children (ABIC), ages 1-5	Criticisms of Adaptive Behavior Measurement measurement-different instruments measure different tasks in different ways continued struggle to find true underlying dimensions (problems with defining the construct) role of intellectual functioning in adaptive behavior measurement use in diverse cultures (culture bound?)

MN Criteria for Developmental Cognitive Disability

Review of Developmental Cognitive Disability Criteria

The above link takes you to the MN Dept. of Education worksheet used to determine eligibility for Developmental Cognitive Disability. Print out this worksheet and then use the following questions to explore the criteria.

The criteria contains two components, A and B. Does the student need to meet criteria for both A and B?
The criteria in A addresses what part of the AAMR definition?
What defines "deficits in adaptive behavior" in MN criteria?
How many adaptive behavior areas does the individual need to meet criteria for DCD eligibility?
In what type of environments must the individual demonstrate these deficits in adaptive behavior?
The DCD eligibility form contains a section to identify "Need(s) & Level of Support", how does this section reflect the AAMR 1992 definition of mental retardation?
What is the "subaverage intellectual functioning" criteria for mild to moderate DCD in MN?
What is the "subaverage intellectual functioning"criteria for moderate to severe DCD in MN?
Identify two examples of instruments that are appropriate to "cognitive evaluation". Chapter three of your text discusses these.

Updated 9/02/04, 12:40

All information on this page is now updated. Use this as a study guide to prepare yourself for the first test. Test One is a 40-item multiple choice test.

1992 Definition	Use this table to help you explore the '92 definition (pp. 55-58)
THREE STEPS TO ELIGIBILITY	1.	2.	3.
ESSENTIAL TO APPLYING THE DEFINITION	Assessment does not show cultural bias.	Adaptive skills occur in natural environments, students are compared to their peers, and we consider each person's needs for support.	With proper support over a period of time, the functioning of a person with mental retardation will change.
ESSENTIAL TO APPLYING THE DEFINITION	Assessment does not show cultural bias.	Adaptive limitations coexist with strengths.
SYSTEMS OF CLASSIFICATION	Describe the following levels of support that are identified in the 1992 definition of mental retardation. This definition uses these levels of support to identify how persons should be served (based on functional limitation) rather than using intelligence scores to define services (e.g., mild, moderate, severe).
Intermittent	Limited	Extensive	Pervasive