Intelligence and Adaptive
Behavior for
Classroom Practices
Litigation of IQ Assessment
Intellectual Functioning
• "General intellectual functioning" is typically
measured by an intelligence test. Persons
with mental retardation usually score 70 or
below on such tests (or at least 2 standard
deviations below the mean on the normal
curve).
IQ Testing
• Intelligence Quotient – score derived from
several standardized tests designed to assess
intelligence.
Adaptive Behavior
• "Adaptive behavior" refers to a person's
adjustment to everyday life. It refers to an
individual’s ability to meet social
requirements of his or her community that
are appropriate for his or her chronological
age. It is an indication of independence and
social competency.
Classroom Support
The 4 Levels of Intensities and Supports (from
least to most intensive and supportive)
1. Intermittent
2. Limited
3. Extensive
4. Pervasive
Classroom Strategies
• Allow for many breaks throughout the school
day. Children with MR may require time to relax
and unwind.
• Always speak directly to the child so he can see
you-Never speak with your back to him.
• Assign jobs in the classroom for the child so that
he can feel success and accomplishment.
• Build a foundation of success by providing a
series of short and simple assignments.
• Encourage interaction with other children.
Vineland Adaptive Behavior Scale
This test is the measurement of the adaptive
behaviors, including the ability to cope with
environmental changes, to learn new everyday
skills and to demonstrate independence.
test measures five domains.
Comprehensive Testing of the following:
Communication, Daily Living Skills, Socialization, Motor Skills, and
Maladaptive Behavior domains.
Larry P. v. Riles
• Landmark case tried in US Court of Appeals, 1984
• Issue: CA placed children in special classes
– Used standard I.Q testing to place 6 black
schoolchildren
– Children identified as mentally retarded (EMR)
• IQ testing only criterion used
• Children placed in special class
Larry P. v. Riles
• Educable mentally retarded
– Labeled as incapable of being educated
– Used as evaluation method by CA schools
– Based on IQ standard IQ testing
Larry P. v. Riles
• Involved parties
– Larry P., Plaintiff
• Young black boy + 5 other classmates with EMR
• Claimed IQ tests biased
• Violated 14th amendment rights
– California school system, Defendant
• Case reasoning
– Larry P. argued that children had been placed
incorrectly in EMR classrooms
Larry P. v. Riles
• Main points of disagreement
– CA placed children only on basis of IQ scores
• IQ tests not validated for black students
– Larry P. claimed that IQ testing discriminatory
• Majority of labeled as EMR were black
– 1968-1969, 9% of CA state school population → black
– Made up 27% of EMR group
Larry P. v. Riles
• Outcomes
– Court ruled
• IQ tests culturally inappropriate for black children
• Banned CA school system from using IQ tests for blacks
• Required a different evaluation system
• Demanded CA keep records of students enrolled in EMR
classrooms, including racial data
• Demanded CA prove reasoning for black students to be labeled
EMR
Larry P. v. Riles
• Implications for today
– Tests given to evaluate minority children be
validated for given population
– Gives legal precedent for outlawing the use of
cultural bias as evaluation method
References
• http://sped100fall07.wikispaces.com/Larry+P.+vs.+Riles.
Downloaded August 9, 2010.
• http://www.inmotionmagazine.com/peterz1.html.
Downloaded August 9, 2010
• http://learningdisabilities.about.com/od/medicalinterventi
ons/g/adptbehvrdeffin.htm. Downloaded August 9, 2010.
• http://www.brighthub.com/education/special/articles/135
06.aspx. Downloaded August 9, 2010.
• Gill, W. (1992). Helping African-American males: The cure.
The Negro Educational Review, 63, 31-36.
• Grant, P. (1992). Using special education to destroy Black
boys. The Negro Educational Review, 63, 17-21.