INTELLIGENCE AND DEVELOPMENTAL DISABILITIES

IN EDUCATIONModule 10

INTELLIGENCE: NATURE AND NURTURE, STABILITY AND

CHANGE10.1

INTELLIGENCE: NATURE AND NURTURE, STABILITY AND CHANGE• Intelligence

– Potential to learn • Stable

• Nature?• Nurture?• Twin Studies

INTELLIGENCE: NATURE AND NURTURE, STABILITY AND CHANGEBEHAVIOR GENETICS, BOUCHARDHTTPS://WWW.YOUTUBE.COM/WATCH?V=IYT2ALZZZQS

TRADITIONAL INTELLIGENCE TESTING

10.2

TRADITIONAL INTELLIGENCE TESTINGBRIEF HISTORY OF PSYCHOLOGICAL TESTING

6-11 Years-of-Age

TRADITIONAL INTELLIGENCE TESTINGHISTORIC ASSESSMENTS OF INTELLIGENCE

• Binet & Simon, France 1904– Purpose• Identify children unable to learn in school

– Need help– Developed test• Assessed

– Memory– Verbal Skills– General Knowledge

– Developed concept of mental age (MA)• An individual’s level of mental development relative to

others

TRADITIONAL INTELLIGENCE TESTING

• Wechsler Scales• Overall IQ

– Verbal Comprehension Index– Working Memory Index– Processing Speed Index• Determines weak & strong areas

6-11 Years-of-Age

STERNBERG’S TRIARCHIC THEORY

10.3

6-11 Years-of-Age

TYPES OF INTELLIGENCE:    • Sternberg’s Triarchic Theory of intelligence– 3 forms of Intelligence: • 1. Analytical intelligence • 2. Creative intelligence • 3. Practical intelligence

6-11 Years-of-Age

• 1. Analytical intelligence – Ability to:• Analyze• Judge• Evaluate• Compare• Contrast

TRIARCHIC THEORY OF INTELLIGENCE STERNBERG  CONT.

6-11 Years-of-Age

• 2. Creative intelligence– Ability to: • Create• Design• Invent• Originate• Imagine

TRIARCHIC THEORY OF INTELLIGENCE STERNBERG  CONT.

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• Practical intelligence– Ability to: • Use• Apply• Implement• Put ideas into practice

TRIARCHIC THEORY OF INTELLIGENCE STERNBERG  CONT.

TRIARCHIC THEORY OF INTELLIGENCE STERNBERG  CONT.• In school:

– High analytic• Favored in conventional schooling

– High creative• Not at top of class, do not conform to expectations

– High practical• Do not relate well to demands of school• Often successful as adults

6-11 Years-of-Age

HOWARD GARDNER THEORY OF MULTIPLE INTELLIGENCES

10.4

HOWARD GARDNER OF THE MULTIPLE INTELLIGENCE THEORYHTTPS://WWW.YOUTUBE.COM/WATCH?V=L2QTSBP4FRG

6-11 Years-of-Age

HOWARD GARDNER THEORY OF MULTIPLE INTELLIGENCES

– verbal– mathematical– spatial– bodily-kinesthetic

– musical– interpersonal– intrapersonal– naturalist

Everyone has all of these intelligences to varying degrees. Which are your strengths?

6-11 Years-of-Age

INTERPRETING DIFFERENCES IN IQ SCORES

•Most researchers agree:– Genetics– Environment • Interact to influence intelligence

6-11 Years-of-Age

USING INTELLIGENCE TESTS• Psychological tests are tools • Avoid using information in negative ways

– Avoid stereotyping & expectations – IQ NOT sole indicator of competence – Use caution in interpreting an overall IQ score

EXTREMES OF INTELLIGENCE

10.5

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EXTREMES OF INTELLIGENCE• IQ score of 70 or below

– Intellectual disability • (mental retardation)

• IQ score of 130 or above– Gifted

EXTREMES OF INTELLIGENCE• Intellectual disability

– For proper diagnosis• Clinicians observe

– Functioning in everyday environment– Person’s background– Community standards

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EXTREMES OF INTELLIGENCE

• Features of intellectual disability ?– Most consistent sign • Person learns very slowly

– Other areas of difficulty• Attention• Short-term memory• Planning• Language

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EXTREMES OF INTELLIGENCE

• Causes of intellectual disability– Biological causes• Prenatal difficulties or birth complications• Genetic disorders

– Most common• Fragile X syndrome• Down syndrome

• Biological abnormalities– Cerebellum• Regulates motor behavior• Possibly learning & attention

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EXTREMES OF INTELLIGENCE

• Mild intellectual disability – IQ 50–70– About 85% – Termed “educational”

• Can have a somewhat normal life– May need assistance – Get married– Work in unskilled or semiskilled jobs– Intellectual performance may improve with age

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EXTREMES OF INTELLIGENCE• Moderate intellectual disability

– IQ 40-55 – About 10% – Most Down syndrome – Can care for themselves– Benefit from vocational training– Need to be taught basic skills• Hygiene• Taking the bus

EXTREMES OF INTELLIGENCE• Severe and profound intellectual disability

– IQ 25-40– 3% to 4% – Often require lifelong careful supervision– Group homes

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EXTREMES OF INTELLIGENCE• Quality of life

– Depends largely on sociocultural factors• Intervention programs

– Comfortable and stimulating residences– Social opportunities– Economic opportunities– Proper education

EXTREMES OF INTELLIGENCE• Gifted and talented

– Gifted• IQ 130-144

– Highly gifted• IQ 145 and above

– Problem• Keeping them stimulated

– Or else?– Specialized programs needed

DEVELOPMENTAL DISABILITIES AND EDUCATION

10.6

31

DEVELOPMENTAL DISABILITIES AND EDUCATION• Autism

– Identified in 1943• Extremely unresponsive to others• Uncommunicative

– Possibly mute– May gain language and lose it

• Repetitive• Rigid• Symptoms appear before age 3

– Can be identified• 18-24 mos.

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DEVELOPMENTAL DISABILITIES AND EDUCATION

• Unusual motor movements – “self-stimulatory” behaviors• Jumping• Arm flapping• Making faces

– Relieves anxiety– May engage in self-injurious behaviors• Banging heads

• At times seem overstimulated &/or under stimulated by environments

DEVELOPMENTAL DISABILITIES AND EDUCATION

• Over ½ intellectual disabilities• Most social deficits • How do we help them?

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• Treatment– Applied behavior analysis therapy• Modeling and operant conditioning

– Reward system• Teach new, appropriate behaviors

– Speech– Social skills– Classroom skills– Self-help skills– Reduce negative behaviors

DEVELOPMENTAL DISABILITIES AND EDUCATION

DEVELOPMENTAL DISABILITIES AND EDUCATION

• Autism increase in # diagnosed– 1 in 150• To (10 yrs.)• 1 in 68

– Boys continue • 5-1 boys/girls

– Why increase?

DEVELOPMENTAL DISABILITIES AND EDUCATION

• Learning Disabilities– Gov’t defines learning disabilities– 3x’s more common in boys– Children excluded:• Severe emotional disorders• 2nd language background• Sensory disabilities

– EX: Blind• Neurological deficits

LEARNING DISABILITIES DEFINITION INCLUDES:

Significant difficulty in school-related area

ListeningThinkingReadingWritingSpelling

Math80% also have reading problems

DEVELOPMENTAL DISABILITIES AND EDUCATION

• Specific Disabilities– Dyslexia• Severe impairment in ability to read & spell

– Common problem – Writing may be extremely slow & illegible – Spelling errors • Problem matching sounds & letters

DYSLEXIA

6-11 Years-of-Age