1) Mental retardation is characterized by limitations in intellectual functioning and adaptive behavior that originate before age 18. It includes significant impairment in intelligence and social functioning.
2) There are four degrees of severity for mental retardation: mild, moderate, severe, and profound. Mild mental retardation makes up 85% of cases and people can be independent with support.
3) Learning disorders are neurologically-based and impede a person's ability to process or produce information, shown by a lack of expected developmental skills. Sarah's story demonstrates struggles that could indicate a learning disorder.
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1) Mental retardation is characterized by limitations in intellectual functioning and adaptive behavior that originate before age 18. It includes significant impairment in intelligence and social functioning.
2) There are four degrees of severity for mental retardation: mild, moderate, severe, and profound. Mild mental retardation makes up 85% of cases and people can be independent with support.
3) Learning disorders are neurologically-based and impede a person's ability to process or produce information, shown by a lack of expected developmental skills. Sarah's story demonstrates struggles that could indicate a learning disorder.
1) Mental retardation is characterized by limitations in intellectual functioning and adaptive behavior that originate before age 18. It includes significant impairment in intelligence and social functioning.
2) There are four degrees of severity for mental retardation: mild, moderate, severe, and profound. Mild mental retardation makes up 85% of cases and people can be independent with support.
3) Learning disorders are neurologically-based and impede a person's ability to process or produce information, shown by a lack of expected developmental skills. Sarah's story demonstrates struggles that could indicate a learning disorder.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
1) Mental retardation is characterized by limitations in intellectual functioning and adaptive behavior that originate before age 18. It includes significant impairment in intelligence and social functioning.
2) There are four degrees of severity for mental retardation: mild, moderate, severe, and profound. Mild mental retardation makes up 85% of cases and people can be independent with support.
3) Learning disorders are neurologically-based and impede a person's ability to process or produce information, shown by a lack of expected developmental skills. Sarah's story demonstrates struggles that could indicate a learning disorder.
Copyright:
Attribution Non-Commercial (BY-NC)
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Psychiatry
Mental retardation and learning disorders
Dr. Yu 3rd shifting/October 22, 08 Juday and forever friends
MENTAL RETARDATION Weschler Test
IQ scores fairly stable Philippine Stats: DepEd Individually administered tests Children with special needs 156,270 WISC IV (age 6-16 yrs) are enrolled in schools WAIS III (age 16-89 yrs) Mentally gifted/fast learners 77,152 WPPSI-R (age 2.5-7 yrs) (G/FL) Are children with disabilities 79,118 Adaptive Functioning Tests Mentally retarded 12,456 a. Vineland Adaptive Behavior Scale 4yrs and 11mos old What is IQ? semi-structured interview involving parents, Developed by French psychologist Alfred Binet in 1904 teachers, and caregivers “quotient” refers to Binet’s definition of IQ communications, daily living skills, socialization ___mental age___ x100 and motor skills chronological age b. Woodcock-Johnson Scale of Independent Behavior c. American Association on Mental Retardation Adaptive Modern IQ tests Behavior Scale deviation IQ refernced to other people Traditionally, mental retardation is known as a. Cretin Mental Retardation oldest term, coined from a French word Not a disease people with significant intellectual or Result of a pathological process in the brain developmental disabilities were “still human” Limitations in intellectual and adaptive function and and deserved to be treated with basic Alternative terms: human dignity Developmental delay b. Idiot imply that appropriate intervention will improve from Greek Word idiotos, meaning unfit for or completely eliminate the condition public life “catching up” c. Imbecile a term for a pattern of persistently slow learning of basic indicated an intellectual disability less extreme motor and language skills (milestones) during childhood, than idiocy and not neccesaarily inherited. and a significantly below-normal intellectual capacity as d. Moron an adult. defined by the American Association for the Mental impairment - state of arrested or incomplete Study of the Feeble-minded in 1910 development of mind which includes: adult with a mental age between 8 and 12 significant/severe impairment of intelligence and social functioning and is associated with Degrees of severity abnormally aggressive or seriously irresponsible Moron - Mild conduct on the part of the person concerned. Imbecile - Moderate (mental health act 1983) - Severe a disability characterized by significant limitations both in Idiot - Profound intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive Mild Mental Retardation skills. This disability originates before the age of 18. IQ range from 50-55 to 70 (American Association on Mental Retardation, 2002) 85% of mentally retarded people identified in Grade 1 or 2 DSM-IV TR definition specific causes unidentified IQ (as measured by standard tests) is subaverage (<70 Prognosis: can be independent with appropriate or <2SD from mean) and a measure of adaptive function support in at least 2 areas is deficient teachable Communication Self-care Home living Social/interpersonal Moderate Mental Retardation Self-direction Works IQ range: 35-40 to 50-55 Leisure Health and safety 10% of MR Funcational academic skill Early childhood: adequate language skills Use of community resources School age: poor academic achievement Teens: poor socialization Intelligence Tests Adult: semiskilled work with supervision trainable Stanford-Binet Intelligence Scale comprises 15 subsets Severe Mental Retardation assess 4 areas of intelligence: verbal abilities, IQ range from 20-25 to 35-40 abstract/visual thinking, quatitative reasoning, short- 4% of MR term memory can count and recognize words that are needed for functioning cause: usually identifiable adults: supervised living situations (home) LEARNING DISORDERS Profound Mental Retardation IQ below 20 or 25 Case Study 1-2% of MR Sarah hates reading aloud in class. She’s never been a good cause: identifiable reader, and even when she recognizes the words on the page, children: self-care skills and may learn to communicate she seems to have trouble reading them correctly. School’s needs with training never been her favorite place anyways because her teachers always complain of her writing and her spelling. She often Epidemiology gets discouraged, thinking that she’s not as smart as other US: 1% of the population students. Highest incidence: school-aged (10-14y/o) Fortunately, Sarah has discovered she has talents that other 1.5x more common in men than women don’t. She’s great at dreaming up costume and scenery ideas if sever or profound: higher mortality due to in drama club, and she’s one of the best artists in her school. complications of associated physical disorders Sometimes, she wonders how she can do so well in some areas of her life and so poorly in others. What Sarah, her Co-morbidity parents, and her teachers don’t realize is that Sarah has a 2/3 of children and adults have comorbid mental learning disorder. disorders correlates with severity of MR Learning Disorder mood disorders, schizophrenia, autistic disorder and neurologic in origin, and it impedes a person;s ability to pervasive dev d/o store, process and/or produce information neurologic disorders (seizures) clinical feature of a learning disorder is the lack of normal genetic syndromes developmental skill expected in a child, either cognitive Fragile X, Prader-Willi and Down Syndrome or linguistic measured by individually administered standardized tests Etiology substantially below that expected of a person’s genetic chronological age, measured intelligence and age- acquired appropriate education environmental/social significantly interferes with academic achievement or activities of daily living requiring the specific ability Genetic causes of MR (reading, writing, matematics) abnormalities in autuosomal or sex chromosomes the difficulty is in excess of those usually associated with from advanced maternal or paternal age a sensory deficit (if present) X-ray radiation Down syndrome Evaluation Fragile-X syndrome History – ask for past medical, family, maternal, and Prader-Willi syndrome developmental history Cri-du-Chat syndrome Do complete physical examination, neurologic and MSUD (Maple syrup urine dse) developmental assessment Take note of any associated medical condition, and treat Acquired and environmental factors as necessary (eg ADHD) maternal chronic illness (diabetes, hypertension) Refer to specialists once diagnosis is made infection (TORCHSS, AIDS) Work up patients as needed narcotic and alcoholic substance (ab)use Hearing tests perinatal period (prematurity, LBW, ICH) Eye examination aquired childhood disorders (encephalitis, meningitis, head trauma) Reading Disorder aka Environmental/Social Factors dyslexia deprivation of nutrition and nurturance word blindness family instability reading backwards children of psychotic patients learning disability impaired ability to recognize words Differential Diagnosis slow and inaccurate reading learning disorders poor comprehension pervasive developmental disorders Epidemiology Treatment 1 out of 20 school children Primary prevention – gentic counseling and good prenatal half of those receiving special education care boys>girls Secondary prevention – treat the comorbid condition increased risk of comorbidity Tertiary prevention ADHD 25% cases behavioral, cognitive, psychodynamic therapies Disruptive behavior disorders Education for child and family Depressive disorders Pharmacology for co-morbidities Clinical Features Course and prognosis identified by age 7 usually the underlying intellectual impairment does not usually bright kids who excel in non-reading activities improve (arts, drama, music, sports) “bibo kids” adaptive skills can be enriched by a supportive falling behind in subjects that require reading environment dislikes and avoids reading and writing limited by existing co-morbidities relies heavily on memorization patient complains of seeing words upside down, or dancing on the page makes errors in oral reading omissions/additions Epidemiology distortion of words 6.4% of school-aged children reads slowly with minimal _____ girls>boys associated language difficulties may occur in isolation or in conjunction with impaired sound discrimination 56% of children with RD difficulty sequencing words disorders of written expressions “zones out” during study session expressive language disorder tends to be angry and depressed and exhibit low self- developmental coordination disorder esteem Etiology Treatment multifactorial do not aggravate situation arithmetic skills depend more on the amount and quality tell teachers not to call the patient in front of the class to of instruction read advise an after-school reading program or a reading tutor Clinical Features use of recorders to take note of assignments detected duing the 2nd and 3rd grade giving exams verbally poor achievement in the following skills perceptual Writing Disorders mathematical aka linguistic – word problems into numbers dysgraphia attentional – ADHD spelling dyslexia spelling disorder Treatment writing is a complex task that requires integration of children with MD usually perceive the subject as cognition, language and motor skills threatening and intimidating children experience this disorder as “thoughts that move in school, advixe teachers regarding the student faster than their hands can translate them onto papers” they must not be asked to answer questions in class Epidemiology do not allow other students to correct papers of 4% of school-aged children those with MD boys>girls giving them more time to solve problems or comorbidity allowing them to solve fewer problems reading disorder at home, parents should be advised to be non- ADHD, oppositional ??? disorder judgmental and make mathematics fun whenever Language disorder possible Depression and poor self-esteem supervised/tutorial practice in solving mathematical problems Etiology teach mathematics through real-life situation - anatomic allowing the use of calculators or other tools to injury to or vascular abnormalities in the solve problems posterior corpus callosum or superior temporal for the child gyrus explain that mathematics is only 1 of the many - other medical condition forms of intelligence and reassure them that epilepsy they are competent individuals encourage them to have a degree of optimism Clinical Features towards the subject, let them perceive this as a Diagnosis made during the second year of elementary grade challenge to conquer (script na kasi magsulat) letter reversal (b-d) (p-q) HOW TO KNOW IF A CHILD HAS A LEARNING letter inversion (m-w) DISORDER transpositions (felt-left) Ages 3 to 5 does your preschooler… word reversal (was-saw) seem uninterested in playing games with language number reversal (14-41) sounds, such as repetition and rhyming? Have trouble learning nursery rhymes, such as “Humpty Treatment Dumpty” or “Jack and Jill”? use of computers with spell check and grammar check Frequently mispronounce words and persist in using baby use of programs that translate voice to typewritten words talk? assistance with note taking (buddy system, prepared Fail to recognize the letters in his or her name? notes) Have difficulty remembering the names of letters, give ample time to finish writing essays numbers or days of the week? allow to use scribes if output is needed using other methods to grade student (eg. Recitation) Ages 5 to 6 does your kindergartner… fail to recognize and write letters, write his or her name Mathematics Disorder or use invented spelling for words? aka Have trouble breaking spoken words into syllables, such dyscalculia as cowboy into cow and boy? congenital arithmetic disorder Still have trouble recognizing words that rhyme, such as Gerstmann syndrome cat and bat? Have difficulty remembering numbers Fail to connect letters and sounds? (ask your child: what Slow, inaccurate in computation does the letter b sound like?) Fail to recognize phonemes? (ask your child: what starts with the same saound as cat--dog, ma or car?)
Ages 6 to 7 does your first-grader…
still have difficulty recognizing and manipulating phonemes? Fail to read common one-syllable words, such as mat or top? Make reading errors that suggest a failure to connect sounds and letters, such as big for goat? Fail to recognize common, irregularly spelled words, such as said, where and two? Complain about how hard reading is and refuse to do it?
Age 7 and older does your child
mispronounce long or complicated words saying “amulium” instead of “aluminum”? confuse words that sound alike, such as tornado for volcano, or lotion for ocean? Speak haltingly and overuse vague word such as stuff or things? Have trouble memorizing dates, names, and telephone numbers? Have trouble reading small function words, such as that, an and in? Guess wildly when reading multisyllabic words instead of sound them out? Skip parts of words, reading conible instead of convertible, for example? When reading aloud often substitute easy words for hard ones, such as car for automobile? Spell terribly and have messy handwriting? Have trouble completing out homework or finishing tests on time? Have a deep fear of reading aloud?