Adaptive Behavior in the Definition of Mental Retardation

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Abstract
Results of a recent survey of state education agencies indicated that many states emphasize intelligence in the definition and diagnosis of mental retardation and deemphasize or exclude adaptive behavior. The rationale for a renewed emphasis on adaptive behavior and IQ in the identification and education of the mentally retarded is discussed. The establishment of uniform definitions of mental retardation, the inclusion of adaptive behavior and IQ in defining mental retardation, objective and standardized assessment of adaptive behavior, and the establishment of criteria for adaptive behavior, are encouraged for use in the diagnosis, classification, and education of the mentally retarded. Without these emphases, misdiagnosis, inappropriate placement, and improper treatment of the mentally retarded can occur.

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