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Summary Chapter 5 of Abnormal Child Psychology (7th ed.) $5.66   Add to cart

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Summary Chapter 5 of Abnormal Child Psychology (7th ed.)

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This document summarises the syllabus of SLK310 from 2018. It uses the textbook "Abnormal Child Psychology" (Seventh [7th] edition) by Eric J. Mash and David A. Wolfe. This chapter covers Intellectual Disability in children. ISBN: 978-1-337-62426-8

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Chapter 5
Intellectual Developmental Disorder
Intelligence and Intellectual Disability
 ID is a neurodevelopmental disorder; a group of conditions with onset in the developmental
period that produce impairments of social, personal, academic, or occupational functioning
 ID is characterised by significant limitations in mental abilities that result in impairments in
adaptive functioning
 3 essential elements define ID:
o Intellectual limitations
o Deficits in adaptive skills
o Early onset

The Eugenics Scare
 Evolutionary degeneracy theory, a pervasive 19th C phenomenon, attributed the intellectual and
social problems of children with intellectual disability to regression to an earlier period in human
evolution
 Mental deficiency experts in 19th C believed they had found the missing link between humans and
lower species
 J. Langdon H. Down, best known for the description of Down Syndrome, interpreted the “strange
anomalies” as an evolutionary throwback to the Mongol race
o He believed that parents in one racial group might give birth to a child with intellectual
disability who was a “retrogression” to another group
 Evolutionary degeneracy theory received growing support by the late-19th C
 By 1910, the eugenics movement was gaining momentum
o Eugenics = “the science which deals with all influences that improve the inborn qualities
of a race”
o Emphasis shifted away from the needs of persons with intellectual disability toward a
consideration of the needs of society: society was to be protected from such persons
o Consequently, persons with intellectual disability were blamed for the social ills of the
time
o The characteristics of persons with intellectual disability were considered evidence of
their lack of moral fibre, a belief that led to the diagnostic term moral imbecile or moron
o This concept became a straightforward explanation for acts of deviance and justified
wide-ranging attempts to identify and control such individuals

Defining and Measuring Children’s Intelligence and Adaptive Behaviour
 Around 1900, Alfred Binet and Theophile Simon led to some of the first major advancements in
the field of children’s intellectual functioning



H Visser SLK 310 Chapter 5 Child Psychopathology

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o They were asked to develop a method of identifying schoolchildren who might need
special help in school
o They approached this by developing the first intelligence tests to measure judgement and
reasoning
o The test later became the Stanford-Binet scale
 General intellectual functioning is now defined by an intelligence quotient (IQ) which is based on
assessment with 1+ of the standardised, individually administered intelligence tests, such as the
WISC-V, the Stanford-Binet 5, and the Kaufman Assessment Battery for Children 2
o These tests assess various verbal and visual-spatial skills, and mathematical concepts,
which together are presumed to constitute the general construct known as intelligence
 IQ scores are derived from a standardised table based on a person’s age and test score
o Approximately 95% of the population has scores within 2 standard deviations of the mean
o Sub average intellectual functioning is defined as an IQ of about 70 or below
 Adaptive functioning refers to how effectively individuals cope with ordinary life demands, and
how capable they are of living independently and abiding by community standards
o Conceptual skills
 Receptive and expressive language, reading and writing, money concepts, self-
directions
o Social skills
 Interpersonal, responsibility, self-esteem, gullibility, naiveté, rule following
o Practical skills
 Personal activities of daily activity such as eating, dressing
 Instrumental activities of daily living such as preparing meals, taking medication,
etc.
o Occupational skills
 Maintaining a safe environment
o Similar to IQ, these skills are typically assessed using standardised instruments such as
the Adaptive Behaviour Assessment System, or the Vineland Adaptive Behavioural Scales


The Controversial IQ
 It is tempting to conclude that IQ is innate and fixed since it is relatively stable over time
o On the other hand, if intellectual and cognitive functioning is significantly shaped by
environment, perhaps cognitive growth can be stimulated at an early age and the level of
intellectual disability decreased
 Because of its being measured in relation to cohorts, IQ generally is stable from childhood through
adulthood
o For typically developing children, IQ measured prior to the 1st birthday has virtually no
correlation with the IQ score achieved at age 12
 HOWEVER, by the time they are 4 years old, the correlation with IQ 12 years
later is high (r = 0.77)
o The picture is dramatically different for infants and children with intellectual disability
 At the lower IQ levels, even the youngest infants show IQ stability over time,
with correlations between infant and childhood test scores ranging from 0.50 to
0.97
 Research has found a similar pattern of IQ stability from middle childhood to
young adulthood




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 Even though the IQ of cognitively delayed infants and children is unlikely to change, proper env
circumstances will help them reach their fullest potential
o Despite its strong genetic component, mental ability is always modified by experience
o Infancy through early childhood offer the most significant opportunity because of the
rapid brain development and response to env stimulation during this time
 The importance of genetic makeup for some individuals’ IQ can and does change by 10 – 20 points
between childhood and adolescence
 Differences in outcome vary widely in relation to opportunities for each child to learn and develop

Are We Really Getting Smarter?
 Scores have risen sharply since beginning of IQ testing – 5-25-point increase in a single generation
 When James Flynn brought this phenomenon to attention of scientists in 1987, it became known as
the Flynn Effect
 This gain has averaged about 3 points per decade, adding up to more than a full standard
deviation since the 1940s
 Once a test is re-normed, the mean is reset to 100, resulting in a brief reversal of this gain in IQ
scores
 In attempting to explain the Flynn Effect, considered the rising standards of living, better
nutrition, medical advances, more stimulating environments, and the influence of computer
games and complex toys
 IQ tests have once again come under scrutiny, as have children’s exposure to problems similar to
those on the tests
o Yet consistent gains, accompanied by increases in brain mass are too large to be the result
simply of increased test familiarity
 Experts on children’s intelligence suspect that the gains reflect a meaningful aspect of intellectual
growth and intelligence. A relatively permissive and child-focused parenting style has emerged
during recent decades, giving children greater facility with language and stronger overall
cognitive capacity
 Moreover there are unprecedented cultural differences between successive generations
 Possible downside is that test scores drop an average of 5.6 points among persons with borderline
and mild intellectual disability after a test is re-normed, which may have a significant impact on a
child’s eligibility for proper educational placement and other related services

Are IQ Tests Biased or Unfair?
 The controversy in IQ score differences is fuelled by researchers who argue that IQ is 80%
heritable and therefore largely genetically determined
 Other researchers argue that economic and social inequality are the simplest explanations for
existing group differences in test performance
 When personal and family background characteristics are statistically controlled for, children
receive similar test scores
 Poverty and inequality are linked to poor nutrition, inadequate prenatal care, fewer intellectual
resources, and similar realities that can have negative effects on children’s developing intelligence



Features of Intellectual Disabilities
 IDs encompass perhaps the widest variation in cognitive and behavioural abilities of any
childhood disorder




H Visser SLK 310 Chapter 5 Child Psychopathology

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