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Understanding Developmental Cognitive Disability: Historical Practices and Contemporary Approach

Explore the history and key elements of developmental cognitive disability (DCD), including terminology, influence on services, and definitions of mental retardation. Learn about adaptive behavior, functional curriculum, and evaluation for IEP goals. This comprehensive guide delves into the evolution of services for individuals with DCD.

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Understanding Developmental Cognitive Disability: Historical Practices and Contemporary Approach

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  1. Promising Practices Part I

  2. Part 1 - History • Mission philosophy-please read on page 4 • What are the key elements of this mission philosophy? • Terminology • Historical practices • Jean-Marc Itard • Edouard Seguin • Institutions for persons with mental retardation

  3. Part 1 - History • Influences on services for persons with mental retardation • ARC • AAMR • Parent organizations • President Kennedy-President’s Panel on Mental Retardation • Historical review-chart page 11

  4. Developmental Cognitive Disability (DCD) • Why this term? • MI confused with mental illness • Mental retardation still used by DSM IV, IDEA, AAMR • Developmental-reflects intellectual functioning and adaptive behavior • Developmental Disability used by community services (licensure) • DCD is subset of Developmental Disability group

  5. Developmental Disability • Defined • Severe, chronic disability • Attributable to a developmental or physical impairment • Manifested before age 22 • Likely to continue indefinitely • Substantial functional limitations in 3 or more areas • Self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent functioning, economic self-sufficiency

  6. Mental Retardation Defined (AAMR): • Significant subaverage intellectual functioning existing concurrently with deficits of adaptive behavior and manifested in the developmental period • Disability that begins before age 18 • Significant limitations in both intellectual functioning and in adaptive behavior

  7. Adaptive Behavior • PUT DEFINITION HERE • Collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives • Part of definition-to reduce reliance on IQ • Different from maladaptive behavior

  8. Systematic Observation • Used later in our definition • Objective and organized means of gathering data to confirm or validate the criteria

  9. Functional Curriculum • Instructional content that focuses on the concepts and skills needed by students in the areas of personal, social, daily living, and occupational adjustment (Clark, 1991) • Appropriate blend of academic and functional skills in school, home, and community settings

  10. Functional Skills:Evaluation for IEP Goals/Objectives • Skills are practical and useful • Acquisition improves performance in school, home, community • Demonstrated an actual need for the skill? • Skill have survival value? • Functional relevance to a skill developed later? • Needed in the future? • Individual expressed desire for skill? • Parents/guardians believe skill increases adaptive functioning in home?

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