An evaluation of state guidelines for mental retardation: focus on definition and classification practices

The publication of the 1992 manual by the American Association on Mental Re tardation (AAMR) (Luckasson et al., 1992) offered the field of mental retar dation an alternative approach to definition and classification in the fiel d. The purpose of the current study runs to ascertain the apparent impact o f this manual on educational practices by; evaluating state guidelines for definition and classification. A total of 50 states and the District of Col umbia responded to the survey. Of this group, 44 indicated they based (i.e. , verbatim or in adapted form) their guidelines on the prior Grossman (1983 ) AAMR manual and four reported use of the Luckasson el al. (1992) manual a s the basis of their regulations, while three states indicated that they ba sed their guidelines on neither model. In addition, practices related to te rminology and reliance on IQ and adaptive behavior are also highlighted. Im plications for the field are discussed with particular attention to the tre nds within state practices and to future considerations with regard to defi nition and classification practices within the field of mental retardation.