How to provide treatment for children with mental retardation

Q1:

The assessment results of Arthur has been disclosed. First,“ Arthur’s full scale IQ of 57( range 53-64) is considered to be a good index of composite intellectual functioning”( Wilmshurst, 2011, 366). Second, “ It was suggested that adaptive functioning would deteriorate considerably when he was in situation that were novel and unexpected, offered many distracters, were unstructured, and offered a wide variety of academic and social pressures”( Wilmshurst, 2011, 367).

For the system of DS-IV-TR, it has three criteria to confirm the diagnosis of IDD: a low IQ of approximately 70, a limitation in adaptive functioning and an onset before the age of 18 years( Wilmshurst, 2011, 633). From the assessment result above, it is clear that Arthur meets the first two criteria. Moreover, the age of onset of Arthur is obviously before the age of 18. Therefore, Arthur’s profile warrant a diagnosis of MR from the perspective of DS-IV-TR.

As for AAIDD, “ the classification system of the AAIDD includes the same three criteria as as the DS-IV-TR with respect to IQ cutoff, adaptive functioning and age of onset”( Wilmshurst, 2011, 634). Therefore, under this situation, Arthur can also be diagnosed as MR

As for the educational system, the eligibility of service mainly depends on IQ score cutoffs, though social and adaptive feature have been recognized( Wilmshurst, 2011, 635). “ Children who had an IQ between 25 and 55 were considered trainable mentally retarded ( TMR)”( Wilmshurst, 2011, 635). Therefore, Arthur’s profile refers to a diagnosis of MR.

Q2:

a. The result of Lalli, Kates, and Casey’s investigation has declared the importance of changing instructional format in reducing negative behaviors. In the case, there are several marks of improvement in Arthur’s behavior. For example, as the case mentions, at the age of 9 to 11, when Arthur returned to the Junior Special Learning Class, he improved his work habits, changed his aggressive behavior to a sense of humor and got alone with his teacher in a positive manner. After that, when he entered the Senior Special Learning Class, he returned to the previous situation. Therefore, academic demands plays a role in the production of negative behaviors( Wilmshurst, 2011, 632). A functional behavioral assessment can help with programming by figuring out the reasons, consequences and motivations. A likely functional behavioral assessment for Arthur’s disruptive classroom behavior can be described as following. Possible behaviors may include making silly voice, interrupting teachers’ words and abusing others. Precipitating condition may be that teachers force him to learn knowledge that is more difficult. Consequences of behaviors may be that teacher is agitated and punishes Arthur. Functions of behaviors may be that Arthur can avoid the academic difficulty.

b. I would also conduct a similar assessment from four aspects. First, what has he done. Second, why does he behave that. Third, What is the consequence of the behavior. Fourth, what is the effect of the behavior. For example, on the play ground, Arthur may chase other students. Reason may be that other students do not play with him. The consequence may be that other students are frightened by him. Therefore, he can catch the attention of others. At home, Arthur may make some threatening gesture to his parents or chasing his siblings. Reason may be that his parents want to send him to another place. The consequence may be that his family is scared by him more. He would like to regain the focus of his parents. These assessments aim to figure out the reasons causing the behavior and motivation behind these behavior, so that it can better know about the psychological condition of the patient and change the problem in a positive way.

Bibliography

Linda Wilmshurst.(2011). Child and Adolescent Psychology. California: SAGE Publications.