Case 1. Assessment of Intellectual Disability and Capital Punishment: A Question of Human Rights? Dr. Eduardo Romaro, a clinically trained forensic psychologist, was retained by the prosecution to evaluate the intellectual competence of John Stone, a 50-year-old man convicted of first-degree murder of a guard during a bank robbery. John had claimed he was innocent throughout the trial. In the state in which the trial was conducted, individuals convicted of such an offense face the death penalty. John’s attorney challenged the death penalty option for his client, claiming that the defendant is intellectually disabled. The U.S. Supreme Court ruled in Atkins v. Virginia (2002) that the execution of those with intellectual disability (formerly known as mental retardation) is unconstitutional. Dr. Romaro had worked with the prosecution before on intellectual disability cases, but this is the first time he had been retained for a capital punishment case. He is personally ambivalent about whether states should implement the death penalty. The psychologist meets John in a private room in the prison and administers a battery of intellectual and adaptive behavior tests with proven psychometric validity for determining forensically relevant intellectual ability. Just as he ends the formal test administration, John becomes distraught and appears to be experiencing an anxiety attack. In his distress the psychologist hears the prisoner repeatedly asking God for forgiveness for killing the guard and for murdering another person, who he keeps calling “the boy waiting for the bus.” The psychologist shifts into an emergency crisis intervention mode to help calm the defendant and rings for assistance. Dr. Romaro was shocked to hear John “confess” not only to the bank murder but also to the murder of a “boy waiting for a bus.” The Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV-TR) diagnosis of intellectual disability (currently termed “mental retardation developmental disability”) requires that individuals demonstrate significantly sub-average intellectual functioning, impairments in adaptive functioning and onset before 18 years of age. Similarly, the state standard for intellectual disability includes a developmental history of intellectual impairment. Prior to testing, Dr. Romaro had asked the prosecutor for all available childhood mental health or school records to determine if John meets these criteria. No formal educational or psychological evaluations were included in the materials he received. The records indicated that John had a poor academic record, was retained in fifth grade, was suspended several times for coming to school drunk, and had left school when he was 15. State criteria also include an IQ score less than 70 and poor adaptive skills. That evening Dr. Romaro scores the test battery. John’s IQ score is 71, his performance on other cognitive tests fell close to the intellectual disability cutoff score (some ...

1. Case 1. Assessment of Intellectual Disability and
Capital Punishment: A Question of Human Rights?
Dr. Eduardo Romaro, a clinically trained forensic psychologist,
was retained by the prosecution to evaluate the intellectual
competence of John Stone, a 50-year-old man convicted of first-
degree murder of a guard during a bank robbery. John had
claimed he was innocent throughout the trial. In the state in
which the trial was conducted, individuals convicted of such an
offense face the death penalty. John’s attorney challenged the
death penalty option for his client, claiming that the defendant
is intellectually disabled. The U.S. Supreme Court ruled in
Atkins v. Virginia (2002) that the execution of those with
intellectual disability (formerly known as mental retardation) is
unconstitutional. Dr. Romaro had worked with the prosecution
before on intellectual disability cases, but this is the first time
he had been retained for a capital punishment case. He is
personally ambivalent about whether states should implement
the death penalty.
The psychologist meets John in a private room in the prison and
administers a battery of intellectual and adaptive behavior tests
with proven psychometric validity for determining forensically
relevant intellectual ability. Just as he ends the formal test
administration, John becomes distraught and appears to be
experiencing an anxiety attack. In his distress the psychologist
hears the prisoner repeatedly asking God for forgiveness for
killing the guard and for murdering another person, who he
keeps calling “the boy waiting for the bus.” The psychologist
shifts into an emergency crisis intervention mode to help calm
the defendant and rings for assistance. Dr. Romaro was shocked
to hear John “confess” not only to the bank murder but also to
the murder of a “boy waiting for a bus.”

2. The Diagnostic and Statistical Manual of Mental Disorders,
fourth edition (DSM-IV-TR) diagnosis of intellectual disability
(currently termed “mental retardation developmental
disability”) requires that individuals demonstrate significantly
sub-average intellectual functioning, impairments in adaptive
functioning and onset before 18 years of age. Similarly, the
state standard for intellectual disability includes a
developmental history of intellectual impairment. Prior to
testing, Dr. Romaro had asked the prosecutor for all available
childhood mental health or school records to determine if John
meets these criteria. No formal educational or psychological
evaluations were included in the materials he received. The
records indicated that John had a poor academic record, was
retained in fifth grade, was suspended several times for coming
to school drunk, and had left school when he was 15. State
criteria also include an IQ score less than 70 and poor adaptive
skills.
That evening Dr. Romaro scores the test battery. John’s IQ
score is 71, his performance on other cognitive tests fell close
to the intellectual disability cutoff score (some above, some
below). His adaptive functioning score is a standard deviation
below average. However, given the prisoner’s age, without a
more detailed set of childhood records, it is difficult to clearly
conclude that he meets the DSM-IV-TR or state legal criteria
for intellectual disability. Dr. Romaro had not been asked to
administer assessments for mood, schizophrenia, or other
psychotic disorders that might impair intellectual and adaptive
performance.

3. Ethical Dilemma
Dr. Romaro is not sure what forensic opinion to give regarding
whether or not John meets the legal criteria for intellectual
disability. Without evidence of intellectual disability in his
youth, a diagnosis of intellectual disability may not be possible
and, thus, could not be used to support John’s death penalty
appeal. He is also unsure whether he has an ethical
responsibility to include in his report John’s “confession” or
John’s statement about the “boy waiting for a bus.”
Research Paper Instructions
You will write a paper of 10–12 full pages (not including cover
page, abstract, or references pages) formatted in current APA
style and covering a topic on corporate internal communication
An introductory and conclusion paragraph should be included in
the paper.
Twenty-five academic, peer-reviewed articles are required to be
utilized in the research paper.

4. An academic tool will be used to detect plagiarism, in order to
determine the originality score for the paper.
Research Paper: Outline Instructions
The outline is to be detailed; that is, there should be three levels
in the outline. The first level is the top: introduction, body, and
conclusion. The second level should be the major sections of the
paper, and the third level should be the major ideas within each
section. The introduction and conclusion should be written out
and the final references (no annotation) should be listed on the
reference pages.
In your introduction, please make clear what the thesis
statement of your paper will be. The thesis statement is that
compelling idea or vital piece of information you are trying to
communicate in this paper. The thesis should be the focal point
of the introduction and the paper itself; it is usually located as
either the first or last sentence of the introduction.
The conclusion should summarize the major points of the paper
that support the thesis. A good conclusion is difficult without a
good thesis.
Outline Format:
1. Introduction
The introduction should be fully written out. The introduction
presents the thesis statement of the paper, which is usually the
last sentence of the first paragraph. The thesis is not a summary
of what the paper is about. It should tell me what you learned

5. in writing the paper. The thesis is the main point or argument
that you want the reader to take away from reading the paper. It
should be direct, succinct, and clearly communicate the central
idea. The thesis is the focus of the introduction and the entire
paper. The thesis should also be seen in the title of the paper.
2. Body
A. Main Idea
i. Secondary Idea (references that support this secondary idea.)
ii. Secondary Idea (references that support this secondary idea.)
iii. More as needed….
B. Main Idea
i. Secondary Idea (references that support this secondary idea.)
ii. Secondary Idea (references that support this secondary idea.)
iii. More as needed….
C. Main Idea
i. Secondary Idea (references that support this secondary idea.)
ii. Secondary Idea (references that support this secondary idea.)
iii. More as needed….
3. Conclusion
The conclusion should be written out. It should summarize the
major points of the paper that support the thesis. It is difficult
to write a good conclusion without a good thesis statement.
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