# data[].attributes.headline
NOTE: According to the IDEA, a child exhibiting substantial limitations in intellectual functioning and adaptive behavior automatically qualifies as having a disability that "adversely affects" their educational performance.

# data[].attributes.subject
NOTE: According to the IDEA, a child exhibiting substantial limitations in intellectual functioning and adaptive behavior automatically qualifies as having a disability that "adversely affects" their educational performance.

# data[].attributes.headline
(1) Intellectual functioning that is “significantly subaverage.” This component can be demonstrated by scoring 2 or more standard deviations below the mean on a standardized intelligence test, i.e., approximately 70 or less. 

# data[].attributes.subject
(1) Intellectual functioning that is “significantly subaverage.” This component can be demonstrated by scoring 2 or more standard deviations below the mean on a standardized intelligence test, i.e., approximately 70 or less. 

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)

# data[].attributes.body
(biomedical)
1. Chromosomal
disorders
2. Single-gene disorders
3. Syndromes
4. Metabolic disorders
5. Cerebral dysgenesis
6. Maternal illnesses
7. Parental age
(social)
1. Poverty
2. Maternal malnutrition
3. Domestic violence
4. Lack of access to prenatal care
(behavioral)
1. Parental drug use
2. Parental alcohol use
3. Parental smoking
4. Parental immaturity
(educational)
1. Parental cognitive
disability without
supports
2. Lack of preparation for
parenthood

Taken from "Figure 4.3 Etiologic risk factors for intellectual disabilities"
(Heward, Alber-Morgan, & Konrad, 2018, p. 122)

# data[].attributes.headline
(1) Slow rates of learning, poor memory, attention deficit problems, difficulty with maintaining and generalizing information taught, and lack of motivation are examples of disabled cognitive functioning and learning exhibited by some students. 

# data[].attributes.subject
(1) Slow rates of learning, poor memory, attention deficit problems, difficulty with maintaining and generalizing information taught, and lack of motivation are examples of disabled cognitive functioning and learning exhibited by some students. 

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 114-116)

# data[].attributes.headline
(2) This component requires the individual to have significant difficulty with adaptive behavior, i.e., the tasks involved in everyday living.

# data[].attributes.subject
(2) This component requires the individual to have significant difficulty with adaptive behavior, i.e., the tasks involved in everyday living.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)

# data[].attributes.headline
• Identify and prioritize the most important instructional targets by assessing each student’s present levels of performance.

# data[].attributes.subject
• Identify and prioritize the most important instructional targets by assessing each student’s present levels of performance.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
• Define new knowledge or skills to be learned and support students learning by breaking large tasks down into smaller, more manageable components. 

# data[].attributes.subject
• Define new knowledge or skills to be learned and support students learning by breaking large tasks down into smaller, more manageable components. 

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
• Design instructional activities and select materials that provide students with frequent opportunities to practice both independently and with guidance.

# data[].attributes.subject
• Design instructional activities and select materials that provide students with frequent opportunities to practice both independently and with guidance.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
• Through scaffolding, provide students with supportive prompts or cues which will fade and be replaced by students responding naturally occurring stimuli.

# data[].attributes.subject
• Through scaffolding, provide students with supportive prompts or cues which will fade and be replaced by students responding naturally occurring stimuli.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
• Use contingent reinforcement, instructional feedback, and error correction to provide students with  systematic consequences for performance.

# data[].attributes.subject
• Use contingent reinforcement, instructional feedback, and error correction to provide students with  systematic consequences for performance.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
• Make fluency-building activities the core of your lessons.

# data[].attributes.subject
• Make fluency-building activities the core of your lessons.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
• Select strategies that encourage students to   generalize and maintain newly learned skills.

# data[].attributes.subject
• Select strategies that encourage students to   generalize and maintain newly learned skills.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
• Conduct regular formative and summative assessments using these measurements of student performance to inform instructional decisions. 

# data[].attributes.subject
• Conduct regular formative and summative assessments using these measurements of student performance to inform instructional decisions. 

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.body
(biomedical)
1. Prematurity
2. Birth injury
3. Neonatal disorders
(social)
1. Lack of access to birth
care
(behavioral)
1. Parental rejection of
caretaking
2. Parental abandonment of child
(educational)
1. Lack of medical referral
for intervention services
at discharge

Taken from "Figure 4.3 Etiologic risk factors for intellectual disabilities"
(Heward, Alber-Morgan, & Konrad, 2018, p. 122)

# data[].attributes.body
(biomedical)
1. Traumatic brain injury
2. Malnutrition
3. Meningoencephalitis
4. Seizure disorders
5. Degenerative disorders
(social)
1. Impaired child caregiver
2. Lack of adequate
stimulation
3. Family poverty
4. Chronic illness in the
family
5. Institutionalization
(behavioral)
1. Child abuse and neglect
2. Domestic violence
3. Inadequate safety measures
4. Social deprivation
5. Difficult child behaviors
(educational)
1. Impaired parenting
2. Delayed diagnosis
3. Inadequate early
intervention services
4. Inadequate special
educational services
5. Inadequate family
support

Taken from "Figure 4.3 Etiologic risk factors for intellectual disabilities"
(Heward, Alber-Morgan, & Konrad, 2018, p. 122)

# data[].attributes.headline
Mild disabilities tend not to be identified until children enter school. Most often, these children learn basic academic and adaptive skills well enough to support themselves independently or semi-independently.

# data[].attributes.subject
Mild disabilities tend not to be identified until children enter school. Most often, these children learn basic academic and adaptive skills well enough to support themselves independently or semi-independently.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 114)

# data[].attributes.headline
Moderate disability usually presents during their preschool years in the form of significant developmental delays. These discrepancies in overall intellectual development and adaptive functioning increase as they grow older. This group is also more likely to suffer health issues and exhibit behavioral problems than individuals with mild intellectual disabilities.

# data[].attributes.subject
Moderate disability usually presents during their preschool years in the form of significant developmental delays. These discrepancies in overall intellectual development and adaptive functioning increase as they grow older. This group is also more likely to suffer health issues and exhibit behavioral problems than individuals with mild intellectual disabilities.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 114)

# data[].attributes.headline
Severe or Profound disabilities are almost always identified before, at, or shortly after birth. These infants usually have significant central nervous system damage, in addition to other health conditions.

# data[].attributes.subject
Severe or Profound disabilities are almost always identified before, at, or shortly after birth. These infants usually have significant central nervous system damage, in addition to other health conditions.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 114)

# data[].attributes.headline
(2) These students have substantial deficits in the areas of social relationships, self-care, and daily living skills, i.e., adaptive behavior.

# data[].attributes.subject
(2) These students have substantial deficits in the areas of social relationships, self-care, and daily living skills, i.e., adaptive behavior.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 117)

# data[].attributes.headline
(3) These students may exhibit more behavioral problems than other children. Also, they may exhibit inappropriate, excessive, or challenging behavior. They may have limited self-control and difficulty accepting criticism.

# data[].attributes.subject
(3) These students may exhibit more behavioral problems than other children. Also, they may exhibit inappropriate, excessive, or challenging behavior. They may have limited self-control and difficulty accepting criticism.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 119-120)

# data[].attributes.headline
(4) In some cases, these children or adults may display positive attributes, such as sincerity, affection, tenacity, and curiosity getting along well with others.

# data[].attributes.subject
(4) In some cases, these children or adults may display positive attributes, such as sincerity, affection, tenacity, and curiosity getting along well with others.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 120)

# data[].attributes.headline
(3) The two components, i.e., deficits in intellectual functioning and adaptive behavior, must occur during the developmental period. Intellectual disability due to injury does not qualify.

# data[].attributes.subject
(3) The two components, i.e., deficits in intellectual functioning and adaptive behavior, must occur during the developmental period. Intellectual disability due to injury does not qualify.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)