Intellectual disability is defined as below average intelligence and adaptive functioning that manifests during childhood, affecting educational performance. It is categorized by mild, moderate, severe or profound levels based on IQ scores. Intellectual disability can be caused by genetic conditions, pregnancy/birth complications, illness/injury, or in many cases the cause is unknown. Signs include delays in meeting developmental milestones as well as difficulties with problem solving, memory, and behavior.
Intellectual disability is characterized by deficits in cognitive ability and adaptive functioning that originate before age 18. It involves limitations in conceptual, social, and practical skills. The severity of intellectual disability can be mild, moderate, severe, or profound based on IQ scores. Causes include genetic syndromes, biological factors, medical conditions during pregnancy or birth, and psychosocial problems. Placement programs may include inclusion, individualized education, behavior therapy, and transition to adult services focusing on independent living skills and employment. Current research studies various approaches to improving academic engagement and quality of life for those with intellectual disability.
Intellectual disabilities are characterized by deficits in cognitive functioning and adaptive behavior that develop during childhood. They are diagnosed when a person has an IQ of 70 or below along with impairments in daily living skills.
Intellectual disabilities can have prenatal, perinatal, or postnatal causes such as genetic syndromes, low birth weight, brain injuries, or environmental factors. They are classified based on severity of the deficit. Early intervention programs focus on developing skills, while K-12 programs may include inclusion, functional academics, behavior therapy, or vocational training depending on the child's needs. Teaching students with intellectual disabilities requires direct instruction broken into clear steps with a focus on sequencing, practice, and presentation of material
This document discusses intellectual disability, including definitions, classifications, prevalence, causes, assessment, management, and issues faced by children with intellectual disability in the MENA region. It provides details on the DSM-5 and ICD-11 classifications and describes the assessment process. It notes that intellectual disability is often co-occurring with other neurological or mental health conditions. The document also discusses prevention, early intervention, education, and support services that can help children with intellectual disability and their families.
This document provides an overview of intellectual disability (ID). It begins with definitions and causes of ID including prenatal, perinatal, and postnatal factors. Specific genetic syndromes like Down syndrome and Fragile X syndrome are discussed. The approach involves a detailed history, physical exam, IQ assessment using tests like the WISC, and basic investigations. Management aims to improve quality of life through treating medical conditions, nutrition, education/therapy, and supportive services. Prognosis depends on severity of ID. Prevention focuses on identifying issues early and addressing factors like nutrition and healthcare access.
Mental retardation is a developmental disability characterized by below average intelligence and impaired daily living skills. It is typically present from birth or early childhood. There are four levels of mental retardation based on IQ scores: mild, moderate, severe, and profound. Common causes include genetic conditions like Down syndrome, problems during pregnancy such as alcohol exposure, and infectious diseases. Prevention strategies include improving nutrition, universal immunization, and avoiding pregnancy in very young or older women.
The document discusses specific learning disorders (SLD), including the key changes made to SLD in the DSM-5. It describes the diagnostic criteria for SLD as difficulties learning academic skills like reading, writing, spelling or math that are substantially below age expectations and cause interference. It also outlines the specific academic domains that can be impaired in SLD and specifies current severity as mild, moderate or severe.
This document defines intellectual disability and provides information about its symptoms, causes, criteria, levels, limitations and treatment. Intellectual disability is a term used to describe limitations in cognitive functioning and skills that are diagnosed before age 18 and involve an IQ below 70-75 as well as limitations in adaptive behaviors. Causes can include genetic conditions, injuries, diseases or unknown factors. Treatment focuses on behavior therapy, occupational therapy, counseling and in some cases medication.
Intellectual disability is defined as below average intelligence and adaptive functioning that manifests during childhood, affecting educational performance. It is categorized by mild, moderate, severe or profound levels based on IQ scores. Intellectual disability can be caused by genetic conditions, pregnancy/birth complications, illness/injury, or in many cases the cause is unknown. Signs include delays in meeting developmental milestones as well as difficulties with problem solving, memory, and behavior.
Intellectual disability is characterized by deficits in cognitive ability and adaptive functioning that originate before age 18. It involves limitations in conceptual, social, and practical skills. The severity of intellectual disability can be mild, moderate, severe, or profound based on IQ scores. Causes include genetic syndromes, biological factors, medical conditions during pregnancy or birth, and psychosocial problems. Placement programs may include inclusion, individualized education, behavior therapy, and transition to adult services focusing on independent living skills and employment. Current research studies various approaches to improving academic engagement and quality of life for those with intellectual disability.
Intellectual disabilities are characterized by deficits in cognitive functioning and adaptive behavior that develop during childhood. They are diagnosed when a person has an IQ of 70 or below along with impairments in daily living skills.
Intellectual disabilities can have prenatal, perinatal, or postnatal causes such as genetic syndromes, low birth weight, brain injuries, or environmental factors. They are classified based on severity of the deficit. Early intervention programs focus on developing skills, while K-12 programs may include inclusion, functional academics, behavior therapy, or vocational training depending on the child's needs. Teaching students with intellectual disabilities requires direct instruction broken into clear steps with a focus on sequencing, practice, and presentation of material
This document discusses intellectual disability, including definitions, classifications, prevalence, causes, assessment, management, and issues faced by children with intellectual disability in the MENA region. It provides details on the DSM-5 and ICD-11 classifications and describes the assessment process. It notes that intellectual disability is often co-occurring with other neurological or mental health conditions. The document also discusses prevention, early intervention, education, and support services that can help children with intellectual disability and their families.
This document provides an overview of intellectual disability (ID). It begins with definitions and causes of ID including prenatal, perinatal, and postnatal factors. Specific genetic syndromes like Down syndrome and Fragile X syndrome are discussed. The approach involves a detailed history, physical exam, IQ assessment using tests like the WISC, and basic investigations. Management aims to improve quality of life through treating medical conditions, nutrition, education/therapy, and supportive services. Prognosis depends on severity of ID. Prevention focuses on identifying issues early and addressing factors like nutrition and healthcare access.
Mental retardation is a developmental disability characterized by below average intelligence and impaired daily living skills. It is typically present from birth or early childhood. There are four levels of mental retardation based on IQ scores: mild, moderate, severe, and profound. Common causes include genetic conditions like Down syndrome, problems during pregnancy such as alcohol exposure, and infectious diseases. Prevention strategies include improving nutrition, universal immunization, and avoiding pregnancy in very young or older women.
The document discusses specific learning disorders (SLD), including the key changes made to SLD in the DSM-5. It describes the diagnostic criteria for SLD as difficulties learning academic skills like reading, writing, spelling or math that are substantially below age expectations and cause interference. It also outlines the specific academic domains that can be impaired in SLD and specifies current severity as mild, moderate or severe.
This document defines intellectual disability and provides information about its symptoms, causes, criteria, levels, limitations and treatment. Intellectual disability is a term used to describe limitations in cognitive functioning and skills that are diagnosed before age 18 and involve an IQ below 70-75 as well as limitations in adaptive behaviors. Causes can include genetic conditions, injuries, diseases or unknown factors. Treatment focuses on behavior therapy, occupational therapy, counseling and in some cases medication.
This document provides information on learning disabilities. It defines learning disabilities as disorders involving the basic psychological processes of understanding or using language that affect areas like reading, writing, spelling, and math. It notes specific conditions are excluded, and that learning disabilities are characterized by academic underachievement compared to a child's overall intellectual ability. Diagnosis involves identifying a significant difference between intelligence and achievement testing scores. Potential causes and the most common types of learning disabilities are also outlined.
This document discusses intellectual disability (ID), including its prevalence, diagnostic criteria, and causes. It notes that ID is characterized by limitations in intellectual functioning and adaptive behavior that onset before age 18. The document outlines diagnostic classifications from ICD-10 and DSM-IV-TR and describes features of mild, moderate, severe, and profound ID. Common causes are discussed as prenatal, natal, postnatal, and unknown. Elements of clinical evaluation for patients with ID are summarized, including history taking, psychiatric interviewing, physical and neurological exams, and psychological assessment. Common syndromes associated with ID and psychiatric disorders among those with ID are also briefly mentioned.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
A learning disability is a disorder that affects one or more basic psychological processes involved in understanding or using spoken or written language. It can manifest as difficulties with listening, thinking, speaking, reading, writing, spelling, or math. Common causes include genetics, problems during pregnancy/birth, brain injuries, and environmental factors like poor early education. Learning disabilities are diagnosed by comparing IQ and achievement test scores - a significant discrepancy indicates a learning disability. Specific types of learning disabilities include dyslexia, dysgraphia, dyscalculia, and others related to language, motor skills, sensory processing and more.
Specific learning disorder - reading disorder, mathematics disorder, and disorder of written expression and learning disorder NOS .
neurodevelopmental disorder produced by the interactions of genetic and environmental factors that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.
The document discusses children with emotional and behavioral disorders. It notes that there are many potential causes of such disorders and labels used to describe them. It also outlines characteristics that may be exhibited, such as attention problems, aggressive behavior, withdrawn behavior, and hyperactivity. The document emphasizes the importance of specifying teaching objectives based on individual student abilities and selecting strategies and materials to meet those objectives while managing disruptive behaviors.
Mental retardation or General learning disability.Ryan Nitollano
This document discusses mental retardation and general learning disabilities. It defines mental retardation as a disorder appearing before adulthood that is characterized by impaired cognitive functioning and deficits in two or more adaptive behaviors. It discusses intelligence testing and the bell curve model of intelligence. It also outlines diagnostic criteria for mental retardation and describes common genetic disorders associated with mental retardation such as Fragile X syndrome, Down syndrome, Klinefelter syndrome, Phenylketonuria, and William syndrome.
detailed presentation on learning disabilitiesDivya Murthy
This document discusses learning disabilities, including definitions, types, suspected causes, assessment practices, and legal considerations. It notes that learning disabilities affect a broad range of academic and functional skills, such as reading, writing, and reasoning. Common types include dyslexia, dyscalculia, and dysgraphia. Assessment involves informal methods like observations as well as formal testing of cognitive abilities, information processing, and educational achievement. Technology can help individuals with learning disabilities, and laws like IDEA, Section 504, and ADA provide legal protections for students.
Ch 9 Intellectual and Deveopmental DisabilitiesErin Waltman
The document discusses intellectual and developmental disabilities. It defines intellectual disability as significant limitations in intellectual functioning and adaptive behavior before age 18. Developmental disability is defined as mental and/or physical impairments limiting substantial functioning in major life activities. Intellectual disabilities are classified as mild, moderate, severe or profound based on IQ scores. Causes can include chromosomal abnormalities, prenatal influences, accidents or diseases. Educational supports focus on life skills and transitioning to adult life and community participation.
This document provides information on mental retardation (MR), including its definition, prevalence, grades, signs and symptoms, developmental assessment tests, and management approach. MR affects about 1-3% of the population and is characterized by below-average intellectual functioning and adaptive deficits. It is diagnosed based on clinical features and assessment of intellectual functioning using IQ tests. Management focuses on identifying treatable causes, providing early intervention, education/training, and supporting independent living.
The document defines and discusses several types of learning disorders: reading disorder, mathematics disorder, and disorder of written expression. It provides details on the diagnostic criteria, epidemiology, etiology, clinical features, comorbidities, diagnosis, differential diagnosis, and treatment of each disorder based on the DSM-IV-TR. It also discusses a category of learning disorder not otherwise specified for problems that do not meet the criteria for a specific learning disorder but still significantly interfere with academic achievement.
This document discusses physical and health disabilities in students. It begins by outlining the history and definitions of various physical and health impairments such as cerebral palsy, AIDS, orthopedic impairments, other health impairments, and traumatic brain injury. It then discusses the prevalence of these disabilities in students aged 6-21 and common characteristics. Causes, identification procedures, considerations for instruction and accommodations are also outlined. The document provides guidance for teachers on adapting their instruction and environment to meet the needs of students with physical or health disabilities.
This document is aimed at providing brief information about Intellectual disability and legal definitions of ID given by different organizations.
"Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22."
There are four levels of ID:
Mild
Moderate
Severe
Profound
This document defines intellectual disability and provides information about its identification and causes. Intellectual disability is defined as sub-average intellectual functioning with deficits in adaptive behaviors that originate before age 18. It can be identified based on factors such as communication delays and difficulty solving problems. Causes include genetic/chromosomal abnormalities like Down Syndrome as well as environmental factors like infections during pregnancy. The document also discusses educational programs and classifications of intellectual disability based on IQ levels.
Learning disabilities refer to neurological disorders that can affect areas such as reading, writing, and mathematics. They are caused by impairments in processes like language processing, memory, attention, and executive functions. Specific learning disabilities include dyslexia, dysgraphia, and dyscalculia which impact reading, writing, and math abilities respectively. Neuroimaging research shows differences in brain structure and activity in regions associated with these skills in individuals with learning disabilities compared to typical peers. Genetics and biological factors during pregnancy may also contribute to increased risk. Early identification and specialized instruction targeting areas of difficulty can help individuals with learning disabilities achieve academic success.
The document discusses learning disorders including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It covers signs and symptoms, causes, mechanisms, diagnosis, prevention, management, and prognosis for each disorder. Recent research highlighted includes studies finding less gray matter in brain areas involved in phonological processing for dyslexia and abnormal brain activation patterns when reading for those with reading disorders.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
Specific learning disorders are neurodevelopmental disorders that affect academic skills like reading, writing, and math. They are caused by biological factors that impact the brain's ability to process verbal and nonverbal information efficiently. Specific learning disorders are characterized by persistent academic skills deficits that are inconsistent with a person's intelligence. Common types include dyslexia, dyscalculia, and dysgraphia. Diagnosis involves testing that shows a person's academic skills are significantly lower than expected given their age and intelligence.
This document discusses deafblindness, which is defined as simultaneous hearing and visual impairments that cause severe communication and developmental needs. The most common cause is Usher Syndrome, a genetic condition characterized by hearing loss and deteriorating vision. It describes the three types of Usher Syndrome and how they differ in severity of symptoms. It also discusses other potential causes like Congenital Rubella Syndrome. The document outlines important considerations for educating and providing early intervention to deafblind children, including strengthening their strongest sensory channels and using tactile methods like Braille, fingerspelling, and vibrations for communication.
The document discusses intellectual disability (ID), including causes, signs, diagnosis, and treatment approaches. ID is characterized by below-average intellectual functioning and adaptive behaviors with onset before age 18. Causes include genetic conditions, problems during pregnancy/childbirth, infections, injuries, and unknown factors. Early intervention aims to help infants and toddlers with disabilities and their families through screening, diagnosis, and individualized treatment plans. Treatment focuses on improving skills, minimizing challenging behaviors, and mainstreaming ID children with their peers.
Mental retardation refers to substantial limitations in present functioning and intellectual functioning that manifests before age 18. It is defined by limitations in 2+ adaptive skills areas such as communication, self-care, home living, etc. Causes include genetic conditions, environmental factors, and issues during prenatal development. Assessment involves evaluating intellectual functioning, adaptive behavior, and developmental level using tools like intelligence tests. Educational programs focus on developing life skills through methods like applied behavioral analysis, task analysis, and active student response. Early intervention and community-based models aim to support development and minimize limitations.
This document discusses mental retardation, including its definition, causes, types, and ways to support individuals. It defines mental retardation as significantly below average intellectual functioning and adaptive deficits appearing by age 18. Causes include genetic conditions like Down syndrome, infections, problems during pregnancy or birth. Mental retardation is classified by IQ scores into mild, moderate, severe and profound. Individuals in each category have different abilities and support needs. The document advocates for inclusive programming and community support to help those with mental retardation develop skills and fitness.
This document provides information on learning disabilities. It defines learning disabilities as disorders involving the basic psychological processes of understanding or using language that affect areas like reading, writing, spelling, and math. It notes specific conditions are excluded, and that learning disabilities are characterized by academic underachievement compared to a child's overall intellectual ability. Diagnosis involves identifying a significant difference between intelligence and achievement testing scores. Potential causes and the most common types of learning disabilities are also outlined.
This document discusses intellectual disability (ID), including its prevalence, diagnostic criteria, and causes. It notes that ID is characterized by limitations in intellectual functioning and adaptive behavior that onset before age 18. The document outlines diagnostic classifications from ICD-10 and DSM-IV-TR and describes features of mild, moderate, severe, and profound ID. Common causes are discussed as prenatal, natal, postnatal, and unknown. Elements of clinical evaluation for patients with ID are summarized, including history taking, psychiatric interviewing, physical and neurological exams, and psychological assessment. Common syndromes associated with ID and psychiatric disorders among those with ID are also briefly mentioned.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
A learning disability is a disorder that affects one or more basic psychological processes involved in understanding or using spoken or written language. It can manifest as difficulties with listening, thinking, speaking, reading, writing, spelling, or math. Common causes include genetics, problems during pregnancy/birth, brain injuries, and environmental factors like poor early education. Learning disabilities are diagnosed by comparing IQ and achievement test scores - a significant discrepancy indicates a learning disability. Specific types of learning disabilities include dyslexia, dysgraphia, dyscalculia, and others related to language, motor skills, sensory processing and more.
Specific learning disorder - reading disorder, mathematics disorder, and disorder of written expression and learning disorder NOS .
neurodevelopmental disorder produced by the interactions of genetic and environmental factors that influence the brain's ability to perceive or process verbal and nonverbal information efficiently.
The document discusses children with emotional and behavioral disorders. It notes that there are many potential causes of such disorders and labels used to describe them. It also outlines characteristics that may be exhibited, such as attention problems, aggressive behavior, withdrawn behavior, and hyperactivity. The document emphasizes the importance of specifying teaching objectives based on individual student abilities and selecting strategies and materials to meet those objectives while managing disruptive behaviors.
Mental retardation or General learning disability.Ryan Nitollano
This document discusses mental retardation and general learning disabilities. It defines mental retardation as a disorder appearing before adulthood that is characterized by impaired cognitive functioning and deficits in two or more adaptive behaviors. It discusses intelligence testing and the bell curve model of intelligence. It also outlines diagnostic criteria for mental retardation and describes common genetic disorders associated with mental retardation such as Fragile X syndrome, Down syndrome, Klinefelter syndrome, Phenylketonuria, and William syndrome.
detailed presentation on learning disabilitiesDivya Murthy
This document discusses learning disabilities, including definitions, types, suspected causes, assessment practices, and legal considerations. It notes that learning disabilities affect a broad range of academic and functional skills, such as reading, writing, and reasoning. Common types include dyslexia, dyscalculia, and dysgraphia. Assessment involves informal methods like observations as well as formal testing of cognitive abilities, information processing, and educational achievement. Technology can help individuals with learning disabilities, and laws like IDEA, Section 504, and ADA provide legal protections for students.
Ch 9 Intellectual and Deveopmental DisabilitiesErin Waltman
The document discusses intellectual and developmental disabilities. It defines intellectual disability as significant limitations in intellectual functioning and adaptive behavior before age 18. Developmental disability is defined as mental and/or physical impairments limiting substantial functioning in major life activities. Intellectual disabilities are classified as mild, moderate, severe or profound based on IQ scores. Causes can include chromosomal abnormalities, prenatal influences, accidents or diseases. Educational supports focus on life skills and transitioning to adult life and community participation.
This document provides information on mental retardation (MR), including its definition, prevalence, grades, signs and symptoms, developmental assessment tests, and management approach. MR affects about 1-3% of the population and is characterized by below-average intellectual functioning and adaptive deficits. It is diagnosed based on clinical features and assessment of intellectual functioning using IQ tests. Management focuses on identifying treatable causes, providing early intervention, education/training, and supporting independent living.
The document defines and discusses several types of learning disorders: reading disorder, mathematics disorder, and disorder of written expression. It provides details on the diagnostic criteria, epidemiology, etiology, clinical features, comorbidities, diagnosis, differential diagnosis, and treatment of each disorder based on the DSM-IV-TR. It also discusses a category of learning disorder not otherwise specified for problems that do not meet the criteria for a specific learning disorder but still significantly interfere with academic achievement.
This document discusses physical and health disabilities in students. It begins by outlining the history and definitions of various physical and health impairments such as cerebral palsy, AIDS, orthopedic impairments, other health impairments, and traumatic brain injury. It then discusses the prevalence of these disabilities in students aged 6-21 and common characteristics. Causes, identification procedures, considerations for instruction and accommodations are also outlined. The document provides guidance for teachers on adapting their instruction and environment to meet the needs of students with physical or health disabilities.
This document is aimed at providing brief information about Intellectual disability and legal definitions of ID given by different organizations.
"Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22."
There are four levels of ID:
Mild
Moderate
Severe
Profound
This document defines intellectual disability and provides information about its identification and causes. Intellectual disability is defined as sub-average intellectual functioning with deficits in adaptive behaviors that originate before age 18. It can be identified based on factors such as communication delays and difficulty solving problems. Causes include genetic/chromosomal abnormalities like Down Syndrome as well as environmental factors like infections during pregnancy. The document also discusses educational programs and classifications of intellectual disability based on IQ levels.
Learning disabilities refer to neurological disorders that can affect areas such as reading, writing, and mathematics. They are caused by impairments in processes like language processing, memory, attention, and executive functions. Specific learning disabilities include dyslexia, dysgraphia, and dyscalculia which impact reading, writing, and math abilities respectively. Neuroimaging research shows differences in brain structure and activity in regions associated with these skills in individuals with learning disabilities compared to typical peers. Genetics and biological factors during pregnancy may also contribute to increased risk. Early identification and specialized instruction targeting areas of difficulty can help individuals with learning disabilities achieve academic success.
The document discusses learning disorders including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It covers signs and symptoms, causes, mechanisms, diagnosis, prevention, management, and prognosis for each disorder. Recent research highlighted includes studies finding less gray matter in brain areas involved in phonological processing for dyslexia and abnormal brain activation patterns when reading for those with reading disorders.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
Specific learning disorders are neurodevelopmental disorders that affect academic skills like reading, writing, and math. They are caused by biological factors that impact the brain's ability to process verbal and nonverbal information efficiently. Specific learning disorders are characterized by persistent academic skills deficits that are inconsistent with a person's intelligence. Common types include dyslexia, dyscalculia, and dysgraphia. Diagnosis involves testing that shows a person's academic skills are significantly lower than expected given their age and intelligence.
This document discusses deafblindness, which is defined as simultaneous hearing and visual impairments that cause severe communication and developmental needs. The most common cause is Usher Syndrome, a genetic condition characterized by hearing loss and deteriorating vision. It describes the three types of Usher Syndrome and how they differ in severity of symptoms. It also discusses other potential causes like Congenital Rubella Syndrome. The document outlines important considerations for educating and providing early intervention to deafblind children, including strengthening their strongest sensory channels and using tactile methods like Braille, fingerspelling, and vibrations for communication.
The document discusses intellectual disability (ID), including causes, signs, diagnosis, and treatment approaches. ID is characterized by below-average intellectual functioning and adaptive behaviors with onset before age 18. Causes include genetic conditions, problems during pregnancy/childbirth, infections, injuries, and unknown factors. Early intervention aims to help infants and toddlers with disabilities and their families through screening, diagnosis, and individualized treatment plans. Treatment focuses on improving skills, minimizing challenging behaviors, and mainstreaming ID children with their peers.
Mental retardation refers to substantial limitations in present functioning and intellectual functioning that manifests before age 18. It is defined by limitations in 2+ adaptive skills areas such as communication, self-care, home living, etc. Causes include genetic conditions, environmental factors, and issues during prenatal development. Assessment involves evaluating intellectual functioning, adaptive behavior, and developmental level using tools like intelligence tests. Educational programs focus on developing life skills through methods like applied behavioral analysis, task analysis, and active student response. Early intervention and community-based models aim to support development and minimize limitations.
This document discusses mental retardation, including its definition, causes, types, and ways to support individuals. It defines mental retardation as significantly below average intellectual functioning and adaptive deficits appearing by age 18. Causes include genetic conditions like Down syndrome, infections, problems during pregnancy or birth. Mental retardation is classified by IQ scores into mild, moderate, severe and profound. Individuals in each category have different abilities and support needs. The document advocates for inclusive programming and community support to help those with mental retardation develop skills and fitness.
This document discusses mental retardation and provides definitions, classifications, and common causes. It defines mental retardation as a developmental disability appearing before age 18 that involves below-average intellectual functioning and deficiencies in daily living skills. It then classifies mental retardation based on IQ scores and levels of support needed. Common causes presented include genetic conditions like Down syndrome, fragile X syndrome, metabolic disorders, infections, brain damage, prenatal/perinatal factors, and socioeconomic status. Specific conditions are then defined such as Down syndrome, fragile X syndrome, and Wilson's disease. Characteristics of those with mental retardation are also listed.
The document discusses the history and definitions of intellectual disability/mental retardation. It covers terms that were previously used like "idiot" and "moron" and explains newer terms like "intellectual disability." Causes include genetic/chromosomal factors as well as environmental influences. Characteristics of intellectual disability can include difficulties with learning, social skills, adaptive behaviors, attention, memory, and speech/language. The document outlines assessment methods and teaching strategies for students with intellectual disabilities. It also describes several specific genetic syndromes associated with intellectual disability like Down syndrome, fragile X syndrome, and phenylketonuria.
This document discusses cognitive developmental delay and mental retardation in children. It defines mental retardation as significantly below average intellectual functioning and deficits in adaptive behaviors. Common causes include genetic conditions like Down syndrome, environmental factors like exposure to toxins, and brain injuries. Symptoms in infants may include poor feeding and muscle tone issues, while toddlers may show delays in skills like walking, language, and self-care. Diagnosis involves developmental assessments, medical exams, and psychological testing to measure cognitive abilities. Management requires a team approach and treats any underlying medical conditions while providing family support, education/therapy programs, and community resources.
Mental Retardation and other child psychiatric disordersSathish Rajamani
This document discusses childhood and adolescent disorders including mental deficiency. It begins by defining mental retardation (MR) and outlining the different levels of MR based on IQ scores: mild, moderate, severe, and profound. It then discusses the causes of MR which can be prenatal, perinatal, or postnatal/environmental factors. The signs and symptoms of MR are described. The diagnosis and treatment of MR is also summarized, including behavioral management, environmental supervision, and vocational training. Primary, secondary and tertiary prevention strategies are outlined. Other disorders of psychological development like dyslexia, dysphasia, and ADHD are briefly mentioned.
This document discusses intellectual disabilities (ID), including definitions, causes, diagnosis, and treatment. ID is characterized by limitations in both intellectual and adaptive functioning that originate before age 18. Causes can include genetic conditions, illnesses, injuries, or environmental factors. Diagnosis involves assessing intellectual and adaptive functioning. Treatment focuses on early intervention, special education, accommodations, and addressing any co-occurring conditions. Common types of ID discussed include Down syndrome, fragile X syndrome, fetal alcohol spectrum disorder, autism, and shaken baby syndrome. Rarer conditions like Prader-Willi syndrome and Angelman syndrome are also mentioned.
Mental retardation, also known as intellectual disability, is a developmental disability characterized by limitations in intellectual functioning (IQ under 70-75) and adaptive behaviors that are diagnosed before age 18. It occurs in approximately 2-3% of the population and can be caused by genetic, prenatal, childhood, and environmental factors. Mental retardation is classified by severity into four categories: mild, moderate, severe, and profound. Treatment focuses on education, life skills training, supportive living, and family therapy.
1) The document discusses mentally challenged children, defining them as children with below average intelligence and difficulties meeting everyday demands. Approximately 2-3% of the population is mentally challenged.
2) It describes various classifications of mental challenges based on IQ scores and discusses causes like genetic factors, pregnancy/birth complications, illnesses, and psychosocial deprivation.
3) Signs of mental challenges in children include delayed milestones, poor academic performance, and behavioral issues. Diagnosis involves standardized tests while treatment focuses on education, therapy, and lifestyle adaptations. Prevention emphasizes prenatal care, childhood nutrition/stimulation, and early detection.
This document provides information about children and youth with special education needs related to mental retardation. It discusses the concept and definitions of mental retardation, classifications, incidence and prevalence, causes, learning and behavioral characteristics, assessment procedures and models, educational programs and approaches. It outlines chromosomal disorders as causes of mental retardation occurring before birth, including Down syndrome, Klinefelter syndrome, Fragile X syndrome, Williams syndrome, and Prader-Willi syndrome. It also discusses phenylketonuria as an inborn error of metabolism that can lead to mental retardation if left untreated.
This document provides information on intellectual disability (ID), including definitions, levels of severity, comorbid disorders, risk factors, causes, and treatment with psychotropic medications. Key points include:
- ID is defined by deficits in both IQ (70 or below) and adaptive functioning. It ranges from mild to profound depending on IQ scores.
- The most common causes are Down syndrome, Fragile X syndrome, and fetal alcohol syndrome, together accounting for 30% of cases.
- Risk factors include heredity, early embryonic alterations, environmental influences, and pregnancy/birth complications.
- Common comorbid disorders are ADHD, mood disorders, and autism spectrum disorders. Stimulants and
Mental retardation is one of the most common diagnoses in children seen in psychiatric settings in India and other developing countries. It is a multidimensional problem affecting psychological, medical, educational, and social aspects of individuals. Mental retardation is defined as subaverage intellectual functioning and concurrent impairments in adaptive behaviors that manifest before age 18. It is classified based on IQ scores into mild, moderate, severe, and profound levels. Assessment involves clinical history, physical exams, psychological testing, and diagnostic tests to evaluate intellectual and adaptive functioning. Treatment focuses on enhancing self-image, managing comorbid conditions, parental counseling, rehabilitation, and improving psychosocial support.
1. The document discusses intellectual and developmental disabilities and provides outdated terminology should no longer be used.
2. It presents a lesson plan on caring for patients with intellectual disabilities, covering definitions, causes, assessments, classifications, and nursing management.
3. Nursing diagnoses for patients with intellectual disabilities include risks for injury, impaired communication, self-care deficits, and caregiver role strain. Nursing management focuses on individualized care, developing skills, and collaborating with family.
The document discusses the classification, epidemiology, etiology, diagnosis, and treatment of mental retardation. It classifies mental retardation into four categories based on IQ scores: mild, moderate, severe, and profound. The causes can be genetic, prenatal, perinatal, or postnatal factors. Diagnosis involves assessing cognitive functioning, adaptive behavior, and developmental milestones. Treatment focuses on education, training, behavior management, and rehabilitation to improve quality of life.
This document defines intellectual disabilities and describes their causes, characteristics, and treatment approaches. Intellectual disabilities originate before age 18 and involve deficits in both intellectual functioning and adaptive behaviors. Common causes include genetic syndromes like Down syndrome, fetal alcohol syndrome, and fragile X syndrome. Symptoms vary depending on severity but may include impaired language, cognition, memory, and behavioral issues. Treatment focuses on developing skills through education, training programs, managing medical issues, and supporting independence.
This document defines and describes several common special needs, including:
- Autism spectrum disorder, which impacts social, emotional, and communication skills, as well as causes repetitive behaviors. Symptoms include difficulties with social interactions and eye contact.
- Attention deficit hyperactivity disorder (ADHD), which makes it hard to pay attention and control impulses. Symptoms include distractibility, fidgeting, and impatience.
- Down syndrome, which is a genetic disorder caused by a third copy of chromosome 21, resulting in physical delays, intellectual disabilities, and characteristic facial features.
- Intellectual disability, characterized by below average intelligence and lack of daily living skills. Types include mild, moderate and
This document discusses mental retardation, including definitions, classifications, degrees of severity, common genetic causes like Down syndrome and fragile X syndrome, epidemiology, comorbid conditions, etiology, and specific genetic syndromes associated with intellectual disabilities like phenylketonuria. It provides information on prominent advocacy organizations, how mental retardation is diagnosed and coded in diagnostic manuals, and adaptive and intellectual functioning assessments.
This document provides information on childhood psychiatric disorders, with a focus on mental retardation and attention deficit hyperactivity disorder (ADHD). It states that psychiatric disorders among children are serious changes in emotions, behavior, or relationships that cause distress. Worldwide, 10-20% of children experience mental disorders. Common childhood psychiatric disorders include intellectual disability, ADHD, emotional disorders like separation anxiety, and behavioral/emotional disorders like enuresis and sleep disorders. The document discusses the classification, signs and symptoms, diagnosis, management, and prevention of mental retardation and provides details on the epidemiology, etiology, and diagnosis of ADHD according to DSM-V criteria.
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3. Mental Retardation
“Mental retardation refers to substantial limitations in
present functioning. It is characterized by significantly
sub-average intellectual functioning, existing
concurrently with related limitations in two or more of
the following adaptive skills areas: communication,
self-care, home living, social skills, community use,
self-direction, health and safety, functional academics,
leisure and work. Mental retardation manifests before
age 18.” (Heward, 2003)
4. Mental Retardation
• Substantial limitations in present
functioning means that the person has
difficulty in performing everyday activities
related to taking care of one’s self,
ordinary tasks at home and work related
to other adaptive skills areas. Academic
work is also included, if the person goes
to school.
5. Mental Retardation
• Significantly sub-average intellectual
functioning means that the person has
significantly below average intelligence.
The person has difficulty to learn, solve
problems, accumulate knowledge and
adapt to new situations. However, sub-
average intellectual functioning can
change.
6. Mental Retardation
• Limitations in the adaptive skills or
behavior means that the person with
mental retardation fail to meet the
standards of personal independence and
social responsibility expected of their
chronological age and cultural group.
Adaptive skills are assessed by means of
standardized adaptive behavior scales.
7. Mental Retardation
• Related limitations in the adaptive
skills areas means that the person has
difficulty in performing the following tasks:
communication, self-care, home living,
community use, social skills, self-direction,
health and safety, functional academics,
leisure and work.
8. Mental Retardation
• Mental Retardation is a developmental
disability.
• NOTE: It is important that the person must
meet all three of the above criteria. Thus,
an IQ score below 70 or 75 is not
sufficient to classify a person as with
mental retardation.
11. Classification of Mental Retardation
In the previous American Association on
Mental Retardation classification system, there are
four levels that are still widely used today (based
on IQ score):
Classification IQ Score
MILD MR 55-70
MODERATE MR 40-54
SEVERE MR 25-39
PROFOUND MR Below 25
12. Classification of Mental Retardation
In the previous American Association on
Mental Retardation classification system, there are
four levels that are still widely used today (based
on IQ score):
Classification IQ Score
MILD MR
- Educable (6th grade)
- May live independently,
with community and
social support
55-70
13. Classification of Mental Retardation
Classification IQ Score
MODERATE MR
- Trainable (work and self-
care task)
- Acquires communication
skills
- May live and function
successfully within the
community
40-54
14. Classification of Mental Retardation
Classification IQ Score
SEVERE MR
- They may master very
basic self-care skills and
some communication
skills
25-39
PROFOUND MR
- May develop basic self-
care skills and
communication skills
- Needs high supervision
Below 25
15. Classification of Mental Retardation
However, the AAMR has introduced a
new system of classification that is based on
the amount of support that the person needs
in order to function to the highest possible
level The four categories of mental
retardation according to the intensity of
needed supports are: (Wehmeyer, 2002)
16. Classification of Mental Retardation
Classification Support Needed
Intermittent
Support
are on “as needed” basis,
that is, the person needs
help only at certain
periods of time and not all
the time. Support will most
likely be required during
periods of transition. (e.g.
moving from school to
work.)
17. Classification of Mental Retardation
Classification Support Needed
Limited Supports
are required
consistently, though not
on a daily basis. The
support needed is of
non-intensive nature.
18. Classification of Mental Retardation
Classification Support Needed
Extensive Supports
are needed on a regular
basis; daily supports are
required in some
environments, for
example, daily home
living tasks.
19. Classification of Mental Retardation
Classification Support Needed
Pervasive Supports
are daily extensive
supports, perhaps of a
life-sustaining nature
required in multiple
environments.
21. Causes of Mental Retardation
There are more than 250 identified
causes of mental retardation. The AAMR
classifies the causes or etiological factors
based on: Time of onset
A. Prenatal or Biological (before birth)
B. Perinatal (during birth)
C. Postnatal and Environmental (after birth)
22. Causes of Mental Retardation
A. Prenatal or Biological (before birth)
Prenatal causes are those that
originate during conception or pregnancy
until before birth are chromosomal
disorders such as trisomy 21 or Down
Syndrome, Klinefelter syndrome, Fragile X
syndrome, Prader-Willi syndrome,
Phenylketonuria, and William Syndrome.
23. Causes of Mental Retardation
Chromosomal Disorder Cause Characteristics
• Down Syndrome
Was named after Dr.
Langdon Down
the best known and
well researched
biological condition
associated with MR
affects 1 in 1,000 live
births
Chromosomal
abnormality
Trisomy 21 – the 21st
set is a triplet rather
than a pair which
often results in the
moderate level of MR
Correlated with the
age of the mother
can also be a result of
a nondisjunction of
the father’s
chromosome 21
Flat, broad face
Small ears and nose
Upward slanting eyes
Small mouth with
short roof
Protruding tongue
Hypertonia or floppy
muscles
Shorter life span
Sexually
underdeveloped
sterile
24.
25. Causes of Mental Retardation
Chromosomal Disorder Cause Characteristics
• Klinefelter
Syndrome
More associated with
learning disability
Males are commonly
affected
Extra X chromosome
resulting to: XXY
XXY is usually caused
by what is called
nondisjunction.
Nondisjunction
happens when a pair
of sex chromosomes
fails to separate
during egg (or sperm)
formation.
Male sex organs are
underdeveloped:
unusually small
testicles
Sterile
Has female secondary
sex characteristics:
breast enlargement
and other feminine
characteristics
Less-muscular bodies
Wider hips, low
growth of facial hair
26.
27. Causes of Mental Retardation
Chromosomal Disorder Cause Characteristics
• Fragile X Syndrome
Most common MR
next to DS
Occurs in both gender
but males are mostly
affected
Majority of males
experience mild to
moderate MR
(childhood) and
moderate to severe
MR (adulthood)
A triplet or repeat
mutation on the X
chromosome
interferes with the
production of FMR-1
protein which is
essential for normal
brain functioning
Most people have 29
repeats at this end of
their X chromosome
but people with FX
have over 700 repeats
Males: Intellectual
Disability, large ears,
long face, soft skin,
large testicles, flat
feet, double-jointed
fingers. They may
also have: social
anxiety, poor-eye
contact, tactile
defensiveness,
ritualistic forms of
greeting
Females: milder
presentation of the
characteristics
28.
29. Causes of Mental Retardation
Chromosomal Disorder Cause Characteristics
• William Syndrome
Results in learning
problems, attention
deficit disorder,
anxiety, phobias but
they have outgoing
personality
Occurs equally in both
male and female and
in every culture
WS is caused by the
deletion of a portion of
chromosome 7
The deleted area
includes more than 25
genes so amount of
genetic material
deleted may vary
Deletion of
chromosomes are due
to random events that
occur in eggs or
sperm from their
parents
Elfin or dwarf-like
features (e.g. small
eye openings, broad
forehead, short nose
with a broad tip, full
cheeks, wide mouth
with full lips, and
dental problems)
They lack reserve
toward strangers
Weak in visual-spatial
skills
Often hyperactive
30.
31. Causes of Mental Retardation
Chromosomal Disorder Cause Characteristics
• Prader-Willi
syndrome
Syndrome disorder
Associated with mild
retardation and
learning disability
PWS is caused by the
deletion of a portion of
chromosome 15
May also occur if the
person has a copy of
chromosome 15 from
the maternal side
instead of each of the
parent
Infants: floppy-
muscles, feeding
difficulties, delayed
development
Childhood: insatiable
appetite that may
result to chronic
overeating
(hyperphagia) or
obesity
Beh. Problems are
common: impulsitivity,
aggressiveness, OCD
and tantrums
32. Causes of Mental Retardation
Chromosomal Disorder Cause Characteristics
Translocation, or
mutation that
inactivates that
paternal chromosome
15
Physical features:
narrow forehead,
almond-shaped eyes,
triangular mouth,
short stature, small
hands and feet. Some
may have unusually
fair skin and light
colored hair
Male and female
affected may have
underdeveloped
genitals. Most are
also infertile
33.
34. Causes of Mental Retardation
Chromosomal Disorder Cause Characteristics
• Phenylketonuria
(PKU)
Inborn errors of
metabolism
Genetically inherited
A child is born without
an important enzyme
to break down an
amino acid called
Phenylalanine (Phe)
found in dairy and
protein rich foods
PKU is inherited if
both the mother and
the father is a carrier
of the defective gene
Because of the failure
to breakdown the
Phe, this causes brain
damage, that results
in aggressiveness,
hyperactivity, and
severe mental
retardation
Symptoms may
include: beh. And
social problems,
seizures or jerking
movements,
hyperactivity, skin
rashes, microcephaly,
musty odor in the
child’s breath, skin or
urine due to too much
Phe.
They have fair skin
and blue eyes
35.
36. CRANIAL Malformation
• Occurs in developmental disorders of
brain formation
– Anencephaly the major portions of the
brain are absent. This is a major neural
tube defect, that is, it occurs in the brain
or in the spinal cord.
– Microcephaly the skull is small and
conical, the spine is curved and typically
leads to stooped portion and severe
mental retardation
37. CRANIAL Malformation
– Hydrocephaly blockage of
cerebrospinal fluid in the cranial cavity
causes an enlarged head and undue
pressure on the brain.
41. Mental Retardation may also occur due to
environmental influences such as:
– Maternal Malnutrition
– Irradiation during pregnancy
– Juvenile diabetes mellitus
– Fetal alcohol syndrome or FAS
FAS is one of the leading causes of MR. This is
due to the mother’s excessive alcohol use
during pregnancy
42. Fetal Alcohol Effect or FAE happens due to
the mother’s prenatal alcohol exposure. FAE is
a condition associated with hyperactivity and
learning problems. It is characterized by
cognitive impairment, sleep disturbances, motor
dysfunctions, hyperirritability, aggression and
conduct problems. FAS’ incidence is higher
than DS and cerebral palsy
44. Causes of Mental Retardation
B. Perinatal (during birth) mental retardation
may occur by:
- Intrauterine Disorders such as
maternal anemia, premature delivery, abnormal
presentation, umbilical cord accidents and
multiple gestations in the case of twins, triplets,
quadruplets and other types of multiple births.
Birth trauma may result from anoxia or cutting
off of oxygen supply to the brain.
45. Causes of Mental Retardation
B. Perinatal (during birth) mental
retardation may occur by:
-Neonatal Disorders such as
intracranial hemorrhage, neonatal seizures,
respiratory disorders, meningitis,
encephalitis, head trauma at birth.
46. Causes of Mental Retardation
C. Postnatal and Environmental (after birth)
mental retardation may occur due to:
- head injuries cerebral concussion,
contusion or laceration
- infections encephalitis, meningitis,
malaria, German measles, rubella;
- demyelinating disorders post
infectious disorders, post immunization
disorders
47. Causes of Mental Retardation
C. Postnatal and Environmental (after birth)
mental retardation may occur due to:
- Degenerative disorders Rett
syndrome, Huntington disease, Parkinson’s
disease;
- Seizure disorders – epilepsy, toxic-
metabolic disorders such as Reye’s syndrome,
lead or mercury poisoning
- Malnutrition – especially lack of
proteins and calories;
48. Causes of Mental Retardation
C. Postnatal and Environmental (after
birth) mental retardation may occur due to:
-Environmental deprivation such as
psychosocial disadvantage, child abuse and
neglect, chronic social/sensory deprivation
49. Though accidents,
particularly vehicular
accidents, are the leading
causes of childhood head
injuries, the shaken baby
syndrome, which is a type of
child abuse when a crying
infant is violently shaken by
a frustrated caregiver, can
result to head injury. This
often results in internal
bleeding and brain damage,
or in some cases, even
death.
50. Cultural-familial retardation refers to the
existence of lowered intelligence of unknown
origin associated with a history of mental
retardation in one or more family members.
51. Diseases of the mother during pregnancy may
also result in retardation. Infections caused by
sexually transmitted diseases such as syphilis,
gonorrhea, AIDS, toxoplasmosis (blood
poisoning) and rubella can have negative
effects on the developing fetus. Maternal
rubella is most likely to cause retardation,
blindness, or deafness when the disease
occurs during the first trimester of pregnancy.