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1983 AAMR-Grossman Definition of MR (this is used in IDEA)

1983 AAMR-Grossman Definition of MR (this is used in IDEA). General intellectual functioning with adaptive behavior deficits that are significantly sub-average.

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1983 AAMR-Grossman Definition of MR (this is used in IDEA)

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  1. 1983 AAMR-Grossman Definition of MR (this is used in IDEA) • General intellectual functioning with adaptive behavior deficits that are significantly sub-average. • Using an IQ of 100 as the standard, an IQ falling at least 2 standard deviations below average (about 70) are considered a significant deviation. • Significant limitations (≥ 2 standard deviations) must also be present in adaptive behavior, i.e. the collection of conceptual, social, & practical skills needed to function effectively in everyday life. • Onset between conception & 18th birthday • Also used by the American Psychiatric Association (APA) in its Diagnostic Statistical Manual (DSM –IV TR).

  2. Evolution of AAMR’s Classification System Prior to 1959, by etiological groupings -- e.g. infections, chromosomal anomalies, environmental factors From ‘59 through ‘73, 5 IQ-based severity levels were used: (85-71= borderline; 70-55 = mild; 54-40 = moderate; 39-25 = severe; ≤ 24 = profound) After 1973, only four IQ-based severity levels were used (borderline was eliminated) and adaptive behavior limitations as a concurrent criterion was added. In 1992, focus on support intensity emerged.

  3. Evolution of AAMR’s Classification System, cont. The American Association on Mental Retardation (AAMR) is the major professional organization for persons who work with individuals with MR. For years, AAMR abided by the same definition as did APA, the World Health Organization and other relevant organizations. Then, in 1992, AAMR radically departed from APA, forming a definition based on the person’s support needs not their measured intellect.

  4. A intellectual disability means... …a significant deviation from established standards for mentally representing the environment and higher order abstractions. You can represent chair, table mentally; you can also represent complex emotions and concepts (love, a blocking scheme)

  5. An intellectual disability usually manifests as... • Difficulty “catching on” to critical, defining stimulus features; & thus slow learning rates -- What are the stimulus features of a hat? A snake? A compact disc? A hurricane? Happiness? Hope? • Lower mastery levels, which means There is a ceiling -- a limit -- to what can be learned in terms of both quantity and depth of content

  6. Is this funny? If so, why? If not, why? • We fit (assimilate) this into a mental category of “lawyer jokes.” • We may love lawyers and we may even get offended by the “joke.” • Either way, we “get” (catch on to) the irony: the foil says “you ARE one.”

  7. Prominent deviations that characterize many cognitive disabilities • Impaired working memory Long term memory is usually more functional than working, or short-term, memory • No spontaneous use of executive strategies Need to be taught, e.g., to use mnemonic devices, other ways to organize thinking • Difficulty using acquired skills in novel situations (generalization) Need to learn community-referenced skills in community-based settings

  8. AAMR (1992, 2002) System of Support Intensities • Focus on the supports needed for eventual life & work in the community, rather than on the person’s deviations. • Supports include educational (e.g. learning how to buy groceries), vocational (e.g. working in food services), leisure (accessing community sites for leisure) etc. • Overall aims are maximum independence & highest possible quality of life. • Requires a functional curriculum taught, for the most part, in community-based instructional settings.

  9. Involvement & progress in the general education curriculum (IDEA) Modifying the general education curriculum -- what should be taught? We must ask: • Can the skill increase the # of environments the student can access now as well as later? The average number of environments college students access per week = 53; # accessed by MR of the same age = 3!! • Will mastery of the skill reduce or eliminate the need for supports from others when the student faces demands inherent in a particular environment? When you walk into Quizno’s to get a sub, what demands of this environment do you encounter? • Is the skill age-appropriate? Are there sufficient opportunities to practice the skill in relevant environments?

  10. Modifying the general education curriculum -- what should be taught? (cont.) • Do parents consider the skill important? e.g. Parents & teachers might differ in how they define “reading.” • Will the skill enhance physical well-being? e.g. Accessing a gym and learning to work out. • Will the skill enhance social status? e.g. Accessing popular “beats.”

  11. When to modify the general education curriculum: Should we teach this skill? Is there a sufficient probability that the skill can be acquired? Questions to pose: • How involved and/or costly will instruction be? • How long will it take to teach the skill? • How involved and/or costly will supports be? • What are student & parental preferences? Are they likely to change over time? • How long have we worked or will we work on the skill? • Realistically, is the skill teachable?

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