Whether congenital or acquired, mild or severe, a singular diagnosis or diagnosis with co-morbid conditions; individuals living with mental retardation should be given every chance to reach their highest potential. The individual, as well as family, healthcare and educational professionals, and society at large are all impacted when this disorder is suspected and confirmed. For some, that means continued protective care; but for others, education and counseling tailored to meet their particular needs and styles of learning can help them become productive, even independent, members of society.

This developmental disorder can be the result of maternal exposure to toxins or infections, trauma, chromosomal defects, inborn errors of metabolism, bacterial or viral disease, or causes unknown. This three-part series looks at these factors. In addition, the criteria for making the diagnosis are discussed, first by explaining normal child development and then by looking at the definition in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR). Furthermore, the prevalence and specific examples of co-morbidities, or pathologies associated with mental retardation, are delineated.

This series contains a brief overview of the multidisciplinary approach to working with the individuals and their families as well as different teaching techniques and learning styles to enhance the person's growth and development, whether it is in a special education facility, mainstreamed classroom, sheltered workshop, or job-training environment. Finally, the needs of the family, including parents and siblings, are addressed as is the concept of respite care.
These three programs are comprehensive and can be used by nurses; physicians; educators; counselors; speech, physical, and occupational therapists; and anyone else dealing with individuals with mental retardation or their families.

WHAT IS MENTAL RETARDATION?
Mental retardation, a developmental disorder with many causes, both known and unknown, is described in this program using the criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR). The information presented includes a discussion of the known causes, including intrauterine exposure to infections and toxins, trauma, and genetic triggers, such as chromosomal defects and inborn errors of metabolism. Included also is a brief overview of normal growth and development from birth to age five years. In addition, descriptions of co-morbidities associated with retardation are explored. 20 minutes

MAKING THE DIAGNOSIS
The diagnosis of mental retardation can be challenging. Like other developmental disorders, retardation can have symptoms that mime other conditions. This program discusses ways in which the child is assessed when mental retardation is suspected. Included is information on the use of norm-referenced evaluations; diagnostic tests including CT, MRI, and other radiologic scans as well as EEG, chromosomal analysis, and blood work. Disorders that can both look like mental retardation and occur as a comorbid condition are listed. The impact on the family, the individual, and society are also discussed as is education aimed at prevention of the disorder. 19 minutes

INTERVENTIONS FOR INDIVIDUALS WITH MENTAL RETARDATION
Although children with mental retardation may have ongoing medical needs, the primary focus of intervention is to assist them in developing to their highest potential. This program focuses on aspects of these interventions, including the multidisciplinary team, teaching strategies to increase learning, and the development of the Individualized Education Plan (IEP). Also discussed are the specific challenges in education related to auditory learning and methods to reinforce learning as it occurs. The program also looks at the roles of the counselor, the special education teacher as well as mainstreaming. Behavior modification, as a way to assist the child in working effectively within the classroom and the family, is explored as well. Finally, the program describes the various levels of achievement possible for adults with mental retardation, including joining the workforce and living independently or within a group home. 20 minutes

***Includes learner objectives, discussion questions, glossary, a pretest, a computer-graded test, and a final exam.

*Closed Captioned