Testing of the

Mentally Retarded
Population
BY
HAIFA ZAFAR
Definition:

Mental retardation refers to substantial limitations in present functioning. It is

characterized by significantly sub average intellectual functioning, existing
concurrently with related limitations in two or more of the following applicable
adaptive skill areas; communication, self-care, home living, social skills, community
use, self-direction, health and safety, functional academics, leisure, and work”-
According to American Association on Mental Retardation (AAMR,1992)
Levels of Mental Retardation:

The previous system specified the levels of mental retardation from mild to profound,
based on intelligence test performance.
1. Mild Intellectual Disability:
IQ of 50-55 to 70-75+. Intermittent Support required. Reasonable social and
communication skills; with special education, attain sixth grade level by late teens;
achieve social and vocational adequacy with special training and supervision; partial
independence in living arrangements.
Cont…

2. Moderate Intellectual Disability:

IQ of 35-40 to 50-55, limited Support required. Fair social and communication skills
but little self-awareness; with extended special education, attain fourth grade level;
function in a sheltered workshop but need supervision in living arrangements.
3. Severe Intellectual Disability:
IQ of 22-25 to 30-40, extensive support required. Little or no communication skills;
sensory and motor impairments; do not profit from academic training; trainable in
basic health habits.
Cont…

4. Profound Intellectual Disability:

IQ below 20-25, Pervasive support required. Minimal functioning; incapable of self-
maintenance; need constant nursing care and supervision.
Limitations in Adaptive Skills:

Limitations in Adaptive skills are more difficult to confirm than a low IQ.
Fortunately, the AAIDD stipulates specific skills within the three areas of adaptive
functioning, namely:
 Conceptual Skills—language and literacy; money, time, and number concepts;
and self-direction.
 Social Skills—interpersonal skills, social responsibility, self-esteem, social
problem solving, and the ability to follow rules/obey laws and to avoid being
victimized.
 Practical Skills—activities of daily living (personal care), occupational skills,
health care, travel / transportation , schedules/routines, safety, use of money, use
of telephone (www.aamr.org).
Diagnosis:

A low IQ itself is an insufficient foundation for the diagnosis of intellectual disability.

As noted, the definition also specifies a second criterion—limitations in adaptive
behavior as expressed in conceptual, and practical adaptive skills. A diagnosis of
mental retardation is warranted only when an individual displays a sufficiently low
IQ and limitations in one or more of the broad areas of adaptive functioning.
Furthermore, these deficits in adaptive and intellect functioning must have arisen
during developmental period—defined as between and the eighteenth birthday.
Scale Used for Mental Retardation:

Vineland
Social
Maturity
Scale
Vineland Social Maturity Scale:

Assessment programs for mentally retarded persons typically include measures of

adaptive behavior in everyday life situations. The prototype of scales designed to
assess adaptive behavior in the Vineland social maturity scale, develop in the 1930s
by the director of the Vineland Training School, Edgar Doll (1935/1965), as a result
of his observations of the differences among mentally retarded patients, Doll created
a standardized record form designed to asses an individual’s developmental level
both in looking after her or his practical needs and in taking responsibility in daily
living. Its latest revisions, the Vineland adaptive behavior scales (VABS—
P.L.Harrison, 1985; sparrow, Balia, & Cicchetti, 1984 a, 1984 b), is available in three
versions, which may be used independently or in combination.
Versions of Vineland Social Maturity Scale:

Two of the scales are Interview Editions, whereby information is obtained through a
semi-structured interview with a parent or other care giver.
 First Version: one of these versions is the 297-item Survey Form.
 Second Version: The other is the 577-item expanded form, which also provides a
systematic basis for preparing individualized educational or treatment programs.
Bothe versions are applicable from birth through 18 years and to low-functioning
adults.
 Third Version: the third version is the Classroom Edition, comprising a 244-item
questionnaire to be filled out by a classroom teacher; it covers ages 3 through 12
years.
Cont…

The correlation between the Classroom Edition and Survey Form scores range from .
31 to .54, which indicates that the two should not be used interchangeably.
All versions of the Vineland focus on the individual usually in habitually does, not on
what he or she can do. The items are classified under four major adaptive domains;
these are shown in table of content of the Vineland adaptive behavior scales. Together
with their subdomains and brief descriptions of the behavior covered. Both Interview
Editions also include an optional set of the 32 items dealing with maladaptive or a
desirable behaviors that may interfere with the individual’s functioning. All versions
provide wee-designed forms for reporting results to parents.
Content of the Vineland Adaptive Behavior Scales:

Domains and Sub-domains Description

Communication  
1. Receptive 1. What the individual understands
2. Expressive 2. What the individual says
3. Written 3. What the individual reads and writes

Daily Living Skills  

1. Personal 1. How the individual eats, dresses, and practices Personal
2. Domestic hygiene.
3. Community 2. What household tasks the individual performs.
3. How the individual uses time, money, the telephone, and
job skills

Socialization  
1. Interpersonal Relationship 1. How the individual interacts with others
2. Play and Leisure Time 2. How the individual plays and uses leisure time
3. Coping Skills 3. How the individual demonstrates responsibility and
sensitivity to others

Motor Skills  
1. Gross 1. How the individual users arms and legs for movement
2. Fine and coordination
2. How the individuals uses hands and fingers to manipulate
objects

Adaptive Behavior Composite Composite of the four domains listed above

Maladaptive Behavior Undesirable behaviors that may interfere with adaptive
functioning
The Two Interview Editions:

The two interview editions was standardized on a representive national sample of

3000 individuals, who ranged in age from birth to 18 years 11 months and who were
stratified according to the 1980 U.S. census on the basis of sex, ethnic group,
community size, region, parents’ educational level. Supplementary norms were also
established on special groups, including residential and non-residential samples of
mentally retarded adults and residential samples of emotionally disturbed, visually
impaired, and hearing –impaired children.
The Classroom Edition:

The Classroom Edition was standardized on nearly 3000 children who ranged in
age from 3 years to 12 years 11 months; who were drawn from schools in 38 states;
and who were stratified on the same basis used for the other editions.
Validity and Reliability:

Reliability:
For all editions, the median internal consistency reliability coefficients for the domain
and composite scores are mostly in the high .90s. Undesirably, the reliabilities run
lower for subdomains .80, and they vary widely with age level in content area.
Validity:
Several types of data summarized in the manuals for the three forms contribute to
construct validation.
Motor Development:

Another area that needs to be assessed in mentally retarded individuals is motor

development. The prototype of instruments for the purpose is the Oseretsky Test of
Motor Proficiency.
Oseretsky Test of Motor Proficiency:

Oseretsky test for Motor Proficiency, originally published in Russia in 1923. Other
applications of the Oseretsky Test re found in the testing of children with motor
handicaps, minimal brain dysfunction, or learning disabilities, particularly in
connection with the administration of individualized training programs.
Current Revision of Oseretsky Scale:

The current revision of the Oseretsky scale is the Bruininks-Osertsky Test of Motor
Proficiency (Bruininks, 1978). Requiring 45 to 60 minutes the complete battery
comprises 46 items grouped into 8 subtests. It yields 3 scores:
 A gross motor composite measuring of a large muscles of shoulders, trunks, and
legs.
 A fine motor composite measuring performance of the small muscles of the
fingers, hands, and forearms;
 And a total battery composite.
There is also 14-items Short Form, requiring 15-20 minutes and providing a single
index of general Motor proficiency.
Main Challenges in the Assessment of Mental retardation:

One of the main challenges in the assessment of mental retardation lies in

distinguishing between the condition and developmental delays, especially during
infancy and early childhood. Not only in cognitive assessment in this period less
reliable than at other ages, as we have seen, but there is also the possibility that what
manifests as impaired cognitive functioning may be the result of various other
conditions (Hodapp, Burack, & Zigler, 1990). Chief among the factors that can affect
a Childs level of intellectual performance and adaptive skills in a negative direction
and sensory and motor disabilities and an adverse home environment.
Thank you