Mental Retardation

Learning and Behavior

Characteristics

Cognitive Functioning

• Sub-average intellectual skills

• Low academic achievement

• Difficulty in attending to tasks

• Difficulty in generalizing

Adaptive Behaviors

• Self-care and daily living skills

• Social development

• Positive character

Mental Retardation

Assessment Procedures

Traditional Assessment• The parents fill-in pre-referral

form about the family history and development history of the child

• Clinical team for a thorough evaluation of child’s intellectual, socio-emotional and physical development

Specialists

• Special educator• Early childhood educator• Speech/language pathologist• Occupational and physical

therapist• Clinical psychologist• Physician• Nurse, etc

Team-Based Assessment• Involves a team of specialists

– Multidisciplinaryteam members independently assess the child

- Interdisciplinaryindependent assessment with integration

- Transdisciplinaryallows other tem members during assessment process

Activity-Based Assessment• Criterion referenced assessment• Child-centered• Activity-based intervention

Activity-Based Assessment

• AEPS- Assessment Evaluation and Programming System for Infants and Children– AEPS_SampleTestItems.pdf– AEPS_ScoringSample.pdf– AEPS_SampleInterventions.pdf

• IPAS- Infant-Preschool Assessment Scale- natural play

Cognitive Assessment Tools• DAS- Differential Ability Scale• WPPSI-R- Wechsler Preschool

and Primary Scale of Intelligence-Revised

• WISC-III- Wechsler Intelligence Scale for Children- III

• Standford-Binet IV

Adaptive Behavior Assessment Tools• Vineland Adaptive Behavior

Scale- survey interview form- parent rating form- expanded interview form- teacher rating form

• AAMD Adaptive Behavior Scale• SIB-R- Scales of Independent

Behavior- Revised

Curriculum

• CCYC- Cognitive Curriculum for Young Children

• FIE- Feuerstein Instrumental Enrichment

Mainstreaming• TOGETHER, Study the students

IEP• Set REGULAR MEETINGS with

each other and with the families• When teaching abstract

concepts, provide multiple CONCRETE EXAMPLES

• Supplement verbal instructions with DEMONSTRATIONS

Mainstreaming

• Assign a peer tutor• VARY THE TASKS in drills and

practice activities• Have a volunteer TAPE-RECORD

reading assignments• Encourage ACCEPTANCE of the

student by his/her classmates