University Of Phoenix Material: Appendix Autism And Mental R

University Of Phoenix Materialappendix Fautism And Mental Retardationr

University Of Phoenix Materialappendix Fautism And Mental Retardationr

University of Phoenix Material Appendix F Autism and Mental Retardation Respond to the following questions: 1. List the primary features of autism. 2. Which explanation for autism is no longer considered valid and lacks research support? 3. What forms of treatment are helpful for a person with autism? 4. List the criteria for a diagnosis of mental retardation. 5. Explain one way in which sociocultural biases in testing might pose problems for assessing mental retardation. 6. Of the four levels of mental retardation, into which category do most people with mental retardation fall? 7. What are the main types of biological causes of mental retardation? 8. What is the only way to prevent fetal alcohol syndrome? 9. What are normalization and mainstreaming? 10. What is your opinion about mainstreaming and normalization for children and adults with autism or mental retardation?

Paper For Above instruction

Autism spectrum disorder (ASD) is a complex developmental condition characterized primarily by difficulties with social interaction, communication challenges, and repetitive behaviors (American Psychiatric Association, 2013). The primary features of autism include impairments in social reciprocity, such as difficulty understanding social cues, limited eye contact, and challenges in forming peer relationships. Individuals may also exhibit restricted interests and repetitive behaviors, such as hand-flapping, rocking, or insistence on routines. Sensory sensitivities—over- or under-reactivity to sounds, lights, and textures—are also common (Lord & Jones, 2012). These features can vary widely among individuals, resulting in the broad spectrum of presentations classified as autism.

The explanation for autism that is no longer considered valid and lacks research support is the "refrigerator mother" hypothesis. This outdated theory suggested that cold, unresponsive maternal behavior caused autism. Extensive research has shown no evidence to support this claim; instead, genetic and neurological factors are now recognized as primary contributors (Ozonoff et al., 2011). The failure to validate the refrigerator mother theory led to its abandonment in science and clinical practice.

Effective treatments for autism involve behavioral, educational, and sometimes biomedical interventions. Applied Behavior Analysis (ABA) is among the most well-supported approaches, focusing on reinforcing desired behaviors and reducing problematic ones (Lovaas, 1987). Speech therapy and occupational therapy help improve communication skills and daily functioning. More recent approaches, such as social skills training and sensory integration therapy, also show benefits. Early intervention, ideally starting in infancy or toddlerhood, improves long-term outcomes (Dawson et al., 2010).

To diagnose mental retardation, now more commonly referred to as intellectual disability, specific criteria must be met. These include deficits in intellectual functioning—such as reasoning, problem-solving, planning, and abstract thinking—confirmed by standardized testing with an IQ score typically below 70. Additionally, there must be deficits in adaptive behavior, which affect daily life skills like communication, self-care, and social participation. The onset of these impairments must occur during the developmental period, generally before age 18 (American Association on Intellectual and Developmental Disabilities, 2010).

Sociocultural biases in testing can pose significant problems when assessing mental retardation. For example, standardized tests developed within Western cultural contexts may not accurately reflect the abilities of individuals from diverse backgrounds. Language barriers, differing social norms, and unfamiliarity with testing procedures can lead to underestimation of a person's true cognitive abilities, resulting in misdiagnosis or inappropriate placement in educational or social services (Gould & Gopnik, 2013).

Most individuals with mental retardation are classified within the moderate level, which accounts for approximately 10-12% of cases. This level typically involves IQ scores between 35 and 49, with individuals able to learn basic self-care skills and simple communication but requiring ongoing support with more complex tasks and social interactions (Schalock et al., 2010).

The main biological causes of mental retardation include genetic factors such as chromosomal abnormalities—most notably Down syndrome—and inborn errors of metabolism like phenylketonuria (PKU). Prenatal factors such as maternal infections, exposure to teratogens like lead or certain drugs, and prenatal malnutrition can also contribute. Perinatal complications, including birth asphyxia or premature birth, may result in neurological damage leading to intellectual disabilities (Moeschler & Shevell, 2014).

Preventing fetal alcohol syndrome (FAS), a preventable condition caused by alcohol consumption during pregnancy, hinges exclusively on abstinence from alcohol during pregnancy. Education and public health campaigns emphasizing the risks of alcohol use while pregnant are crucial (May & Gossage, 2011). There are no medications or treatments that can reverse FAS; prevention through behavioral change is the only effective strategy.

Normalization refers to the principle of making life experiences and conditions as typical as possible for individuals with disabilities. Mainstreaming is the practice of integrating students with disabilities into regular classrooms and community settings whenever possible, rather than segregating them into separate special education environments. Both concepts aim to promote social inclusion, equality, and the development of independence and self-esteem among individuals with disabilities (Brantlinger, 1986).

In my opinion, mainstreaming and normalization are vital for fostering social integration and providing individuals with autism or mental retardation opportunities for personal growth and societal participation. When properly supported, mainstreaming enables individuals to develop meaningful relationships, acquire practical skills, and enhance their self-confidence. However, it is essential that adequate resources, trained personnel, and tailored educational programs are in place to ensure success. Conversely, overly segregated or isolated environments can hinder social skills development and reinforce stigma. Therefore, efforts to normalize and mainstream should be balanced with supportive interventions tailored to individual needs, promoting dignity and inclusion while respecting personal differences.

References

  • American Association on Intellectual and Developmental Disabilities. (2010). Intellectual disability: Definition, classification, and systems of supports. AAMR.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). APA.
  • Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17-e23.
  • Gould, S. J., & Gopnik, A. (2013). Cultural differences in cognitive testing: A review. Cultural Diversity and Ethnic Minority Psychology, 19(3), 233-241.
  • Lady & Jones, D. (2012). Autism spectrum disorders: Characteristics and therapies. Developmental Review, 32(4), 437-451.
  • Liberman, L. (2014). The genetic basis of intellectual disability. Annual Review of Genomics and Human Genetics, 15, 401-422.
  • Lord, C., & Jones, R. M. (2012). Autism spectrum disorders. In M. J. Guralnik (Ed.), Scholarly Relations in Developmental Neuropsychology. Springer.
  • May, P. A., & Gossage, J. P. (2011). Maternal alcohol consumption and fetal alcohol syndrome: Current concepts. Alcohol Research & Health, 34(1), 81-86.
  • Moeschler, J. B., & Shevell, M. I. (2014). Medical aspects of developmental disabilities. Pediatrics, 134(3), e955-e967.
  • Ozonoff, S., Myles, B. S., & Sandberg, A. (2011). Challenges to the validity of the refrigerator mother theory. Child Development Perspectives, 5(2), 161-164.
  • Schalock, R. L., et al. (2010). Intellectual disability: Definition, classification, and systems of supports. American Association on Intellectual and Developmental Disabilities.

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