Psychology
Intellectual Disability
Intellectual disability refers to a condition characterized by limitations in intellectual functioning and adaptive behavior. Individuals with intellectual disability may have difficulties with reasoning, learning, problem-solving, and practical skills. The condition typically manifests before the age of 18 and can vary in severity, impacting an individual's ability to effectively navigate daily life and social interactions.
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11 Key excerpts on "Intellectual Disability"
eBook - PDF- Hans Steiner(Author)
- 2011(Publication Date)
- World Scientific(Publisher)
Chapter 16 Psychiatric Disorders in Individuals with Intellectual Disabilities Mendy Minjarez, Jennifer M. Phillips, Carl Feinstein, and Antonio Y. Hardan 1. Introduction and Overview Intellectual Disability, or mental retardation, refers to conditions of heterogeneous etiology, arising during the course of development, in which individuals present with significant cognitive impairment coupled with deficits in adaptive function-ing. Children and adolescents diagnosed with Intellectual Disability comprise between one and three percent of the total school-aged population in the United States, and there are about 156 million people worldwide with these conditions, according to the World Health Organization. Intellectual Disability is a condition that impacts an individual throughout the lifespan, leading to the need for some degree of support into adulthood in most cases. There is enormous diversity in eti-ology, phenomenology, and associated medical, psychiatric, and psychosocial features in Intellectual Disability. In fact, Gillberg referred to Intellectual Disability as “an administrative cover-all blanket term for a variety of different genetic, social, and specific medical conditions sharing one common feature, that individ-uals affected test (reliably) below IQ 70.” The associated cognitive, adaptive, and psychosocial deficits that accompany a diagnosis of Intellectual Disability can be quite limiting. Children and adolescents with mild intellectual disabilities are not categorically different from their cogni-tively unaffected peers. However, they are at a considerable disadvantage com-pared to peers in that intellectual abilities affect adaptive functioning, educational achievement, and related activities. Unlike children with mild intellectual disabili-ties, those in the moderate to profound range differ in significant ways from their cognitively unaffected peers. In addition to more significant cognitive deficits, 491
- Michael L. Wehmeyer, Ivan Brown, Maire Percy, W.L. Alan Fung, Karrie A. Shogren, Michael L. Wehmeyer, Ivan Brown, Maire Percy, W.L. Alan Fung, Karrie A. Shogren(Authors)
- 2017(Publication Date)
- Brookes Publishing(Publisher)
disorders of intellectual development refers to “a group of etiologically diverse conditions originating during the developmental period characterized by significantly below average intellectual functioning and adaptive behavior that is approximately two or more standard deviations below the mean” and occurring during the developmental period (Tassé, Luckasson, & Nygren, 2013, p. 128).Returning, then, to the APA DSM-5 definition, the DSM-5 manual defines Intellectual Disability (intellectual developmental disorder) as involving the following (2014, p. 1, sec. 2):Impairments of general mental abilities that impact adaptive functioning in three domains, or areas. These domains determine how well an individual copes with everyday tasks:• The conceptual domain includes skills in language, reading, writing, math, reasoning, knowledge, and memory.• The social domain refers to empathy, social judgment, interpersonal communication skills, the ability to make and retain friendships, and similar capacities.• The practical domain centers on self-management in areas such as personal care, job responsibilities, money management, recreation, and organizing school and work tasks.While Intellectual Disability does not have a specific age requirement, an individual’s symptoms must begin during the developmental period and are diagnosed based on the severity of deficits in adaptive functioning. The disorder is considered chronic and often co-occurs with other mental conditions like depression, attention-deficit/hyperactivity disorder, and autism spectrum disorder.Intelligence test scores are purposely not included in this definition, so that they are “not overemphasized as the defining factor” (APA, 2014, pp. 1–2, section 3). APA does note, however, in the text that accompanies its definition thatIQ or similar standardized test scores should still be included in an individual’s assessment. In DSM-5, Intellectual Disability is considered to be approximately two standard deviations or more below the population, which equals an IQ score of about 70 or below. (2014, p. 2, section 2)Defining Developmental Disabilities The previous three sections describe the definitional meanings of Intellectual Disability from the perspective of three professional or governmental organizations. In many parts of the world, the term developmental disabilities is used to mean the same thing as intellectual disabilities. In parts of Canada, for example, developmental disabilities is the term used in legislation, in government and organizations’ documents, and in the disability support environment, but for purposes of diagnosis or determining eligibility for services, definitional criteria for intellectual disabilities that are similar to those described in the previous section are used. The term developmental disabilities is also used in various countries around the world to refer to a somewhat broader group of conditions and states of functioning than can be described by the definitional criteria for Intellectual Disability
Available until 5 Dec |Learn moreThe Handbook of Child and Adolescent Clinical Psychology
A Contextual Approach
- Alan Carr(Author)
- 2015(Publication Date)
- Routledge(Publisher)
- Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living across multiple environments such as home, school, work and community.
- Onset of intellectual and adaptive deficits occur during the developmental period.
Intellectual Disability is characterized by significant limitations in- intellectual functioning and in
- adaptive behaviour as expressed in conceptual, social, and practical adaptive skills.
- This disability originates before age 18.
- A standardized intelligence test score 2 standard deviations below the mean
- A standardized rating of adaptive behaviour in one or more domains (conceptual social or practical) 2 standard deviations below the mean
- Limitations in present functioning must be considered within the context of community environments typical of the individual’s age peers and culture.
- Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor and behavioural factors.
- Within an individual, limitations often coexist with strengths.
- An important purpose of describing limitations is to develop a profile of needed supports.
- With appropriate personalized supports over a sustained period, the life functioning of the person with mental retardation generally will improve.
eBook - PDFTeaching in Today's Inclusive Classrooms
A Universal Design for Learning Approach
- Richard Gargiulo, Debbie Metcalf(Authors)
- 2016(Publication Date)
- Cengage Learning EMEA(Publisher)
4-1a Defining Intellectual Disability Developing an acceptable definition of Intellectual Disability has been an evolving process spanning several decades. Historically speaking, Intellectual Disability was often solely con-ceptualized as limitations or deficits in cognitive functioning. More contemporary defini-tions are characterized by limited intellectual abilities coupled with difficulty in meeting the social requirements or expectations of one’s environment. The two most commonly used definitions today are the IDEA definition and the one championed by the American Association on Intellectual and Developmental Disabili-ties (AAIDD) 2 , the leading professional organization in the field of Intellectual Disability. The IDEA definition describes Intellectual Disability (previously known as mental retardation) as “significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behaviors and manifested during the developmental period that adversely affects a child’s educational performance” (34C.F.R. § 300.7[c] [6]) ( Federal Register, 2006). Interestingly, this definition closely mirrors a 1973 version of a defi-nition crafted by the AAIDD (then known as the American Asso-ciation on Mental Retardation or AAMR). The IDEA definition is currently used by most states when identifying students for special education services. A more recent attempt in an evolving understanding of intel-lectual disability is the 2002 AAIDD definition (Photo 4.1). This 1 Content adapted from R. Gargiulo, Special Education in Contemporary Society, 5th ed. (Thousand Oaks, CA: Sage, 2015). 2 Prior to January 1, 2007, this organization was known as the American Association on Mental Retardation (AAMR). PHOTO 4.1 Our understanding of intellec-tual disability has been an evolving process. iStockphoto.com/EVAfotografie Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
eBook - PDFPseudoscience in Child and Adolescent Psychotherapy
A Skeptical Field Guide
- Stephen Hupp(Author)
- 2019(Publication Date)
- Cambridge University Press(Publisher)
2 Intellectual and Adaptive Functioning Elizabeth M. Kryszak, Jessica F. Scherr, and James A. Mulick Intellectual functioning refers to a collection of abilities related to learn- ing and processing information (e.g., reasoning, problem solving, plan- ning, abstract thinking, judgment) used to understand the environment and perform roles and tasks needed to survive in the current environ- ment. Adaptive functioning refers to one’s ability to perform a set of skills across several domains (i.e., communication, daily living, socializa- tion, work, motor) that allows functioning at an age-appropriate level in the current sociocultural environment (e.g., home, work, school). One’s level of intellectual functioning will significantly impact one’s level of adaptive functioning, although adaptive functioning is also affected by many other factors (e.g., mental illness, early learning environment, access to appropriate resources). Intellectual Disability refers to signifi- cant deficits in both intellectual and adaptive functioning that impair a person’s ability to function in their current society without significant supports (American Psychiatric Association, 2013). These deficits are often present at birth, although current diagnostic criteria stipulate that onset must occur during the “developmental period,” and prevalence is currently estimated at 1% of the population (American Psychiatric Association, 2013; Schalock et al., 2007). Certain medical and genetic conditions are frequently associated with Intellectual Disability, including Down syndrome, fragile X syndrome, Rett syndrome, metabolic disor- ders, cerebral palsy, and many others, although the exact cause of an Intellectual Disability for many cases is unknown (Moeschler & Shevell, 2014). Impairment in functioning is typically life long, although the severity of the disability can vary greatly both between individuals and within individuals across their life spans.
- Jacobus Donders, Scott J. Hunter(Authors)
- 2018(Publication Date)
- Cambridge University Press(Publisher)
Chapter 4 Intellectual Disability Syndromes Kelly Janke and Lisa Jacola Introduction Intellectual Disability (ID) is characterized by intellectual functioning that is significantly impaired relative to the normative population and significant impairments in one or more areas of adaptive func- tioning, or those skills needed to independently per- form daily activities. Intellectual Disability originates during the developmental period (i.e., childhood and adolescence). Typically, this diagnosis is not made until a child is 5 or 6 years old, owing to the normative variability that is present in the development of infants, toddlers, and preschool-age children. Before this age, children with suspected Intellectual Disability are typi- cally diagnosed with global developmental delay. Intellectual Disability was previously known as ”mental retardation.” Concerns with negative social stigma and popular language use prompted advocacy for a change in the diagnostic label from families and support organizations. In 2010, a federal law enacted in the United States (Public Law 111–256 [Rosa’s Law]) changed the terms ”mentally retarded” and ”mental retardation” to ”Intellectual Disability” and ”intellec- tually disabled” in federal laws regarding education, employment, and some health programs. The change in terminology is recognized in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders, 5th ed. (DSM-5; American Psychiatric Association, 2013) and is commonly used in research journals and by the medical community and advocacy groups, including the American Association of Intellectual and Developmental Disabilities (AAIDD), which was the first organization to define ID (The AAIDD Ad Hoc Committee on Terminology and Classification, 2010). See Tables 4.1 and 4.2 for over- views of the diagnostic criteria and coding for ID.
eBook - PDFChild Psychopathology
From Infancy to Adolescence
- Barry H. Schneider(Author)
- 2014(Publication Date)
- Cambridge University Press(Publisher)
Although the same word seems not to be used as extensively as an epithet in the UK, BBC News Magazine reported in 2008 that other pejorative words are (Rohrer, 2008 ). Hopefully, the new term “Intellectual Disability” will not acquire a pejorative connotation over time, perhaps because of its grammatical structure and inherent meaning. Schalock et al. ( 2007 ) elaborate on the implications of the terms disability and Intellectual Disability. They note that construct of “disability” implies the interaction between a person and his or her social context. Hence, disability does not reside entirely within the individual; “disability” refers to the limitations of the individual that restrict his or her ability to function in society. Thus, part of the thrust toward revising the terminology reflects the contemporary emphasis on the social context of psychopathology in general, on the interactions between person and environment. Schalock and his colleagues believe that the new term is one around which persons with developmental disabilities will be better able to unite in crystallizing a “disability identity” that will facilitate political action to promote the interests of the group. The American Association on Intellectual and Developmental Disabilities (formerly the American Association on Mental Retardation) has adopted the following definition: “Intellectual Disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills; this disability originates before age 18” (Luckasson et al., 2002 ). At the same time as it permits an emphasis on person–environment interaction, the new term “Intellectual Disability” reflects the widespread desire of many theorists and professionals to distance themselves from the former reification of the concept of IQ (see Chapter 2 ). In the heyday Intellectual Disability 16
- Eric Emerson, Chris Hatton, Travis Thompson, Trevor Parmenter, Eric Emerson, Chris Hatton, Travis Thompson, Trevor Parmenter(Authors)
- 2004(Publication Date)
- Wiley(Publisher)
IMPLICATIONS FOR THE FIELD OF INTELLECTUAL DISABILITIES Concept of Disability As with the constructs of intelligence and adaptive behavior, the concept of disability is also undergoing significant changes. For example, in 1980, the World Health Organization defined a handicap or disability as “arising from failure or inability to conform to the expectations or norms of the individual’s universe . . . and characterized by a discordance between the individual’s performance or status and the expectations of the individual himself or the particular group of which he is a member” (WHO, 1980, p. 183). More recently, Bradley (1995) and the World Health Organization (1999) stress that since one’s disability ADAPTIVE BEHAVIOR 381 results from an interaction between disease and one’s physical and social environment and resources, one needs to focus on the impairment of functional skills/adaptive behaviors and the environmental supports that lessen the impairment and thereby enhance personal competence. This concept of disability has a number of implications: Disability is neither fixed nor dichotomized; rather, it is fluid, continuous, and changing, depending upon the person’s functional limitations and the supports available within a person’s environment. One lessens functional limitations (and hence a person’s disability) by providing inter- ventions or services and supports that focus on prevention, adaptive behaviors, and role status. Evaluation focuses on the extent to which the functional limitations have been reduced, and the person’s adaptive behavior and role status has been enhanced. Definition of Intellectual Disabilities/Mental Retardation Defining intellectual disabilities/mental retardation as characterized by limitations in prac- tical, conceptual, and social-emotional performance skills is a continuation of our attempts to understand better this important construct.
eBook - PDF- Eric Mash, Eric Mash, David Wolfe, Katherine Nguyen Williams(Authors)
- 2023(Publication Date)
- Cengage Learning EMEA(Publisher)
In effect, a below IQ score is not sufficient to warrant a diagnosis of intellectual developmental disorder. A person also must show significant impairment in adaptive behav- ior, such as communication, self-care, social/interper- sonal skills, or functional academic or work skills (Lancioni et al., 2009). This aspect of the definition is important because it specifically excludes persons who may function well in their own surroundings, yet for various reasons they may not perform well on standard IQ tests. Importantly, whether a child or adolescent exhibits these various adaptive skills is related not only to ability, but also to experience and opportunity. Using public transportation, walking to a neighborhood store, and making simple purchases all can be affected by the individual’s place of residence Table 5.2 Diagnostic Criteria for Intellectual Developmental Disorder (Intellectual Disability) Intellectual developmental disorder (also known as Intellectual Disability) is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains. The following three criteria must be met: (A) Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing. (B) Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and community. (C) Onset of intellectual and adaptive deficits during the developmental period.
eBook - PDF- Eric Mash, David Wolfe(Authors)
- 2018(Publication Date)
- Cengage Learning EMEA(Publisher)
The second criterion for diagnosing intellectual dis- ability requires deficits in adaptive functioning, which result in failure to meet developmental and sociocul- tural standards for personal independence and social responsibility. In effect, a subnormal IQ score is not sufficient to warrant a diagnosis of intellectual dis- ability. A person also must show significant limitations in adaptive behavior, such as communication, self-care, social/interpersonal skills, or functional academic or work skills (Lancioni et al., 2009). This aspect of the definition is important because it specifically excludes persons who may function well in their own surround- ings, yet for various reasons they may not perform T A B L E 5 . 2 | Diagnostic Criteria for Intellectual Disability (Intellectual Developmental Disorder) Intellectual Disability (intellectual develop- mental disorder) is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practi- cal domains. The following three criteria must be met: (A) Deficits in intellectual functions, such as reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing. (B) Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and community. (C) Onset of intellectual and adaptive deficits during the developmental period. Note: The diagnostic term Intellectual Disability is the equivalent term for the ICD-11 diagnosis of intellectual developmental disorders.
- Mark Scheepers, Mike Kerr(Authors)
- 2019(Publication Date)
- Cambridge University Press(Publisher)
Intellectual functioning and adaptive behaviour are correlated but are not deemed causally associated (Tasse et al., 2016). Guidance on assessing ID is available from the British Psychological Society. 1 1 www.rcpsych.ac.uk/pdf/ID%20assessment%20guidance.pdf [accessed 11 August 2018]. 2 Christine Linehan Preparations for the 11th edition of WHO’s ICD led to the establishment of a Working Group charged with securing international evidence-based consensus on the name, defini- tion, subtypes and architecture of ID (Bertelli et al., 2016). The Working Group comprised various stakeholders including APA, AAIDD, the World Psychiatric Association (WPA) and the International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) (Salvador-Carulla et al., 2011). Despite ongoing debate of these definitional issues in the field (Switzky & Greenspan, 2006), the establishment of this international Working Group provided the first expert multidisciplinary discourse on the topic in forty years (Bertelli et al., 2016). Driving much of the discussion is the apparent inconsistency among classification systems whereby ID is conceptualised as a health disorder by ICD and DSM and as a disability by ICF and AAIDD. Extreme positions in this discourse may conceptualise ID solely as a disability thereby calling for its exclusion from ICD, an action which may potentially render it invisible in many health monitoring systems. At the other extreme, conceptualising ID solely as a health condition is inconsistent with the social and biopsy- chosocial model of disability adopted by many jurisdictions in terms of legislation, policy and practice (Bertelli et al., 2016). The Working Group agreed on the term ‘Intellectual Developmental Disorder’ (IDD) for ICD-11, which is classified within the parent category of ‘Neurodevelopmental Disorder’.
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