DEVELOPMENTAL
COGNITIVE DELAYED
Jodi Craven
Kayla Klitzke
Katie Kuffel
Jason Maki
Steve Wysocki
WHY DO PROFESSIONALS USE THE
TERMS INTELLECTUAL DISABILITIES
AND DCD AND HOW ARE THEY
DEFINED?
DEFINING THE TERMS

January 2007:


AAMR (American Association for Mental
Retardation)  AAID (American Association on
Intellectual and Developmental Disabilities)
Intellectual Disability:

Significant limitations both in intellectual
functioning and in adaptive behavior as expressed in
conceptual, social, and practical adaptive skills.


This disability originates before age 18
Reflects two principles
DEFINING DCD
 Developmental

Cognitive Delayed
The name DCD derives from Minnesota


Categorize mild, moderate and
severe/profound mental retardation.
Involves testing through IQ scores and
adaptive skills
WHAT CAUSES AND CRITERIA
FOR DCD?
CAUSES AND CRITERIA

Prenatal (before birth)
Chromosomal disorders
 Inborn errors of metabolism
 Developmental disorders affecting brain formation
 Environmental influences

Perinatal (at the time of birth)
 Postnatal (after birth)

Biological
 Psychosocial


http://www.ldonline.org/multimedia#video
WHAT IS THE PREVALENCE OF
DCD?
PREVALENCE

Debate between 2.7 and 1.0 prevalence

Fig. 5.1.
WHAT ARE THE METHODS OF
ASSESSMENT FOR DCD?
IQ TESTS




Mild (IQ of 50 to 70)
Moderate (IQ of 35 to 50)
Severe (IQ of 20 to 35)
Profound (IQ of 20 and less)
CAUTIONS THAT NEED TO BE
CONSIDERED

An individual’s IQ score can change

All IQ tests are culturally biased to some extent

The younger the child, the less valid the results

A person’s ability to live a successful and
fulfilling life does not depend only on his or her
IQ score
ADAPTIVE BEHAVIOR PROCEDURES
 Intelligence
that allows people to function
in their everyday lives

Intellectual functioning
 Usually
involve a parent, teacher, or other
professional.


Social intelligence
Practical intelligence
ADAPTIVE BEHAVIOR
Social Intelligence

Ability to understand
and interpret people
and social
interactions.

Able to “read” people,
or not being gullible or
easily manipulated
Practical Intelligence

Ability to solve
everyday problems

Preparing meals,
using transportation
systems, using the
internet
ADDITIONAL FACTORS


Assessments must also assume that limitations
in individuals often coexist with strength.
Level of life functioning will improve if
appropriate personalized supports are provided
over a sustained period.
AAIDD’S LEVELS OF SUPPORT

Integral to the AAIDD’S conceptualization of
intellectual disabilities
Intermitted (as-needed basis)
 Limited (time-limited, but not of an intermittent
nature)
 Extensive (regular involvement)
 Pervasive (consistent, high-intensity involvement)

WHAT ARE SOME OF THE
PSYCHOLOGICAL AND BEHAVIORAL
CHARACTERISTICS OF LEARNERS
WITH DCD?
MAJOR AREAS INTELLECTUAL DISABILITIES
LIKELY EXPERIENCE DEFICITS
 Attention



Harder to learn
Can cause learning wrong things
Difficultly allocating attention properly
 Memory

Problem with working memory
 Language


Limitations in language comprehension and
production
Exact problems dependent on cause of
intellectual disability
MAJOR AREAS INTELLECTUAL DISABILITIES
LIKELY EXPERIENCE DEFICITS

Self-Regulation


Motivation


Difficulties with Metacognition
Experience with failure can cause belief they have
little control over what happens to them
Social Development
Difficult to intercept social interactions
 Gullible

LINKING GENETIC SYNDROME TO
BEHAVIORAL PHENOTYPES

Four Genetic syndromes
Down syndrome
 Williams syndrome
 Fragile X syndrome
 Prader-Willi syndrome


Table 5.2 (pg. 161)
WHAT CAN WE DO AS TEACHERS
FOR LEARNERS WITH DCD?
WHAT CAN WE DO?

Equal Curriculum


Functional Academics


General Education Curriculum
Relating material to things they will do everyday
Systematic Instruction
Explicit directions
 Reinforce instructions with gestures
 Modeling the task

WHAT CAN WE DO?

Instruction in Real-Life settings
Grocery shopping!
 Ordering in a restaurant
 Checks at the Bank


FBA
Safe environment for all learners
 What is causing the problem?


PBIS


Creating a plan to stop disruptive behavior
Delivery Model
Changing how a lesson is delivered
 Peer tutoring

HOW DO PROFESSIONALS ASSESS
STUDENTS WITH DCD?
ASSESSING PROGRESS OF
STUDENTS WITH DCD

Progress Monitoring
Curriculum based measurement
 Academic Skills
 Adaptive Behavior Skills
 Quality of Life


Alternate Assessment
Accommodate struggling students
 Schedules
 Presentation
 Response format

WHAT ARE SOME THINGS TO
CONSIDER WITH RESPECT TO EARLY
INTERVENTION AND TRANSITION TO
ADULTHOOD FOR LEARNERS WITH
DCD?
ASSESSMENT OF STUDENTS WITH DCD

Alternate Assessments


Alternative for students who may not be able to be
tested with traditional methods.
Testing Accommodations

Includes modifications in scheduling, presentation
format, and response formats.
PHILOSOPHY FOR DCD CURRICULUM
Educational planning is student centered, every
student has the right and ability to learn
 Every individual is unique, take into account
student needs, strengths, interests, cultural and
ethnic variables, learning styles, and
backgrounds.
 Teaching is a team effort. Support from students,
parents, teachers, paraprofessionals, support
staff, and administration is needed to facilitate a
learning environment.
 Team collaboration is essential when designing
an educational plan (IEP) unique to their student

PHILOSOPHY FOR DCD CURRICULUM CONT.

Assessment and intervention are related and
ongoing. Assessment of a student current levels
of ability needs to be both quantitative and
qualitative.
INTEGRATING MINNESOTA GRADUATION
STANDARDS AND DCD
Teachers job to identify gaps in curriculum for
students with DCD and then identify and/or
create curriculum aligned with the MN
graduation standards
 Teachers survey determined areas of the greatest
need regarding curriculum and instruction for
these targeted populations

Community Participation
ii.
Home Living/Daily Living
iii. Recreation and Leisure
i.
INTEGRATING MINNESOTA GRADUATION
STANDARDS AND DCD CONT.

Community Participation
General Shopping/Grocery Shopping
 Personal and Pedestrian Safety
 Restaurant Skills


Home Living/Daily Living
Cooking
 Health and Safety
 Hygiene
 Nutrition

INTEGRATING MINNESOTA GRADUATION
STANDARDS AND DCD CONT.

Recreation and Leisure
Indoor Leisure
 Indoor Recreation
 Outdoor Leisure
 Outdoor Recreation

CREATING A LEARNING CONTINUUM
Reflects the wide range of skills of students with
mild to significant cognitive disabilities.
 Aligns these skills or performance indicators with
pertinent core areas.
 These core learning areas and three performance
levels used in the current MN alternate
assessment were used to create the framework
for the integrated learning continuum and these
skills inventories which then align with the IEP
and instructional activities created by a
collaborative team.

VIDEOS
I Am Sam

http://www.youtube.com/watch?v=7LODBr49LRw&fe
ature=related
I Have A Voice

http://www.youtube.com/watch?v=t_0K-gPlyb0