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Mental Retardation

ISBN: 9780138949082 | 0138949085
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 1/1/1998

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SummaryTable of Contents
As the market leading text, this edition continues the tradition of providing educators with timely information about the many facets of mental retardation from a life cycle perspective. The introductory text, divided into four parts, concentrates on the basic concepts about mental retardation, the characteristics of individuals who have different levels of retardation, programming and issues across the lifespan of individuals who are retarded, and addresses ongoing family concerns, individual rights, legal issues, institutions and community living, and current and emerging issues.
... MORE
PART 1 Basic Concepts1(196)
1 Perspectives on Mental Retardation
3(24)
Dr. Gary Clark: A Historical Perspective
4(5)
H. Monroe Snider: A Community Perspective
9(3)
Fay and David Jackson: A Family Perspective
12(4)
Dr. Dan Ezell: An Educational Perspective
16(6)
Jerry Nunnally: A Classroom Perspective
22(5)
2 Historical Perspective
27(32)
A Historical Overview
29(1)
Antiquity: Prior to 1700
29(1)
Emergence of and Early Disillusionment of a Field: 1700-1890
30(6)
Facility-Based Orientation: 1890-1960
36(8)
The Eugenics Scare
37(2)
Immigration
39(1)
The Testing Movement
39(1)
Sociopolitical Influences
40(4)
Research and Programmatic Influences
44(1)
Services-Based Orientation, 1960-1985
44(9)
Trends in Service Delivery
47(6)
Supports-Based Orientation: 1985-Present
53(3)
Sociopolitical Influences
53(2)
Service Delivery
55(1)
Summary
56(3)
3 Definitional Perspectives
59(40)
Terminology
62(2)
Disablism and Mental Retardation
64(2)
Defining Mental Retardation
66(17)
Early Definitions
66(1)
The AAMR (AAMD) Definitions
66(14)
Contemporary Alternative Definitional Perspectives
80(3)
Related Conceptualizations of Mental Retardation
83(2)
Developmental Disabilities
83(1)
Sociological Perspective
83(1)
Behavioral Analysis Perspective
84(1)
Practical Realities
85(3)
Incidence and Prevalence
88(6)
Terminology Defined
87(3)
Factors Associated with Prevalence Rates
90(4)
Final Considerations
94(1)
Summary
95(4)
4 Assessment of Mental Retardation
99(36)
Theories of Intelligence
100(6)
Nature versus Nurture
103(2)
Intelligence Quotient
105(1)
Assessment of Intelligence
106(9)
The Influence of Alfred Binet
107(2)
The Influence of David Wechsler
109(3)
Other Influential Scales
112(2)
Criticisms of Intelligence Testing
114(1)
Theories of Adaptive Behavior
115(5)
Adaptive Behavior versus Intelligence
118(2)
Assessment of Adaptive Behavior
120(12)
The Influence of the American Association on Mental Retardation
123(3)
The Influence of Edgar Doll
126(2)
Other Influential Scales
128(3)
Criticisms of Adaptive Behavior Assessment
131(1)
Summary
132(3)
5 Etiology and Preventative Efforts
135(62)
Terminology
138(2)
Genetic Disorders
140(7)
Genetic Transmission
141(6)
Chromosomal Deviations
147(9)
Down Syndrome
149(3)
Fragile X Syndrome
152(1)
Other Chromosomal Anomalies
153(3)
Cranial Malformations
156(1)
Congenital Factors
157(6)
Maternal Disease
157(1)
Substance Exposure
158(2)
Prematurity and Perinatal Concerns
160(2)
Postnatal Biological Concerns
162(1)
Psychosocial Concerns and Environmental Factors
163(20)
Environmental Perspective
164(1)
Environmental Correlates
165(6)
Influential Research on Environmental Factors
171(5)
Heredity Position
176(5)
Interactional Position
181(2)
Prevention
183(7)
Preconception
185(1)
During Gestation
186(2)
At Delivery
188(1)
Early Childhood
188(1)
Perspective
189(1)
Ethical Issues
190(4)
Final Thoughts
194(1)
Summary
194(3)
PART 2 Introduction to the Different Levels of Mental Retardation197(66)
6 Characteristics of Individuals with Milder Forms of Retardation
199(36)
Characteristics of Milder Retardation
200(3)
Demographic Characteristics
203(3)
Gender
204(1)
Ethnicity
204(1)
Socioeconomic and Family Patterns
205(1)
Motivational and Sociobehavioral Characteristics
206(6)
Motivational
206(3)
Self-Regulatory Behaviors
209(1)
Sociobehavioral
210(2)
Learning Characteristics
212(9)
Cognitive Development
212(2)
Processes Involved in Learning
214(5)
Observational Learning
219(2)
Speech and Language Characteristics
221(3)
Physical Health Characteristics
224(5)
Selected Conditions
224(3)
General Health Considerations
227(2)
Educational Characteristics
229(3)
Programmatic Realities
230(2)
Academic Achievement
232(1)
Summary
232(3)
7 Characteristics of Persons with Severe Mental Retardation
235(28)
Defining the Population
236(4)
Current Demographics
236(2)
Today's Definitions
238(2)
Nature and Needs of Persons with Severe Mental Retardation
240(4)
Intellectual Functioning and Adaptive Skills
240(1)
Psychological/Emotional Aspects
240(1)
Physical and Other Health Considerations
241(2)
Environmental Considerations
243(1)
Educational Concerns
244(6)
Institutional Model
245(1)
Developmental Model
246(2)
Ecological Model
248(1)
Curriculum and Teaching Strategies
248(2)
Appropriate Outcomes
250(4)
Independence
251(1)
Productivity
251(1)
Community Integration
252(2)
Supports
254(6)
Supports Planning
255(2)
Natural Supports
257(1)
Supplementary Supports
258(2)
Summary
260(3)
PART 3 Programming and Issues across the Lifespan263(152)
8 Infancy and Early Childhood
265(46)
Rationale for Early Childhood Special Education
266(1)
Legislation Affecting Early Childhood Special Education Programs
267(8)
Preschool Components
268(1)
Infant Component (Part H)
268(7)
DEC-Recommended Practices
275(1)
Referral
275(1)
Evaluation and Assessment
276(5)
Evaluation
277(2)
Assessment
279(2)
Measures of Early Childhood Development
281(8)
Socioemotional Assessment
282(1)
Cognitive Assessment
282(3)
Speech and Language Assessment
285(1)
Adaptive Behavior Assessment
285(4)
Motor Assessment
289(1)
Issues in Early Childhood Assessment
289(2)
Personal
289(1)
Professional
290(1)
Procedural
291(1)
Programming for Young Children
291(13)
Service Delivery Models
292(3)
Curriculum
295(1)
Programs Implementation
296(1)
Classroom Accommodations and Adaptations
297(1)
Technology
298(4)
Scheduling
302(2)
Family Involvement
304(3)
Transition
307(1)
Summary
307(4)
9 Educational Programming--School Years
311(40)
Placement Alternatives
312(14)
Programs for Children and Youth with Disabilities
313(1)
The Individuals with Disabilities Education Act
314(1)
General Education Class Programs
315(5)
Special Class Programs
320(1)
Special School Programs
321(1)
Other Programs
322(2)
Inclusion
324(1)
Collaborative Approaches
325(1)
Assessment
326(11)
The Interdisciplinary Team
328(2)
The Individualized Education Program
330(7)
Programming for School-Age Learners
337(12)
Educational Programming
337(1)
Characteristics of Students Who Are Retarded
337(2)
The Roles of the Teacher and the Learner
339(3)
Curriculum
342(4)
Instructional Programs
346(3)
Summary
349(2)
10 Transitional Years: Preparing for Adulthood
351(36)
Career Development
355(9)
Defining Career Development
357(1)
Models of Career Development
357(3)
Career Development for Persons Who Are Mentally Retarded
360(3)
Issues in Career Development
363(1)
Transition Planning
364(13)
Evolution of Transition Programs
364(1)
Life Skills Preparation
365(2)
Individualized Transition Planning
367(10)
Vocational Preparation
377(9)
Relationship of Career Development and Vocational Preparation
377(2)
Identifying Job Opportunities
379(1)
Traditional and Emerging Vocational Training Options
380(3)
Vocational Assessment
383(1)
Vocational Placement
384(1)
Follow-up and Evaluation
385(1)
Programming Issues
385(1)
Summary
386(1)
11 Adult Years
387(28)
Transition from School to Community
388(3)
Adult Development
391(3)
Young Adulthood
391(2)
Middle Adulthood
393(1)
Older Adulthood
393(1)
Adjusting to Life in the Community
394(14)
Social Integration
395(1)
Economic Integration
396(3)
Employment Integration
399(2)
Recreational/Leisure Integration
401(2)
Residential Integration
403(2)
Personal Satisfaction
405(1)
Community Acceptance
406(2)
Need for Support Services
408(1)
Issues Related to Community Living
408(5)
Sexuality
408(2)
Lifelong Learning
410(1)
Advocacy
411(2)
Summary
413(2)
PART 4 Continuing Concerns415(124)
12 Family Considerations
417(26)
Organization of the Family
419(6)
Family Models
420(3)
Family Development
423(1)
The Family Personality
423(2)
Family Functioning
425(11)
Family Reactions
425(3)
Family Dynamics
428(3)
Support Services
431(2)
Consultation with Professionals
433(3)
Issues in Family Living
436(5)
Home Safety
437(1)
Religion
438(1)
Planning for the Later Years
439(2)
Summary
441(2)
13 Individual Rights and Legal Issues
443(36)
The Context for Securing Individual Rights
444(10)
Legal Background and Terminology
446(2)
Fundamental Concepts
448(1)
Legal Bases for Establishing Rights
449(5)
Legal Precedents for Individual Rights
454(22)
Educational Rights
454(13)
Institutional Rights
467(4)
Community Rights
471(1)
Life-and-Death Issues
472(4)
Conclusion: Persisting Problems
476(1)
Final Thoughts
477(1)
Summary
478(1)
14 Institutional and Community Living
479(32)
Institutional Living
480(8)
The Commitment Process
480(1)
The Institutional Setting
481(5)
Factors Influencing Institutionalization
486(2)
Community Living
488(21)
Access to Community Services
488(3)
Community Settings
491(3)
Factors Influencing Life in the Community
494(4)
Issues in Deinstitutionalization
498(2)
Economics
500(2)
Relocation Issues
502(2)
Behavioral Control
504(5)
Summary
509(2)
15 Emerging and Future Issues
511(28)
Predicting the Future
512(6)
Changes in Society
513(2)
Future Scenarios
515(3)
Critical Areas of Concern
518(17)
Preparation for the Demands of Adulthood
519(3)
Support Systems
522(4)
Advances in Technology
526(4)
Prevention
530(5)
An Agenda for Future Research
535(1)
Final Thoughts
536(1)
Summary
537(2)
Glossary539(14)
References553(66)
About the Authors619(4)
Name Index623(10)
Subject Index633

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