This Document Contains Chapters 5 to 8 Chapter 5 Psychosocial Aspects Of Mental Retardation Evaluation Questions Multiple Choice 1. Throughout history people have argued about whether a person’s biological makeup as opposed to a person’s environment is more responsible for shaping character. This is known as the A. physiological debate B. psychosocial debate C. environmental debate D. nature-nurture debate 2. Dr. Majid is a researcher studying the role DNA plays in determining aggression. Dr. Majid is most likely a A. behavior geneticist B. physiologist C. psychologist D. behavior analyst 3. The ______ movement is probably the most dramatic and tragic example of the nature versus nurture position and its impact on individuals with intellectual disabilities. A. sterilization B. psychological C. civil rights D. Eugenics 4. Gregory is a fifteen-year-old adolescent male who lives in a low-income neighborhood with his single mother and two siblings. He consistently scores in the borderline range of intellectual disabilities; however, the physicians at the neighborhood clinic have found no known physiological cause for his intellectual disability. Gregory most likely has A. developmental retardation B. inherited mental retardation C. cultural-familial mental retardation D. metabolic mental retardation 5. _______ have attempted to argue through statistical analyses that the largest part of a person’s intelligence, personality, interests and behavior can be traced to a biological disposition. A. behavior geneticist B. biologists C. psychologists D. behavior analysts 6. Who studied the economically disadvantaged “Kallikak” family? A. Jensen B. Mercer C. Skeels D. Goddard 7. Homes that cannot provide the basic environmental stimulation necessary for optimal child development and generally have low socioeconomic status are called A. culturally deprived B. low-income housing C. projects D. economically disadvantaged 8. Treatments designed to counteract the effects of poverty are called A. at-risk interventions B. The Milwaukee Project C. Head Start D. compensatory interventions 9. The most famous work on cultural deprivation in the development of mental retardation is called A. The Milwaukee Project B. six-hour retarded child C. The Chicago Project D. the cultural deprivation project 10. The most effective compensatory intervention programs begin in A. adolescence B. pre-adolescence C. preschool D. infancy 11. The 1969 President’s Committee on Mental Retardation report defined the ______ as “children and youth who were identified as being ‘educably mentally retarded’ only during their school hours and only during their school lives.” A. six-hour retarded child B. feral children C. culturally deprived D. at-risk child 12. In the Milwaukee Project study, the information from the assessment indicated that the children who received interventions had IQs that averaged ______ points higher than those who did not receive interventions. A. 50 B. 40 C. 30 D. 20 13. The landmark study which suggested that a single factor IQ should not be used to make placement and diagnostic decisions is called A. The Milwaukee Project B. the “Kallikak” family C. Who Are the Retarded? D. Arthur Jensen’s study 14. Who is considered one of the forefathers of special education? A. Itard B. Skeels C. Mercer D. Wechsler 15. _______ skills are learned largely through social modeling. A. social B. adaptive C. communication D. cognitive 16. Sarah and Louis are twins who were raised by chimpanzees ever since they were one year old. Since that time they have not had human contact. These children are considered to be A. feral children B. cultural-familial children C. children of Aveyron D. none of the above 17. If one does not learn to speak in the first ______ years of life, the full ability to speak will not develop. A. 2 B. 3 C. 4 D. 5 18. What name is most associated with early intervention research? A. Mercer B. Itard C. Galton D. Skeels 19. _______ intervention is associated with improvements in motivation, basic health, parenting skills, and future placement in integrated settings. A. preschool B. psychosocial C. community D. all of the above 20. _______ leaned heavily on the idea that achieving the label “mental retardation” was “a destructive, self-fulfilling prophecy.” A. Mercer B. Jensen C. Dunn D. Skeels 21. The inclusion movement has its roots in the A. civil rights movement B. feminist movement C. both a & b D. none of the above 22. Skeels’ study demonstrated that children with normal IQ could become mentally retarded, given a (n) A. economically disadvantaged home life B. nonstimulating environment C. poverty stricken environment D. all of the above 23. Advocates of full inclusion believe all children should be allowed to participate in _______ classrooms all the time. A. special education B. regular C. racially integrated D. higher level 24. _______ sought to understand what was important for the success of people with intellectual disabilities living in the community. A. The Milwaukee Project B. Who Are the Retarded? C. Itard’s study D. Edgerton’s Cloak of Competence 25. Who stated that African Americans scored lower than middle class whites on intelligence tests due to hereditary factors? A. Mercer B. Skeels C. Itard D. Jensen 26. Dunn’s article was largely responsible for a movement to abolish A Head Start B. institutions for the intellectually disabled C. special classes D. housing projects 27. _______ is a world view that is limited by one’s own cultural experiences. A. microcosm B. sociocosm C. ethnicity D. ethnocentrism 28. In Edgerton’s study, people with intellectual disabilities living in the community exhibited only one common theme: the desire to deny the presence of A. a deprived childhood B. a nonstimulating environment C. mental retardation D. mental illness 29. To be considered adaptive, a person must understand what is necessary and valuable for life in his or her A. environment B. ethnic group C. culture D. none of the above 30. When Maria, an individual classified as having intellectual disabilities was released from institutional care, she told people in her community she was in the hospital because of a diagnosis of epilepsy. Maria is most similar to the individuals who participated in A. The Milwaukee Project B. Who Are the Retarded? C. Itard’s study D. Edgerton’s Cloak of Competence True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Proper nutrition, caring interaction, a responsive language environment, and stimulating surroundings are all required for optimal intellectual development. A. True B. False 2. The Milwaukee Project was criticized for abandoning the study participants. A. True B. False 3. The majority of six-hour retarded children are Hispanic and poor. A. True B. False 4. In Skeels’ longitudinal study, it was found that children who moved to the more stimulating environment experienced gains in IQ that ranged from 7 to 58 points. A. True B. False 5. In the 1980s, institutions were being accused of furthering their residents’ disabilities. A. True B. False 6. Victor, the wild boy of Aveyron learned to communicate with spoken words. A. True B. False 7. Edgerton and Sabagh found that for many people with mild intellectual disabilities, being placed in a social structure with others with intellectual disabilities elicited feelings of inferiority. A. True B. False 8. According to Edgerton, majority group members are often victims of ethnocentrism. A. True B. False 9. Compensatory education eliminates all intellectual disabilities and associated problems. A. True B. False 10. Some children of low income, minority households may exhibit symptoms of intellectual disabilities in school without noticeable difficulties in their home environment. A. True B. False Discussion 1. Discuss the role environment plays in intellectual disabilities. 2. Discuss the Milwaukee Project 3. Discuss the issues surrounding the six-hour retarded child. 4. Discuss the impact Itard had on research in the area of intellectual disabilities. 5. Discuss the documented strengths of early intervention programs. 6. Discuss the cultural considerations of intellectual disabilities. 7. Discuss Edgerton’s Cloak of Competence study. Answer Key Multiple Choice 1. d 2. a 3. d 4. c 5. a 6. d 7. a 8. d 9. a 10. d 11. a 12. c 13. c 14. a 15. b 16. a 17. b 18. d 19. a 20. c 21. a 22. b 23. b 24. d 25. d 26. c 27. d 28. c 29. c 30. d True or False 1. True 2. False 3. False 4. True 5. True 6. False 7. False 8. True 9. False 10. True Discussion 1. Role of Environment in Intellectual Disabilities: The environment plays a critical role in the development and manifestation of intellectual disabilities. Factors such as prenatal exposure to toxins, malnutrition, lack of stimulation, and socio-economic conditions can influence cognitive development. A supportive environment with adequate nutrition, early education, and stable family conditions can mitigate some impacts and promote better outcomes. 2. The Milwaukee Project: Initiated in the 1960s, the Milwaukee Project was a groundbreaking intervention aimed at preventing intellectual disabilities in at-risk children. It combined educational programs, medical care, and social services to support children and their families. The project demonstrated that early, intensive intervention could significantly improve cognitive and social outcomes for disadvantaged children. 3. Issues Surrounding the Six-Hour Retarded Child: This term refers to a 1970s controversy over the adequacy of brief, standardized assessments for children with intellectual disabilities. The issue highlighted the inadequacy of short-term evaluations in capturing the full spectrum of a child’s abilities and needs, emphasizing the necessity for comprehensive, individualized assessments. 4. Impact of Itard on Research: Jean-Marc Itard is known for his work with the "Wild Boy of Aveyron," which was pivotal in the early study of intellectual disabilities. His detailed observations and educational efforts demonstrated the potential for growth and learning in individuals with significant disabilities, laying foundational principles for modern educational and developmental interventions. 5. Strengths of Early Intervention Programs: Research shows that early intervention programs, such as those providing developmental support, educational enrichment, and family involvement, can lead to improved cognitive, social, and adaptive skills. Early intervention can also enhance long-term educational and developmental outcomes by addressing delays and supporting skill acquisition from a young age. 6. Cultural Considerations: Intellectual disabilities are perceived and managed differently across cultures. Cultural beliefs and practices can influence how disabilities are recognized, understood, and addressed. It is crucial to consider cultural contexts in assessments and interventions to ensure that they are respectful and effective, and to avoid cultural biases. 7. Edgerton’s Cloak of Competence Study: Edward Edgerton's study, "The Cloak of Competence," explored how individuals with intellectual disabilities often mask their limitations by adopting compensatory behaviors. This "cloak" of competence allows them to function effectively in certain contexts but also highlights the discrepancy between perceived and actual abilities, informing more nuanced approaches to support and assessment. Chapter 6 Mental Retardation: Etiology And Preventative Efforts Evaluation Questions Multiple Choice 1. In what percentage of all cases can the causes of intellectual disabilities be specified? A. 5% B. 20% C. 30% D. 50% 2. Traditionally causes of mental retardation and related developmental disorders have been divided into how many categories? A. 2 B. 5 C. 7 D. 10 3. Why are mild cases of intellectual disabilities less likely to have an identifiable cause than severe cases? A. biological causes are more prevalent among individuals with severe intellectual disabilities and are easier to determine B. mild mental retardation is usually the result of multiple unspecifiable environmental events C. a & b D. none of the above 4. J. Langdon Down originally ascribed the term mongolism to the condition now known as Down syndrome because A. he observed inaccurately that one frequent characteristic of the syndrome was facial similarities to Asians. B. the term mongol means a variety of associated conditions. C. most cases of the syndrome came from the country of Mongolia. D. he considered the term mongoloid less stigmatizing than other terms in use at that time. 5. Neurofibromatosis, the disorder that is characterized by light brown patches on the skin, and fibrous swellings or tumors growing on the nerves producing severe physical deformities affects approximately A. 1 in 6000 newborns B. 1 in 3000 newborns C. 1 in 1000 newborns D. 1 in 500 newborns 6. A condition characterized by a saclike mass on the spinal cord containing membrane tissue of the central nervous system and cerebrospinal fluid but no spinal nerves on the spinal cord is A. hydrocephalus B. phenylketonuria (PKU) C. fragile X syndrome D. myelomeningocele 7. The study of heredity and variation is called A. chromosomes B. trisomy C. genes D. genetics 8. How can the Human Genome Project address intellectual disabilities? A. through research on gene mapping and DNA sequencing B. uniparental disomy C. meiosis D. through the study of environmental factors 9. What is the relationship between Trisomy 21 and Mosaic Down syndrome? A. both disorders encounter abnormalities on chromosome 21 B. each disorder makes up 50% of Down syndrome cases C. both disorders are rare among individuals with intellectual disabilities D. both disorders are a form of Down syndrome 10. Threadlike bodies containing genes occupying specific loci are A. teratogens B. autosomes C. genes D. chromosomes 11. How many pairs of chromosomes are there in a cell? A. 2 B. 23 C. 25 D. 44 12. Twenty-two matched pairs of chromosomes are A. genetics B. dominant inheritance C. recessive inheritance D. autosomes 13. How many sex chromosomes are there? A. 2 B. 23 C. 25 D. 44 14. Genes carrying the same trait are called A. heterozygous. B. homozygous. C. recessive. D. dominant. 15. If both parents carry the same trait, the child’s gene will be described as A. heterozygous. B. homozygous. C. recessive. D. dominant. 16. An individual gene that has control or can mask the other gene in the pair is called A. recessive inheritance B. dominant inheritance C. deletion D. translocation 17. In what case would a recessive gene be expressed? A. in a child with blue eyes B. in several disorders capable of producing severe disabilities C. in such health impairments as sickle-cell anemia and cystic fibrosis D. all of the above 18. An inherited metabolic disease resulting from the absence of an enzyme for digestion which causes a toxic buildup of substances in the blood and urine is called A. Fragile X B. Phenylketonuria (PKU) C. Tay-Sach’s Disease D. Down Syndrome 19. The interaction of multiple genes and networks which influences individual intellectual functioning is called A. Human Genome Project B. mosaicism C. polygenetic inheritance D. meiosis 20. Which of the following is more likely to occur? A. a chromosomal disorder occurring in a child when the mother is over age 35 B. a chromosomal disorder occurring in a child when the mother is over age 32 C. a chromosomal disorder occurring in a child when the mother is under age 20 D. none of the above 21. The use of abnormal chromosome arrangements present from conception but most often not the product of hereditary exchange is known as A. innate B. autosomes C. mosaicism D. mutation 22. The division and pairing of gametes to form the genetic formation for an embryo is A. nondisjunction B. chromosomes C. mosaicism D. meiosis 23. The most common cause of Down syndrome is A. inheritance. B. mosaicism. C. translocation. D. Trisomy 21. 24. The failure of one pair of chromosomes to split correctly at meiosis resulting in a trisomy is A. deletion B. homozygous C. nondisjunction D. mosaicism 25. The exchange of a fragment of chromosomal material within the same chromosome is called A. genetics B. variable expressivity C. translocation D. uniparental disomy 26. The chromosomal abnormality that has been associated with mild to moderate retardation, learning disabilities, and insatiable appetite is A. Fragile X syndrome. B. Klinefelter syndrome. C. Prader-Willi syndrome. D. Turner syndrome. 27. A disorder resulting from blockage of cerebrospinal fluid in the cranial cavity that causes an enlarged head and undue pressure on the brain is termed A. anoxia B. Tay Sach’s C. hydrocephalus D. Prader-Willi syndrome 28. Which of the following gestation periods is most likely to be associated with birth defects? A. 24–28 weeks. B. 37–41 weeks. C. 42–46 weeks. D. 52 weeks. 29. Oxygen deprivation severe enough to cause permanent brain damage and retardation is called. A. anoxia B. hydrocephalous C. deletion D. amniocentesis 30. An intervention that assists a child who has a disability is a A. pre-natal prevention. B. primary prevention. C. secondary prevention. D. tertiary prevention True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Approximately10% of pregnancies have beginnings with some chromosomal imbalance which usually abort spontaneously during the first trimester of pregnancy. A. True B. False 2. Adequate nutrition, fetal monitoring, and protection from disease are the foundations of prenatal care. A. True B. False 3. Recessive inheritance is associated with the production of severe disabilities and serious health problems, such as sickle-cell anemia and cystic fibrosis. A. True B. False 4. Genetic screening is a measure used to identify unknown carriers of recessive traits. A. True B. False 5. Individuals with Prader-Willi syndrome are often of tall stature with large features. A. True B. False 6. Congenital syphilis is a maternal disease resulting in damage to the central nervous system which causes severe disabilities in the developing fetus. A. True B. False 7. Chromosomal problems are the product of hereditary exchange. A. True B. False 8. In the majority of cases where amniocentesis was used its primary purpose has been to detect the gender of the fetus. A. True B. False 9. Research has yet to be accumulated that may identify educational and psychological intervention strategies that are etiology-specific. A. True B. False 10. Tay-Sach’s disease is inherited as an autosomal recessive trait. A. True B. False Discussion 1. Discuss in detail the syndromes of mental retardation affected by metabolic factors. 2. Discuss the three methods of genetic transmission. 3. Discuss recessive and dominant inheritance. 4. Discuss the disorders associated with Down syndrome. 5. Imagine you are a parent of one child with an intellectual disability, and you and your spouse are making plans to give birth to a second child. Utilize Graham and Scott’s (1988) tri-level prevention strategies to determine the appropriate measures to take to ensure the development of a healthy baby. 6. Discuss the ethical concerns of withholding medical treatment from infants when the decision is based upon the diagnosis of intellectual disabilities. 7. Why is Fragile X syndrome only diagnosed in males?. 8. Discuss the tests commonly used for prenatal screening discussed in the text. Answer Key Multiple Choice 1. d 2. a 3. c 4. a 5. b 6. d 7. d 8. a 9. d 10. d 11. b 12. d 13. a 14. b 15. b 16. b 17. d 18. b 19. c 20. a 21. a 22. d 23. d 24. c 25. c 26. c 27. c 28. a 29. a 30. d True or False 1. True 2. True 3. True 4. True 5. False 6. True 7. False 8. False 9. False 10. True Discussion 1. Syndromes Affected by Metabolic Factors: Several intellectual disabilities are linked to metabolic disorders, including Phenylketonuria (PKU), which results from an inability to metabolize phenylalanine, leading to cognitive impairment if untreated. Tay-Sachs disease, caused by a deficiency in hexosaminidase A enzyme, results in severe neurological deterioration. Galactosemia involves a deficiency in the enzyme that metabolizes galactose, affecting brain development and leading to intellectual disabilities if not managed. 2. Three Methods of Genetic Transmission: Genetic traits are transmitted through three main methods: autosomal dominant, autosomal recessive, and X-linked. Autosomal dominant traits require only one copy of the mutated gene to express the condition, while autosomal recessive traits require two copies. X-linked traits are associated with genes on the X chromosome and can manifest differently in males and females due to differences in sex chromosomes. 3. Recessive and Dominant Inheritance: In recessive inheritance, a condition manifests only when an individual inherits two copies of the recessive allele, one from each parent. In dominant inheritance, only one copy of the dominant allele is needed for the condition to be expressed. Dominant conditions often appear in every generation, while recessive conditions may skip generations and appear only when both parents carry the recessive gene. 4. Disorders Associated with Down Syndrome: Down syndrome, or Trisomy 21, is associated with various health issues, including congenital heart defects, thyroid problems, and increased susceptibility to infections. Individuals often exhibit characteristic physical features and may experience developmental delays and intellectual disabilities, which vary in severity. 5. Graham and Scott’s Tri-Level Prevention Strategies: For a healthy baby, consider Graham and Scott’s strategies: primary prevention (ensure good prenatal care, avoid harmful substances, and maintain a healthy lifestyle), secondary prevention (screen for genetic disorders and use prenatal diagnostic tests), and tertiary prevention (prepare for potential disabilities with early intervention programs and support services). 6. Ethical Concerns of Withholding Treatment: Withholding medical treatment from infants with intellectual disabilities raises ethical concerns about discrimination and the value of life. Decisions should balance the potential benefits and burdens of treatment, considering the child’s quality of life and long-term outcomes. Ethical principles demand that treatment decisions be made based on comprehensive evaluations rather than solely on the presence of a diagnosis. 7. Fragile X Syndrome and Gender Diagnosis: Fragile X syndrome is more commonly diagnosed in males due to its X-linked inheritance pattern. Males, having only one X chromosome, are more likely to express the syndrome when the X chromosome carries the mutation. Females, with two X chromosomes, may have one normal X that can compensate, leading to milder symptoms or less frequent diagnosis. 8. Prenatal Screening Tests: Common prenatal screening tests include ultrasound, which can detect physical anomalies; maternal serum screening, which measures markers in the mother's blood to assess the risk of certain conditions; and non-invasive prenatal testing (NIPT), which analyzes fetal DNA in the mother's blood to assess the risk of chromosomal disorders like Down syndrome. Chapter 7 Family Considerations Evaluation Questions Multiple Choice 1. The ______ represents the most basic and critical unit of a culture, the one with the strongest and most enduring influences. A. church B. community C. education system D. family 2. Single parents now head ______ of U.S. family households, to which 78% of the U.S. population belong. A. 48% B. 32% C. 17% D. 8% 3. In 2000, the percent of family households headed by married couples decreased _____ from the 1990 U.S. census. A. 15% B. 12% C. 8% D. 3% 4. Multigenerational households are more likely to be found in ______ areas. A. rural B. urban C. suburban D. poverty stricken 5. According to data from 1995, about ______ of adults with intellectual disabilities lived with their spouse as compared with 47% of all adults in the general population. A. 50% B. 32% C. 21% D. 7% 6. Data indicates that among individuals with intellectual disabilities not living in large public residential facilities ______ live with relatives as compared with 41% of people in the general population. A. 85% B. 75% C. 65% D. 55% 7. The ______ is based on a sociological framework which focuses on the interactions of family members. A. family paradigms model B. developmental model C. adaptability model D. family systems 8. Which model classifies families into one of three different types based on their interpretations of and responses to events around them? A. family paradigms model B. developmental model C. adaptability model D. family systems 9. ______ consist of people who see their life events as both knowable and orderly, and all family members are expected to contribute to the sharing of ideas and efforts of orderly family functioning. A. environmentally sensitive families B. interpersonally distant families C. consensus-sensitive families D. idealistic families 10. ______ consist primarily of detached family members, loners, and those for whom independence is critically important. A. environmentally sensitive families B. interpersonally distant families C. consensus-sensitive families D. idealistic families 11. The Alvarez family lives in a quiet area outside of the city limits. They travel to the city only once every two weeks to buy essentials for their home. In addition, they engage in activities in a cohesive manner and become extremely upset if a family member strays away from their belief system. Which of the following types of families most resemble the Alvarez family? A. environmentally sensitive family B. interpersonally distant family C. consensus-sensitive family D. idealistic family 12. A ______ includes concepts typically used in the physical sciences. A. developmental model B. adaptability model C. family paradigms model D. family systems model 13. ______ forces are those that draw a family together. A. centrifugal B. central C. centripetal D. conforming 14. The members of the Greene family refuse to communicate with one another and are constantly bickering. What type of forces is representative of this family? A. centrifugal B. central C. centripetal D. conforming 15. The ______ helps to explain how various characteristics and interactions of families over time influence members’ experiences both in special education and the larger society. A. adaptability model B. developmental model C. family paradigms model D. family systems theory 16. According to research, it has been found that fathers of children with intellectual disabilities are highly involved in _____ A. childrearing B. homemaking roles C. work-related roles D. custodial roles 17. The major determinant of the psychological health and well being of the child is the psychological health and well being of the. A. family unit B. siblings C. parents D. extended family 18. A family’s ability to organize itself, to solve problems, and to grow and change in light of challenges faced all depend upon the family’s A. ability to communication B. coping ability C. level of health and well being D. dynamics, coping ability, and parenting skills 19. What organization housed in Children’s Hospital Medical Center in Seattle, Washington, sponsors workshops for children, publishes a newsletter, and provides materials for teachers and counselors who work with siblings of children with disabilities? A. Children and Families Involved B. National Association of Sibling Programs C. Siblings United D. Families Congregating Together 20. ______ essentially means how families take action to meet members’ individual and collective needs. A. family functioning B. family interaction C. family system D. family characteristic 21. The five stages of acceptance of a disability, corresponds with A. Piaget’s stages of development B. Kubler-Ross’ stages of grieving model C. Erickson’s stages of development D. Maslow’s hierarchy of needs 22. In accordance with the five stages of acceptance of a disability, upon learning a child has intellectual disabilities, the first reaction families typically have is A. a shaken sense of identity B. a sense of increased frustration C. a sense of denial D. excitement for the new challenge 23. Tammy is a two month old baby who has been recently diagnosed with cerebral palsy. Upon learning of her disability, her parents immediately scheduled appointments with two other physicians to find a cure for Tammy. This stage is most closely related to A. denial B. depression C. bargaining D. anger 24. The term that is used to describe family-centered involvement and decision making is A. empowerment B. inclusion C. supportive system D. none of the above 25. Values of normalcy, independence, and self-determination are heavily embedded in A. family systems B. person-centered planning C. wraparound services D. supportive services 26. In ______ the individual with intellectual disabilities and his or her family members actively participate with teachers and other professionals to address educational needs and strengths, as well as to develop plans for postsecondary life. A. person-centered planning B. supportive services C. wraparound services D. family systems 27. Fewer than ______ of all people with intellectual disabilities receive care in institutions or residential care facilities. A. 40% B. 25% C. 15% D. 5% 28. ______ can include respite care, family counseling, behavior training, and support groups for parents and siblings. A. family support services B. supportive services C. wraparound services D. family systems 29. Approximately ______ of all people with disabilities were employed in 2000. A. 72% B. 54% C. 44% D. 24% 30. Sandy told her friend that she had to leave her party early to return home to a meeting regarding her son who has Fragile X syndrome. The meeting which was held in Sandy’s home included a case manager, a treatment team, as well as Sandy’s immediate family members. This service which was provided to Sandy and her family is called A. family systems B. person-centered planning C. wraparound services D. supportive services True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. An increasing number of American children are growing up in single parent households. A. True B. False 2. The aging process of family members with and without intellectual disabilities are driving forces behind decisions about their future. A. True B. False 3. Increased levels of stress occur in all families who have members with intellectual disabilities. A. True B. False 4. The individual represents the simplest yet oldest social unit of humankind. A. True B. False 5. Interpersonal relationships comprise the cornerstone of a family’s existence. A. True B. False 6. The diversity of the U.S. school aged population is increasing, while the diversity of our teaching force has remained fairly homogenous. A. True B. False 7. In 2000, data indicated that 18% of the population spoke a language other than English. A. True B. False 8. Based on 1995 data, the most recent available American divorce/separation rates range from 40% to 60% within the first five years of marriage. A. True B. False 9. Active involvement in parental support groups has been associated with positive stress management functioning in families. A. True B. False 10. A study was conducted in which one-third of the siblings of individuals with disabilities stated that they intend to live with their sibling upon moving him or her out of the parental home. A. True B. False Discussion 1. Mr. and Mrs. Goldstein recently discovered their newborn David has profound intellectual disabilities. Throughout Mrs. Goldstein’s pregnancy, she was told that her baby appeared to be healthy. Identify and discuss the five stages that are typical for parents and family members in their situation. 2. Discuss key characteristics of family. 3. Discuss the major forces influencing family functioning. 4. List and describe the factors influencing relationships between families and practicing professionals. 5. Compare and contrast components of the family systems model. 6. Discuss the role siblings play in the lives of individuals with intellectual disabilities. Answer Key Multiple Choice 1. d 2. c 3. d 4. b 5. d 6. a 7. a 8. a 9. a 10. b 11. c 12. b 13. c 14. a 15. d 16. a 17. c 18. c 19. b 20. a 21. b 22. c 23. c 24. a 25. d 26. a 27. c 28. a 29. d 30. c True or False 1. True 2. True 3. False 4. False 5. True 6. True 7. True 8. False 9. True 10. True Discussion 1. Five Stages for Parents Facing Intellectual Disabilities: • Shock and Denial: Initial reaction involves disbelief and difficulty accepting the diagnosis. Parents may struggle with the sudden change in expectations. • Grief and Anger: Feelings of sadness and anger arise as parents mourn the loss of their ideal expectations for their child and face the reality of their child’s condition. • Guilt and Bargaining: Parents may experience guilt over perceived mistakes during pregnancy or seek ways to "bargain" for a better outcome through medical or lifestyle changes. • Acceptance: Over time, parents begin to accept their child’s condition, focusing on finding ways to support and advocate for their child’s needs. • Adjustment and Adaptation: Families work on integrating their child’s needs into daily life, seeking support, and making necessary adjustments to accommodate their child's disabilities. 2. Key Characteristics of Family: Families are characterized by their roles, relationships, and functions. They provide emotional support, caregiving, and socialization. Families often have structured roles and responsibilities, and their dynamics are influenced by cultural, economic, and social factors. 3. Major Forces Influencing Family Functioning: Key forces include socioeconomic status, cultural values, family structure, and external stressors such as employment issues or health problems. Additionally, access to community resources and support systems play a critical role in influencing family functioning. 4. Factors Influencing Relationships Between Families and Professionals: Factors include communication, mutual respect, professional expertise, and the ability to work collaboratively. Trust, responsiveness, and the alignment of goals between families and professionals also affect the quality of their relationship. 5. Family Systems Model Components: • Subsystems: Individual relationships within the family, such as between parents or between siblings, impacting overall family dynamics. • Boundaries: Rules defining the roles and interactions among family members, influencing family functioning and communication. • Homeostasis: The family’s tendency to maintain stability and balance, adapting to new challenges while striving to keep equilibrium. • Feedback Loops: Mechanisms through which families receive information and make adjustments to maintain balance or address issues. 6. Role of Siblings: Siblings of individuals with intellectual disabilities often play significant roles in providing emotional support, companionship, and advocacy. They may also experience unique challenges, such as increased responsibilities and feelings of neglect. Their involvement can foster resilience and empathy, impacting their own development and the family dynamic positively. Chapter 8 Characteristics of Individuals with Mild Mental Retardation Evaluation Questions Multiple Choice 1. The term _____ historically has been used to convey the nature of one’s personal independence and social responsibility. A. daily living skills B. adaptive behavior C. intelligence D. independent living 2. Generally _____ of the population of persons with intellectual disabilities are reported to have mild intellectual disabilities. A. 85 % B. 75 % C. 65 % D. 55 % 3. Milder forms of intellectual disabilities often have not been suspected until the child A. reaches puberty B. is at least 6 months old C. enters school D. exhibits health problems 4. There is no disproportionate representation of racial, ethnic, and minority groups or low socioeconomic status families among individuals with A. mental retardation. B. mild mental retardation. C. severe mental retardation. D. high incidence disabilities. 5. _____ refers to how one perceives the consequences of one’s behavior. A. locus of control B. perception C. observation D. expectancy 6. Those who see positive and negative events as primarily controlled by such outside forces as fate, chance, or other people A. have an internal locus of control. B. have an external locus of control. C. are internally motivated. D. are externally motivated. 7. Which of the following is the most debilitating orientation for a child? A. high failure expectancy B. outerdirectedness C. internal locus of control D. external locus of control 8. _____ allows individuals the opportunity to express preferences, make choices, take risks, assume responsibility, and exert control over their personal circumstances. A. locus of control B. grouping C. self-determination D. positive energy 9. John is an eight year-old child with Down syndrome. He is currently attending regular classes, but consistently scores below the other children on spelling tests. Because his efforts at studying have not produced desired outcome, John has stopped studying. This phenomenon is known as A. selective attention B. fear of failure C. negative outcome D. learned helplessness 10. The one detrimental recurring factor for the motivational orientations of locus of control, expectancy for failure, and outerdirectedness is A. repeated failures. B. parental verbal abuse. C. negative teacher expectations. D. negative attitudes from peers. 11. Lovell and Reiss (1993) found a higher incidence of _______ and _______ disorders in individuals with moderate mental retardation. A. mood and metabolic B. physical and behavioral C. behavioral and psychiatric D. metabolic and psychiatric 12. Better social, motivational, and behavioral adjustment is likely to be related to better A. health B. academic functioning C. both a & b D. none of the above 13. Sybil is a seven year-old with mild intellectual disabilities who has a twin sister of average intellectual functioning. Both sisters progressed through developmental milestones in the same sequence. However, Sybil reached levels at a slower rate and a lower level of functioning than her twin sister. This is known as A. quantitative perspective B. qualitative perspective C. cognitive-developmental theory D. process learning 14. The original tenets of cognitive-developmental theory were formulated by A. Erickson B. Bandura C. Piaget D. Jung 15. Nadia is a two year-old who is beginning to become aware of her surroundings. She is also able to distinguish differences between herself and others. Nadia is in the ______ stage of development. A. sensorimotor B. preoperational C. concrete operations D. formal operations 16. Individuals who have mild intellectual disabilities typically reach as high as the _____ level of development. A. sensorimotor B. preoperational C. concrete operations D. formal operations 17. Children with severe forms of intellectual disabilities typically remain at the A. sensorimotor stage. B. preoperational stage. C. concrete operations stage. D. formal operations stage. 18. ______ is the ability to attend to the relevant aspects of the task at hand. A. sustained attention B. selective attention C. relevant attention D. task attention 19. ______ is the ability to maintain one’s concentration long enough to process and comprehend the information. A. sustained attention B. selective attention C. relevant attention D. task attention 20. Trevor is often distracted in the classroom. In that, he consistently gazes out the window and has difficulty listening to his teacher’s lectures due to outside noises. Trevor has difficulty with A. sustained attention B. selective attention C. relevant attention D. task attention 21. The simplest method of organizing material is called A. mediation B. paired associate learning C. input organization D. grouping 22. Adrianna is able to remember events which have occurred two hours ago, but cannot recall events from one month ago. She is having difficulty with A. short term memory B. sustained attention C. long term memory D. sustained attention 23. Learning from demonstration by others is referred to as A. maturation. B. direct instruction. C. observational learning. D. operant conditioning. 24. Speech problems most often seen in individuals with intellectual disabilities include A. difficulties in articulation B. difficulties with voice C. stuttering D. all of the above 25. Common health problems of individuals with Down syndrome include A. lung abnormalities B. a higher incidence of leukemia C. eye and ear infections D. all of the above 26. ______ is a neuromuscular disability that may result from damage to the brain at birth or during the first four years of life. A. cerebral palsy B. multiple sclerosis C. muscular dystrophy D. PKU 27. Children with intellectual disabilities A. are more susceptible to disease and illnesses. B. are less susceptible to disease and illnesses. C. are no more or less susceptible to disease and illnesses. D. have a lower incidence of dental problems. 28. According to data from the 1999-2000 school year _____ of all students with disabilities were served in regular school buildings. A. 95.5 % B. 85.5 % C. 75 % D. 60 % 29. Studies of IEP goals for students with mild intellectual disabilities indicate a strong emphasis on A. communication goals B. behavioral goals C. academic goals D. social skills 30. In a study by Epstein (1989) nearly _____ of the students with mild intellectual disabilities had speech and language disorders. A. 98 % B. 90 % C. 85 % D. 70 % True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Most professionals prefer the terms EMR and TMR when discussing intellectual disabilities. A. True B. False 2. Educable mental retardation (EMR) refers to students whose programs emphasize the training of basic functional skills. A. True B. False 3. Adults who have mild intellectual disabilities are capable of securing and maintaining employment and becoming economically self-sufficient. A. True B. False 4. Borchreding (1997) noted that a higher prevalence of psychiatric disorders occur in children with intellectual disabilities than those who do not have intellectual disabilities. A. True B. False 5. Children who have intellectual disabilities have the same basic physiological, social, and emotional needs as children without intellectual disabilities. A. True B. False 6. Individuals with mild intellectual disabilities have considerable difficulty with long term memory. A. True B. False 7. A disproportionate number of students who have mild intellectual disabilities are also members of cultural or ethnic minority groups. A. True B. False 8. Information presented to students who are mentally retarded should be organized into meaningful parts. A. True B. False 9. Paired associate learning focuses on verbal mediation as a means of learning responses. A. True B. False 10. All children with cerebral palsy have intellectual disabilities. A. True B. False Discussion 1. Discuss the demographic characteristics unique to individuals with mild retardation. 2. Describe Piaget’s cognitive-developmental theory and its implication for students with mild intellectual disabilities. 3. Discuss the sociobehavioral characteristics of individuals with mild intellectual disabilities. 4. Discuss the need for including a more comprehensive approach when designing an IEP for a person with mild intellectual disabilities. 5. Discuss what the academic focus should be for students with mild intellectual disabilities. Include reasons for your position. 6. Discuss the general health conditions of people with mild intellectual disabilities. 7. Discuss the speech and language characteristics of individuals with mild mental retardation, as well as the effect speech difficulties present for individuals with such concomitant conditions as Down syndrome and cerebral palsy. Answer Key Multiple Choice 1. b 2. a 3. c 4. c 5. a 6. b 7. d 8. c 9. d 10. a 11. c 12. b 13. a 14. c 15. a 16. c 17. a 18. b 19. a 20. b 21. d 22. c 23. c 24. d 25. d 26. a 27. a 28. a 29. c 30. b True or False 1. False 2. False 3. True 4. True 5. True 6. False 7. True 8. True 9. True 10. False Discussion 1. Demographic Characteristics of Individuals with Mild Intellectual Disabilities: • Individuals with mild intellectual disabilities often exhibit a range of cognitive and adaptive functioning, typically showing IQ scores between 50-70. They frequently live independently or semi-independently and may hold jobs or participate in community activities. This group usually has a more diverse demographic, reflecting a wide range of socio-economic backgrounds. 2. Piaget’s Cognitive-Developmental Theory: • Piaget’s theory emphasizes stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. For students with mild intellectual disabilities, cognitive development may be delayed, affecting their ability to perform abstract reasoning or complex problem-solving. Instructional strategies should focus on concrete experiences and hands-on learning, aligning with their developmental stage. 3. Sociobehavioral Characteristics: • Individuals with mild intellectual disabilities often exhibit socially appropriate behaviors but may struggle with social cues and relationships. They might have difficulties with impulse control, emotional regulation, and understanding complex social situations, affecting their ability to interact effectively in diverse settings. 4. Comprehensive IEP Approach: • A comprehensive IEP for individuals with mild intellectual disabilities should address academic, social, emotional, and vocational needs. This approach ensures that goals are realistic and relevant, incorporating strategies for skill development across various life domains and considering individual strengths and challenges. 5. Academic Focus: • Academic focus should emphasize functional skills and practical application rather than solely academic content. This includes literacy, numeracy, and life skills that support independent living and vocational success. The rationale is that skills relevant to daily life and work environments enhance overall quality of life and self-sufficiency. 6. General Health Conditions: • People with mild intellectual disabilities typically have fewer health issues compared to those with more severe disabilities but may still experience common health concerns such as obesity, dental issues, or a higher risk of certain chronic conditions. Regular health check-ups and preventive care are important for maintaining overall health. 7. Speech and Language Characteristics: • Individuals with mild intellectual disabilities may exhibit delayed language development, limited vocabulary, and difficulties with complex sentence structures. For those with conditions like Down syndrome or cerebral palsy, speech difficulties can be compounded by motor coordination issues or physical impairments, requiring tailored speech therapy and augmentative communication strategies to enhance communication effectiveness. Test Bank for Mental Retardation: An Introduction to Intellectual Disability Mary Beirne-Smith, James Patton, Shannon Kim 9780131181892
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