Intelligence and Adaptive Behavior for Classroom Practices Litigation of IQ Assessment

Intelligence and Adaptive Behavior for

Classroom PracticesLitigation of IQ Assessment

Intellectual Functioning

• “General intellectual functioning"

– Typically measured by an intelligence test (IQ)

– Persons with mental retardation usually score 70

or below on such tests (or at least 2 standard

deviations below the mean on the normal curve).

IQ Testing

• Intelligence Quotient

– Score derived from several standardized tests

– Designed to assess intelligence.

Adaptive Behavior

• "Adaptive behavior" – refers to a person's adjustment to everyday life

– Also refers to an individual’s ability to meet social

requirements of his or her community that are

appropriate for his or her chronological age

– It is an indication of independence and social

competency.

Classroom Support

• The 4 Levels of Intensities and Supports (from

least to most intensive and supportive)

– Intermittent

– Limited

– Extensive

– Pervasive

Classroom Strategies

• Allow for many breaks throughout the school day.

• Children with MR may require time to relax and unwind.

• Always speak directly to the child so he can see you-Never speak with your

back to him.

• Assign jobs in the classroom for the child so that he can feel success and

accomplishment.

• Build a foundation of success by providing a series of short and simple

assignments.

• Encourage interaction with other children.

http://www.brighthub.com/education/special/articles/13506.aspx.

Vineland Adaptive Behavior Scale

• Comprehensive testing of the following

– Communication

– Daily living skills

– Socialization

– Motor skills

– Maladaptive behavior

http://learningdisabilities.about.com/od/medicalinterventions/g/adptbehvrdeffin.htm.

Larry P. v. Riles

• Landmark case tried in US Court of Appeals, 1984

• Issue: CA placed children in special classes

– Used standard I.Q testing to place 6 black

schoolchildren

– Children identified as mentally retarded (EMR)

• IQ testing only criterion used

• Children placed in special class

http://www.uwyo.edu/wind/edec5250/assignments/Larry.pdf

Larry P. v. Riles

• Educable mentally retarded

– Labeled as incapable of being educated

– Used as evaluation method by CA schools

– Based on IQ standard IQ testing

http://www.uwyo.edu/wind/edec5250/assignments/Larry.pdf

Larry P. v. Riles

• Involved parties– Larry P., Plaintiff• Young black boy + 5 other classmates with EMR• Claimed IQ tests biased• Violated 14th amendment rights

– California school system, Defendant

• Case reasoning– Larry P. argued that children had been placed

incorrectly in EMR classrooms

Grant, P. (1992). Using special education to destroy Black boys. The Negro Educational Review, 63, 17-21.

Larry P. v. Riles

• Main points of disagreement

– CA placed children only on basis of IQ scores

• IQ tests not validated for black students

– Larry P. claimed that IQ testing discriminatory

• Majority of labeled as EMR were black

– 1968-1969, 9% of CA state school population → black

– Made up 27% of EMR group

http://www.uwyo.edu/wind/edec5250/assignments/Larry.pdf

Larry P. v. Riles

• Outcomes

– Court ruled• IQ tests culturally inappropriate for black children

• Banned CA school system from using IQ tests for blacks

• Required a different evaluation system

• Demanded CA keep records of students enrolled in EMR

classrooms, including racial data

• Demanded CA prove reasoning for black students to be labeled

EMR

http://www.uwyo.edu/wind/edec5250/assignments/Larry.pdf

Larry P. v. Riles

• Implications for today

– Tests given to evaluate minority children be

validated for given population

– Gives legal precedent for outlawing the use of

cultural bias as evaluation method

Gill, W. (1992). Helping African-American males: The cure. The Negro Educational Review, 63, 31-36.

References1. http://sped100fall07.wikispaces.com/Larry+P.+vs.

+Riles. Downloaded August 9, 2010.2. http://www.inmotionmagazine.com/peterz1.html.

Downloaded August 9, 20103. http://learningdisabilities.about.com/od/

medicalinterventions/g/adptbehvrdeffin.htm.. 4. http://www.brighthub.com/education/special/

articles/13506.aspx.. 5. Gill, W. (1992). Helping African-American males: The

cure. The Negro Educational Review, 63, 31-36.6. Grant, P. (1992). Using special education to destroy

Black boys. The Negro Educational Review, 63, 17-21.