TRUE OR FALSE
1.      In 2010, President Obama signed Rosa’s Law. This law changed the terminology in federal law from mental retardation to intellectual disability.    

   2.      The American Association on Intellectual and Developmental Disabilities (AAIDD) defines subaverage intellectual functioning as having intelligence test scores that fall about two or more standard deviations below the mean on standardized tests of intelligence. 

   3.      The American Association on Intellectual and Developmental Disabilities classifies retardation according to four levels of severity of retardation. 

   4.      According to the DSM-IV classification of intellectual disability, about 85 percent of cases of MR fall into the mild level of retardation. 

   5.      Historically, intellectual functioning was considered low enough for intellectual disability when the intelligence test score fell only one standard deviation below the mean.

6.      Alfred Binet viewed intelligence as a stable, biologically predetermined attribute of the individual.

   7.      Scores from intelligence tests such as the Stanford‑Binet and the Wechsler tests are moderately stable, with test-retest correlations averaging .77.

   8.      The everyday behaviors of people, which are measured by adaptive behavior scales, are unrelated to their intelligence as measured by general tests of intelligence. 

   9.      Abnormalities in physical appearance and function are especially associated with more severe levels of intellectual disability. 

10.      Children with moderate or high levels of disability are able to learn through operant conditioning but youngsters of lower levels of retardation lack this disability. 

11.      The kinds of behavioral problems shown by youth with retardation are notably different than those shown by the general population of youth. 

12.      When children below school age are identified with intellectual disability, they tend to display mild delay. 

13.      A person who is diagnosed with intellectual disability might only meet that criteria for a certain portion of his or her lifetime.  It is possible to develop adequate intellectual or adaptive skills so that the criteria for the disorder are no longer met.

14.      The rate of development in intellectual disability is slower than typical development, but often steady. 

15.      Research has proven that children with intellectual disability do not follow the Piagetian model of cognition. 

16.      Biological or organic risk is more strongly related to severe intellectual disability than to mild intellectual disability. 

17.      The Kallikak family study conducted by Goddard was designed to prove that intellectual disability is an inherited trait that runs in families.

18.      Research indicates that the IQ scores of siblings of individuals with intellectual disability are more consistent (similar to the person with ID) when the level of impairment is mild.

19.      Parenting is not a strong predictor of cognitive and academic performance.

20.      Most cases by far of Down syndrome are caused by the presence of three, instead of two, copies of chromosome 21. 

21.      Research by Bailey et al., (2009) found that individuals with Fragile X tend to have strong daily living skills and weak communication skills. 

22.      Individuals with Williams syndrome tend to have IQs in the severe range of intellectual disability. 

23.      Williams syndrome is associated with musical aptitude and an outgoing personality.

24.      Prader-Willi syndrome is the most common cause of intellectual disability.

25.      Reconstructive facial surgery for children with Down syndrome is a widely accepted practice.

26.      Research clearly indicates that facial reconstruction surgery for children with Down syndrome decreases the stigmatization they may encounter.

27.      When comorbid with behavioral problems, intellectual disability in children is often correlated with parental stress, depression and anxiety.

28.      The Wechsler Preschool and Primary Scales of Intelligence III (WPPSI-III) is a comprehensive cognitive measure for children birth to age 4.

29.      Communication, daily living skills, motor skills, and socialization are areas evaluated by the Vineland Adaptive Behavior Scales. 

30.      The case of the “Wild Boy of Aveyron” did much to delay progress and discussion in the treatment of intellectual disability. 

31.      The concept of normalization contends that each individual has the right to life experiences that are as normal and least restrictive as possible.          

32.      Detection of PKU has aided in efforts to prevent intellectual disabilities . 

33.      Recent research concludes that premature newborns receiving body massage and exercise gain weight and leave the hospital faster than preemies receiving no intervention.

34.      Research on Head Start found that children in the program did not differ from children who did not receive services in regard to cognitive and social benefits.

35.      As a result of IDEA, most young people diagnosed with ID are solely into regular education classrooms,  spending 60% or more of their day with general education students. 

36.      The case study on Jim, the young man with multiple disabilities at birth, demonstrates the importance of parents advocating for their children.

37.      Research on parents of children with severe intellectual disability indicates that 90% believe full inclusion for their child is a good idea.

38.      Being in the presence of normally developing peers has been shown to facilitate social interaction for intellectually disabled children.

39.      There is no evidence that participation in the Special Olympics has a significant impact on self- esteem.      

40.      Positive Behavioral Support (PBS) relies heavily on functional assessment.

41.      When Jimmy bites himself, his teacher withdraws her request that he complete an in-class assignment. This is an example of a positive reinforcer.

42.      Jimmy’s teacher decides to begin reinforcing Jimmy’s on-task behavior and ignoring him when he bites himself. She is monitoring his reactions to these interventions. This is called functional analysis.

43.      The aim of Functional Communication Training is to teach children to replace a maladaptive behavior with an adaptive behavior. 

44.      There is a great deal of research to support the use of psychotherapy with individuals who have intellectual disability.