Mental Retardation
Mental retardation (MR) refers to significant below-average intellectual functioning as measured by one or more standardized intelligence tests. MR manifests itself during the developmental period, but the term "mental retardation" is generally not used with children under 3 years of age.  There are differing levels of Mental Retardation: Mild, Moderate, Severe, and Profound.  85% of individuals with mental retardation will fall into the Mild MR range.  IQ scores will be between 50 and 70, and these individuals will usually reach a mental age of 8-12. They often can care for their own needs, attend school, and hold jobs.  Individuals with Moderate MR usually reach a mental age of 5 - 8 years and require more intense educational and community supports. IQ scores will fall between 25 and 55.  Approximately 10% of individuals with MR fall into the moderate range.  3% to 4% of the population defined as MR falls into the Severe MR range. These individuals usually reach a mental age of 2 -3 years, are often non-verbal or have minimal speech, require constant supervision, and have significant learning and self-care needs. IQ scores will be between 20 and 40.  Profound MR is usually due to an identified neurological condition. Individuals who have Profound MR have IQ scores below 20, and exhibit considerable impairment in sensory motor functioning during early childhood years. 1% to 2% of individuals diagnosed with MR will fall into the Profound MR range.

 

IQ Range

Mental Age

% of MR Population

Mild MR

50 to 70

8 - 12

85%

Moderate MR

25 to 55

5 - 8

15%

Severe MR

20 to 40

2 - 3

3% - 4%

Profound MR

< 20

< 2

1% to 2%

 

The needs of a child with Mental Retardation are individual and varied. Each child with mental retardation will have his/her own strengths, needs, and learning style. Verbal directions should be given in simple, concrete terms, and repeated if necessary. Leave time for processing between repetitions. It may also be helpful to give visual cues and models or hand-overhand demonstrations. Developmental tasks should be divided into small steps and worked on one step at a time. Provide many opportunities for frequent successes and positive feedback. Behavior modification techniques can be helpful for teaching and setting clear positive expectations and limits. It is important to involve a child with mental retardation with typically developing peers to encourage language, imitation and learning, as well as social interaction and play.

Important: There are many possible causes of mental retardation or any other condition. These possible causes are not important when working with children as a Respite Provider. Placing blame is not productive in the process of creating positive outcomes for children and families. It is important for Respite Providers to get information regarding the child's needs, abilities, and progress from the parents/guardians in order to provide exemplary care.

 

 
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Funding for this program provided by the Department of Health and Human Services

It is explicitly understood by all parties that the Provider or Vendor is an independent contractor only and not an employee of Woodfords, the Children’s Center, UCP or DHHS


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