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Chapter 2

Chapter 2

4 Pages

Course Code
PSYC 3850

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Chapter 2The Assessment of Intellectual Disabilities Assessment and Classification Here is what formal tests can do for us Competence to assume a responsibility An older motivation for assessment concerns the competence to receive and administer an inheritance Also for custody and advocacycan they speak for themselves Are the competent to raise a child in terms of meeting the needs of child care Competence to stand trial This is when they come in conflict with the law A decision has to be made whether they have sufficient insight into their own actions to be held accountable Determination of need for special services What is the willingness of society to provide support for parents with intellectually disabled children Sometimes with an officially recognized disability comes the possibility of financial supportso formal assessment is required It can also diagnose problems are the level of entire systems Knowledge Studies for IQ can be helpful In phenylketonuria the earlier the commencement of the diet which prevents problems the better the prognosis for the person In assessing the relation between the genetic condition in fragile X syndrome and intelligence it shows intelligence is not uniformly affected in fragile X syndrome as it is for FAS Need of the parents to know Sometimes they want to know what their children are capable of Tests of Intelligence y An early classification system for the retarded lists asylum care idiot idioimbecile custodial life and perpetual guardianship moral imbecile long apprenticeship and colony life under protection imbecile and trained for a place in the world backward or mentally feeble p 25y Frenchman Binet Paris developed a test which would identify children in need of special support Following the advice of Broca he began measuring head circumference saying larger heads had higher intelligence But he abandoned that work coming to the conclusion that differences observed were within the measurement error and not trustworthy and so he began to proceed with psychological tests Earlier Galton had to use reaction time measures to determine intelligence Binet established tasks most children of a given age could master and defined deviations relative to the norm He established the operational definition of intelligence In 1911 he was already worried it may be a measure of indelible label for kids rather than a tool to identify need for help Binet made it clear that the scale does not permit the measure of intelligence because intellectual qualities are not superposable and therefore cannot be measured like linear surfaces can be It is not a single scalable thing like height He had a positive goal in mind how to provide better teaching for those who had difficulty learning and how to judge the resources neededThe operational definition of intelligence To create intelligence tests you try to set up different conditions in which behaviour would be evaluated By recording the answers to questions we obtain a measure of how well an individual can answers the questions To be sure the answers
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