Rules of the Game

[sytaylor]

First rule about the game is nvm
Second rule about the game is forget everything about nvm
Third rule of the game is, even if proven to be true... nvm.

Nvm.

[Q]

Mental retardation is a generalized, triarchic disorder, characterized by subaverage cognitive functioning and deficits in two or more adaptive behaviors with onset before the age of 18. Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to the individual's functional skills in their environment.
Contents
[hide]

* 1 Alternative terms
* 2 Signs
* 3 Diagnosis
o 3.1 IQ below 70
o 3.2 Significant limitations in two or more areas of adaptive behavior
o 3.3 Evidence that the limitations became apparent in childhood
* 4 Causes
* 5 Treatment and assistance
* 6 Archaic terms
* 7 References
* 8 External links

Alternative terms

The term "mental retardation" is a diagnostic term designed to capture and standardize a group of disconnected categories of mental functioning such as "idiot", "imbecile", and "moron" derived from early IQ tests, which acquired pejorative connotations in popular discourse over time. The term "mental retardation" has itself now acquired some pejorative and shameful connotations over the last few decades due to the use of "retarded" as an insult among younger people. This may in turn have contributed to its replacement with expressions such as "mentally challenged" or "intellectual disability".

* In North America mental retardation is subsumed into the broader term developmental disability, which also includes epilepsy, autism, cerebral palsy and other disorders that develop during the developmental period (birth to age 18.) Because service provision is tied to the designation developmental disability, it is used by many parents, direct support professional, and physicians. However, in school-based settings, the more specific term mental retardation is still typically used, and is one of 13 categories of disability under which children may be identified for special education services under Public Law 108-446.
* The phrase intellectual disability is increasingly being used as a synonym for people with significantly below-average cognitive ability.[1] These terms are sometimes used as a means of separating general intellectual limitations from specific, limited deficits as well as indicating that it is not an emotional or psychological disability. Intellectual disability may also used to describe the outcome of traumatic brain injury or lead poisoning or dementing conditions such as Alzheimer's disease. It is not specific to congenital disorders such as Down syndrome.

The American Association on Mental Retardation continued to use the term mental retardation until 2006.[2] In June 2006 its members voted to change the name of the organization to the "American Association on Intellectual and Developmental Disabilities," rejecting the options to become the AAID or AADD. Part of the rationale for the double name was that many members worked with people with pervasive developmental disorders, most of whom are not mentally retarded.[3]

In the UK, "mental handicap" had become the common medical term, replacing "mental subnormality" in Scotland and "mental deficiency" in England and Wales, until Stephen Dorrell, Secretary of State for Health for the United Kingdom from 1995-7, changed the NHS's designation to "learning disability." The new term is not yet widely understood, and is often taken to refer to problems affecting schoolwork (the American usage): which are known in the UK as "learning difficulties." British social workers may use "learning difficulty" to refer to both people with MR and those with conditions such as dyslexia.

In England and Wales the Mental Health Act 1983 defines "mental impairment" and "severe mental impairment" as "a state of arrested or incomplete development of mind which includes significant/severe impairment of intelligence and social functioning and is associated with abnormally aggressive or seriously irresponsible conduct on the part of the person concerned."[4] As behavior is involved, these are not necessarily permanent conditions: they are defined for the purpose of authorising detention in hospital or guardianship. However, English statute law uses "mental impairment" elsewhere in a less well-defined manner—e.g. to allow exemption from taxes—implying that mental retardation without any behavioural problems is what is meant. Mental Impairment is scheduled to be removed from the Act when it is amended in 2008.

Signs

Children with mental retardation may learn to sit up, to crawl, or to walk later than other children, or they may learn to talk later. Both adults and children with mental retardation may also exhibit the following characteristics:

* Delays in oral language development
* Deficits in memory skills
* Difficulty learning social rules
* Difficulty with problem solving skills
* Delays in the development of adaptive behaviors such as self-help or self-care skills
* Lack of social inhibitors.

The limitations of cognitive functioning will cause a child with mental retardation to learn and develop more slowly than a typical child. Children may take longer to learn language, develop social skills, and take care of their personal needs such as dressing or eating. Learning will take them longer, require more repetition, and skills may need to be adapted to their learning level. Nevertheless, virtually every child is able to learn, develop and become participating members of the community.

In early childhood mild mental retardation (IQ 60–70) may not be obvious, and may not be identified until children begin school. Even when poor academic performance is recognized, it may take expert assessment to distinguish mild mental retardation from learning disability or emotional/behavioral disorders. As individuals with mild mental retardation reach adulthood, many learn to live independently and maintain gainful employment.

Moderate mental retardation (IQ 50–60) is nearly always apparent within the first years of life. Children with moderate mental retardation will require considerable supports in school, at home, and in the community in order to participate fully. As adults they may live with their parents, in a supportive group home, or even semi-independently with significant supportive services to help them, for example, manage their finances.

A person with a more severe mental retardation will need more intensive support and supervision his or her entire life.

Diagnosis

According to the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV),[5] there are three criteria before a person is considered to have a mental retardation: an IQ below 70, significant limitations in two or more areas of adaptive behavior (as measured by an adaptive behavior rating scale, i.e. communication, self-help skills, interpersonal skills, and more), and evidence that the limitations became apparent before the age of 18.

It is formally diagnosed by professional assessment of intelligence and adaptive behavior.

IQ below 70

The first English-language IQ test, the Terman-Binet, was adapted from an instrument used to measure potential to achieve developed by Binet in France. Terman translated the test and employed it as a means to measure a person's intellectual capacity based on their oral language, vocabulary, numerical reasoning, memory, motor speed and analysis skills. The mean score on the currently available IQ tests is 100, with a standard deviation of 15 (WAIS/WISC-IV) or 16 (Stanford-Binet). Sub-average intelligence is generally considered to be present when an individual scores two standard deviatons below the test mean. Factors other than cognitive ability (depression, anxiety, etc.) can contribute to low IQ scores, it is important for the evaluator to rule them out prior to concluding that measured IQ is "significantly below average".

The following ranges, based on the Wechsler Adult Intelligence Scale (WAIS), were favored at one time, but are rarely used now:
Class IQ
Profound mental retardation Below 20
Severe mental retardation 20–34
Moderate mental retardation 35–49
Mild mental retardation 50–69
Borderline mental retardation 70–79

Significant limitations in two or more areas of adaptive behavior

Adaptive behavior, or adaptive functioning, refers to the skills needed to live independently (or at the minimally acceptable level for age). To assess adaptive behavior, professionals compare the functional abilities of a child to those of other children of similar age. To measure adaptive behavior, professionals use structured interviews, with which they systematically elicit information about the person's functioning in the community from someone who knows them well. There are many adaptive behavior scales, and accurate assessment of the quality of someone's adaptive behavior requires clinical judgment as well. Certain skills are important to adaptive behavior, such as:

* daily living skills, such as getting dressed, using the bathroom, and feeding oneself;
* communication skills, such as understanding what is said and being able to answer;
* social skills with peers, family members, spouses, adults, and others.

Evidence that the limitations became apparent in childhood

This third condition is used to distinguish it from dementing conditions such as Alzheimer's disease or is due to traumatic injuries that damaged the brain.

[DiscipleDOC]

Q, you obviously have too much time on your...nvm.

[methimpikehoses]

Don't lecture DD about things he is an expert on.

:retard:

[sytaylor]

Quit yo jibba ja... nvm.

[Q]

Q, you obviously have too much time on your...nvm.

1. Wikipedia
2. Copy
3. Paste

[bob saget]

1. Wikipedia
2. Copy
3. Paste

wats your point? it takes like 6 hours for me just to log and surf the internets' online web pages.

[jcrox]

Thanks for posting that novel.

[bob saget]

i copied it down and memorized it.

[Bman212121]

Well, do you still remember???

[jcrox]

Well, do you still remember???

remember what? :confused:

[Bman212121]

I forgot...

[Retrolock]

Mental retardation is a generalized, triarchic disorder, characterized by subaverage cognitive functioning and deficits in two or more adaptive behaviors with onset before the age of 18. Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to the individual's functional skills in their environment.
Contents
[hide]

* 1 Alternative terms
* 2 Signs
* 3 Diagnosis
o 3.1 IQ below 70
o 3.2 Significant limitations in two or more areas of adaptive behavior
o 3.3 Evidence that the limitations became apparent in childhood
* 4 Causes
* 5 Treatment and assistance
* 6 Archaic terms
* 7 References
* 8 External links

Alternative terms

The term "mental retardation" is a diagnostic term designed to capture and standardize a group of disconnected categories of mental functioning such as "idiot", "imbecile", and "moron" derived from early IQ tests, which acquired pejorative connotations in popular discourse over time. The term "mental retardation" has itself now acquired some pejorative and shameful connotations over the last few decades due to the use of "retarded" as an insult among younger people. This may in turn have contributed to its replacement with expressions such as "mentally challenged" or "intellectual disability".

* In North America mental retardation is subsumed into the broader term developmental disability, which also includes epilepsy, autism, cerebral palsy and other disorders that develop during the developmental period (birth to age 18.) Because service provision is tied to the designation developmental disability, it is used by many parents, direct support professional, and physicians. However, in school-based settings, the more specific term mental retardation is still typically used, and is one of 13 categories of disability under which children may be identified for special education services under Public Law 108-446.
* The phrase intellectual disability is increasingly being used as a synonym for people with significantly below-average cognitive ability.[1] These terms are sometimes used as a means of separating general intellectual limitations from specific, limited deficits as well as indicating that it is not an emotional or psychological disability. Intellectual disability may also used to describe the outcome of traumatic brain injury or lead poisoning or dementing conditions such as Alzheimer's disease. It is not specific to congenital disorders such as Down syndrome.

The American Association on Mental Retardation continued to use the term mental retardation until 2006.[2] In June 2006 its members voted to change the name of the organization to the "American Association on Intellectual and Developmental Disabilities," rejecting the options to become the AAID or AADD. Part of the rationale for the double name was that many members worked with people with pervasive developmental disorders, most of whom are not mentally retarded.[3]

In the UK, "mental handicap" had become the common medical term, replacing "mental subnormality" in Scotland and "mental deficiency" in England and Wales, until Stephen Dorrell, Secretary of State for Health for the United Kingdom from 1995-7, changed the NHS's designation to "learning disability." The new term is not yet widely understood, and is often taken to refer to problems affecting schoolwork (the American usage): which are known in the UK as "learning difficulties." British social workers may use "learning difficulty" to refer to both people with MR and those with conditions such as dyslexia.

In England and Wales the Mental Health Act 1983 defines "mental impairment" and "severe mental impairment" as "a state of arrested or incomplete development of mind which includes significant/severe impairment of intelligence and social functioning and is associated with abnormally aggressive or seriously irresponsible conduct on the part of the person concerned."[4] As behavior is involved, these are not necessarily permanent conditions: they are defined for the purpose of authorising detention in hospital or guardianship. However, English statute law uses "mental impairment" elsewhere in a less well-defined manner—e.g. to allow exemption from taxes—implying that mental retardation without any behavioural problems is what is meant. Mental Impairment is scheduled to be removed from the Act when it is amended in 2008.

Signs

Children with mental retardation may learn to sit up, to crawl, or to walk later than other children, or they may learn to talk later. Both adults and children with mental retardation may also exhibit the following characteristics:

* Delays in oral language development
* Deficits in memory skills
* Difficulty learning social rules
* Difficulty with problem solving skills
* Delays in the development of adaptive behaviors such as self-help or self-care skills
* Lack of social inhibitors.

The limitations of cognitive functioning will cause a child with mental retardation to learn and develop more slowly than a typical child. Children may take longer to learn language, develop social skills, and take care of their personal needs such as dressing or eating. Learning will take them longer, require more repetition, and skills may need to be adapted to their learning level. Nevertheless, virtually every child is able to learn, develop and become participating members of the community.

In early childhood mild mental retardation (IQ 60–70) may not be obvious, and may not be identified until children begin school. Even when poor academic performance is recognized, it may take expert assessment to distinguish mild mental retardation from learning disability or emotional/behavioral disorders. As individuals with mild mental retardation reach adulthood, many learn to live independently and maintain gainful employment.

Moderate mental retardation (IQ 50–60) is nearly always apparent within the first years of life. Children with moderate mental retardation will require considerable supports in school, at home, and in the community in order to participate fully. As adults they may live with their parents, in a supportive group home, or even semi-independently with significant supportive services to help them, for example, manage their finances.

A person with a more severe mental retardation will need more intensive support and supervision his or her entire life.

Diagnosis

According to the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV),[5] there are three criteria before a person is considered to have a mental retardation: an IQ below 70, significant limitations in two or more areas of adaptive behavior (as measured by an adaptive behavior rating scale, i.e. communication, self-help skills, interpersonal skills, and more), and evidence that the limitations became apparent before the age of 18.

It is formally diagnosed by professional assessment of intelligence and adaptive behavior.

IQ below 70

The first English-language IQ test, the Terman-Binet, was adapted from an instrument used to measure potential to achieve developed by Binet in France. Terman translated the test and employed it as a means to measure a person's intellectual capacity based on their oral language, vocabulary, numerical reasoning, memory, motor speed and analysis skills. The mean score on the currently available IQ tests is 100, with a standard deviation of 15 (WAIS/WISC-IV) or 16 (Stanford-Binet). Sub-average intelligence is generally considered to be present when an individual scores two standard deviatons below the test mean. Factors other than cognitive ability (depression, anxiety, etc.) can contribute to low IQ scores, it is important for the evaluator to rule them out prior to concluding that measured IQ is "significantly below average".

The following ranges, based on the Wechsler Adult Intelligence Scale (WAIS), were favored at one time, but are rarely used now:
Class IQ
Profound mental retardation Below 20
Severe mental retardation 20–34
Moderate mental retardation 35–49
Mild mental retardation 50–69
Borderline mental retardation 70–79

Significant limitations in two or more areas of adaptive behavior

Adaptive behavior, or adaptive functioning, refers to the skills needed to live independently (or at the minimally acceptable level for age). To assess adaptive behavior, professionals compare the functional abilities of a child to those of other children of similar age. To measure adaptive behavior, professionals use structured interviews, with which they systematically elicit information about the person's functioning in the community from someone who knows them well. There are many adaptive behavior scales, and accurate assessment of the quality of someone's adaptive behavior requires clinical judgment as well. Certain skills are important to adaptive behavior, such as:

* daily living skills, such as getting dressed, using the bathroom, and feeding oneself;
* communication skills, such as understanding what is said and being able to answer;
* social skills with peers, family members, spouses, adults, and others.

Evidence that the limitations became apparent in childhood

This third condition is used to distinguish it from dementing conditions such as Alzheimer's disease or is due to traumatic injuries that damaged the brain.

interesting
























































n
v
m

[bob saget]

HAI

[jcrox]

Lets make a new rule... there are no rules

[bob saget]

my favorite line.

There is only one rule: there are no rules.

Blow whistle --> mayhem ensues.