research paper on mental retardation

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Only available on StudyMode Read full document → Save to my library Research Paper: Mental Retardation in American Society Mental retardation is a very serious illness, and most of the American population is ignorant regarding the subject. Approximately 3 percent of people in the U.S. are considered mentally retarded. With a percentage like this, the ignorance on the subject is bizarre. The nation has adopted slang terms such as retard , to insult others. Using this term is a way to call someone stupid. But there is a lot that people do not understand about mental disabilities. The study of the illness is actually a very complex topic. There are many parts that build up the subject. The definition of mental retardation is: significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance. Mental retardation is a term used when someone has limitations in their mental functioning. They also are limited in skills such as communicating, self-care, and social skills. These limitations cause a child to learn and develop slower than an ordinary individual. Children with mental retardation may take longer when learning to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There are usually things they cannot learn. There are many causes of mental retardation. They include; genetic conditions, pregnancy troubles, birth difficulties, and health problems. In some cases irregular genes inherited from the parents can cause mental retardation. Mental retardation can be the cause of baby not developing properly when in the womb. This could be the effect of the mother consuming alcohol or drugs during.
The mission of the UCLA Mental Retardation Research Center is to elucidate the molecular, cellular and behavioral mechanisms underlying the pathogenesis of developmental dysfunctions causing mental retardation and to translate this fundamental knowledge into novel diagnostic, preventive and therapeutic approaches which can be ultimately applied in clinical care. Because developmental dysfunctions are complex, five multidisciplinary research groups have been organized: Molecular and Developmental Neuroscience; Neurobiochemistry and Molecular Genetics; Systems Neuroscience; Sociobehavioral Research; and Clinical. The Center brings together sixty-two distinguished professors with an amazingly rich diversity of research expertise from Anthropology and Neuroscience to Molecular Biology and Genetics, and attracts talented graduate students and young investigators in a variety of disciplines related to its goals. A high priority is assigned to the support of pre- and post-doctoral fellows and the development of the careers of young investigators. The Center generates new research approaches and projects which will strengthen our ability to conduct multidisciplinary investigations on how developmental disorders arise, how they affect the nervous system, and how best we can develop innovative approaches to diagnosis and treatment of mental retardation and related developmental disabilities. At our web site listed above, we describe the activities of the Center in more detail, and profile the research of each faculty member. There is 1 publication in this collection, published in 2005.Paper.
This article presents an overview of the development and teaching of adaptive skills or behavior to special education students in the U.S. An adaptive skill is a skill used by an individual on a daily basis in order to live, work, and participate in leisure activities in a community. Using mental retardation as a framework, the paper presents definitions, historical perspectives, measurements of adaptive skills, adaptive skills through the lifespan, and teaching methods. An outline of how mental retardation is defined is also provided. Keywords Activities of Daily Living; Adaptive Behaviors; Adaptive Skills; Intelligence Tests; Mental Retardation; Special Education; Task Analysis Overview In the literature, the use of the term adaptive skills is synonymous with adaptive behaviors. For the purposes of this paper, the term adaptive skills will be used to refer to both terms. According to the Centers for Disease Control and Prevention (CDC) 1996 report on mental disabilities, mental retardation (MD) affects 1.5 million people aged 6-64 and the overall rate of MR was 7.6 cases per 1000 population in the U.S. alone. To facilitate the understanding of adaptive skills, this paper will use the disability of mental retardation for explanation of the concepts. However, this in no way implies that adaptive skills are only used in defining mental retardation. Individuals use adaptive skills with many other types of disabilities (i.e., autism, blind, hearing impaired, cerebral palsy) to live, work and pursue leisure activities on a daily basis. Definitions An adaptive skill is a skill used by an individual on a daily basis in order to live, work, and participate in leisure activities in a community. The American Association of Intellectual and Developmental Disabilities (AAIDD) defines adaptive skills as conceptual, social, and practical daily living skills which allow the.
Journal description The journal provides a focus for communication among neuroscientists geneticists neurodevelopmental pediatricians and behavioral scientists interested in clinical or basic science research in aspects of brain development and function. The journal is an international forum for the exchange of novel and significant information on broad aspects of developmental disabilties. The journal offers timely publication of scientific reviews as well as editorial commentaries and other items of general interest to its readers. As the field of developmental disabilities represents a multi-disciplinary research arena the reviews commentaries and other editorial text must be written in clear authoritative yet accessible and jargon-free prose. The journal is intended for scientists and clinical practitioners in such areas as clinical developmental and rehabilitation psychology; developmental neurobiology; human medical and molecular genetics; molecular biology; neurology; pediatrics; pharmacology; physical medicine and rehabilitation; and psychiatry. Each issue is topic­oriented. Future topics are listed in sufficient time to permit letters of inquiry about proposed articles. Although most articles are invited research reviews by leaders in the field unsolicited proposals will be considered. Current impact factor: 3.80 Impact Factor Rankings 2016 Impact Factor Available summer 2017 2009 Impact Factor 3.8 2008 Impact Factor 2.727 2007 Impact Factor 2.224 2006 Impact Factor 2.671 2005 Impact Factor 2.461 2004 Impact Factor 3.114 2003 Impact Factor 3.479 2002 Impact Factor 2.254 2001 Impact Factor 1.442 2000 Impact Factor 0.8 1999 Impact Factor 0.795 Impact factor over time Impact factor Year Additional details 5-year impact 4.20 Cited half-life 6.80 Immediacy index 0.00 Eigenfactor 0.00 Article influence 1.30 Website Mental Retardation and Developmental Disabilities.