° Limited use of metacognitive or executive control strategies such as rehearsing and organizing information;  

° Slower learning rate compared to typically developing  age-mates;  

° Trouble attending to relevant features of a learning task,  perhaps focusing instead on distracting irrelevant stimuli, and often difficulty sustaining attention; 

 ° Difficulty generalizing and maintaining newly learned  knowledge and skills; 

 ° Expecting failure regardless of their efforts (learned  helplessness); and 

° Distrusting their own responses to situations and  relying on others for assistance and solutions  (outer-directedness).  

° Limitations in self-care skills and social relationships 

° Tenacity and curiosity in  learning

° Getting along well with others

 ° Positive influence on those around them. 

 

Today clinicians and researchers apply the same four descriptors to designate levels of intellectual disability but base their classification on a person’s adaptive behavior rather than IQ score. The shift recognizes the central role of adaptive behavior in determining the types and levels of supports a person needs, the inexactness of intelligence testing, and  the importance of clinical judgment in diagnosis and classification

• Assess each student’s present levels of performance to identify and prioritize the most important instructional targets.
• Define and task-analyze the new knowledge or skills to be learned. 
• Design instructional materials and activities so the student has frequent opportunities to respond in the form of guided and independent practice.  
• Provide and then fade prompts and cues so the student can respond to naturally occurring stimuli. 
• Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feedback, and error correction.
• Incorporate fluency-building activities into lessons.
• Use strategies to promote the generalization and maintenance of newly learned skills. 
 • Conduct direct and frequent measurements of student performance and use those data to inform instructional decisions.  

 1. A severe discrepancy between the student’s intellectual ability and academic achievement  

2. An exclusion criterion—the student’s difficulties are not the result of another known condition that can cause learning problems  

3. A need for special education services 

_{^{L., Heward William; Alber-Morgan Sheila R.; Konrad Moira. Exceptional Children (What's New in Special Education) (p. 144). Pearson Education. Kindle Edition.}}

·   written language deficits

·   math underachievement

·   poor social skills

·   attention deficits 

·    hyperactivity

·    behavior problems 

·    low self-esteem or 
     self-efficacy.  

·    specific and  significant    achievement deficits in the presence of adequate overall intelligence.  

·    positive attributes and interests that teachers should identify and try to strengthen

--severity (“to a marked degree”)

--difficulty in school (“adversely affects educational performance”)

 • Environmental etiologic factors occur in the home, school, and community. 

• Get out of their seats. 

• Yell, talk out, and curse.  

• Disturb peers.  

• Hit or fight.  

• Ignore the teacher.  

• Complain.  

• Argue excessively.  

• Steal.  

• Lie.  

• Destroy property.  

• Have temper tantrums.  

• Are noncompliant. 

• Seldom play with others their own age.

• Lack the social skills needed to make friends and have fun

• Often retreat into daydreams and fantasies. 

• Extremely fearful of certain things without reason (i.e., phobia)

• Frequently complain of being sick or hurt

• Go into deep bouts of depression