Psy 143 Workbook Units 5-8.
Unit 5
1. What difficulties are experienced by children with ID, in general?
a. They sit up, crawl, or walk later than other children. They also learn to talk later
or have trouble speaking. They may have difficulty in remembering things,
learning new things, understanding social rules, seeing the results of their actions,
and solving problems.
2. What is the definition of ID?
a. An intellectual disability is defined as subaverage intellectual functioning and
deficits in adaptive functioning, which must be present prior to age 18.
3. What IQ is required for a diagnosis of ID?
a. An IQ of less than 70 is required for a diagnosis.
4. What is adaptive functioning?
a. Adaptive functioning is the ability to cope effectively with ordinary life demands,
to live independently, and to abide by community standards.
5. Regarding each subcategory of ID (reflecting degree of impairment in ID)?
a. What are their names?
i. Mild, moderate, severe, profound
b. What IQ ranges is used to define each?
i. Mild: ~55-59
ii. Moderate: 40-54
iii. Severe: 25-39
iv. Profound: <25
c. What proportion of all people with ID make up each?
i. Mild: 85%
ii. Moderate: 10%
iii. Severe: 4%
iv. Profound: 1%
d. What is the most common general cause?
i. Mild: environmental-familial cause
ii. Moderate: more often an organic cause
iii. Severe: organic cause
iv. Profound: biological abnormality
e. What level of skills can a person in each subcategory be expected to perform?
i. Mild: no or minimal physical impairment, academic skills to grade 6
pg. 1
, ii. Moderate: some physical impairment, limited communication, academic
skills to grade 2
iii. Severe: physical impairment- often impaired mobility, communication
with 2-3 word sentences, academic ability of 4-5 year old
iv. Profound: impaired sensory and motor functions, severe health problems,
no functional communication, identified as infants
pg. 2
, f. What type of life will a person in each subcategory have in adulthood overall(e.g.,
employment and living situations)?
i. Mild: semi/unskilled labor; minimum self-sufficiency, need some support
to manage, live in community (supervised residence, group home, on own)
ii. Moderate: some vocational training, unskilled work setting w significant
supervision, social limitations, manage basic daily care needs, supervised
living situation in community (group home)
iii. Severe: perform simple task under supervision, require assistance in most
areas throughout life, supervised living situation in community (group
home)
iv. Profound: intensive training for few basic skills, supervised living
situation (small specialized group home/care facility)
6. What is the prevalence of ID?
a. ~2% of all children
7. What is the distribution of ID by sex and SES, and racial/ethnic minority groups, in
general?
a. Boys > girls
b. Low SES > Middle SES > High SES
c. Minority groups > majority groups
i. African American, Latino, Native American
8. How does poverty affect intellectual development?
a. They are at an economic disadvantage, mothers may not be able to afford prenatal
care and may not be able to afford proper nutrition.
9. How is motivation affected by ID?
a. Those with an ID have a reduced motivation. Children may have difficulty with
material in classes and may experience a great deal of failure, which most likely
leads to a decreased motivation to try. It may also cause people with an ID to set
lower goals for themselves.
10. What proportion of people with ID have emotional and behavior problems?
a. Mild ID= ⅓
b. ½ with more severe ID
11. What is the likelihood, in general, that people with ID have other disabilities and health
problems?
a. Almost twice more than those without intellectual disabilities.
12. Can a cause of the ID typically be specified for a child with ID?
a. No, but mod/sev/pro ID are more likely to be specified than mild ID.
13. What are the 2 major categories of causes of ID?
a. Environmental-familial causes
b. Organic causes (genes, chromosomal abnormalities, neurobiological problems)
14. What level of ID does each major category of causes tend to cause?
pg. 3
Unit 5
1. What difficulties are experienced by children with ID, in general?
a. They sit up, crawl, or walk later than other children. They also learn to talk later
or have trouble speaking. They may have difficulty in remembering things,
learning new things, understanding social rules, seeing the results of their actions,
and solving problems.
2. What is the definition of ID?
a. An intellectual disability is defined as subaverage intellectual functioning and
deficits in adaptive functioning, which must be present prior to age 18.
3. What IQ is required for a diagnosis of ID?
a. An IQ of less than 70 is required for a diagnosis.
4. What is adaptive functioning?
a. Adaptive functioning is the ability to cope effectively with ordinary life demands,
to live independently, and to abide by community standards.
5. Regarding each subcategory of ID (reflecting degree of impairment in ID)?
a. What are their names?
i. Mild, moderate, severe, profound
b. What IQ ranges is used to define each?
i. Mild: ~55-59
ii. Moderate: 40-54
iii. Severe: 25-39
iv. Profound: <25
c. What proportion of all people with ID make up each?
i. Mild: 85%
ii. Moderate: 10%
iii. Severe: 4%
iv. Profound: 1%
d. What is the most common general cause?
i. Mild: environmental-familial cause
ii. Moderate: more often an organic cause
iii. Severe: organic cause
iv. Profound: biological abnormality
e. What level of skills can a person in each subcategory be expected to perform?
i. Mild: no or minimal physical impairment, academic skills to grade 6
pg. 1
, ii. Moderate: some physical impairment, limited communication, academic
skills to grade 2
iii. Severe: physical impairment- often impaired mobility, communication
with 2-3 word sentences, academic ability of 4-5 year old
iv. Profound: impaired sensory and motor functions, severe health problems,
no functional communication, identified as infants
pg. 2
, f. What type of life will a person in each subcategory have in adulthood overall(e.g.,
employment and living situations)?
i. Mild: semi/unskilled labor; minimum self-sufficiency, need some support
to manage, live in community (supervised residence, group home, on own)
ii. Moderate: some vocational training, unskilled work setting w significant
supervision, social limitations, manage basic daily care needs, supervised
living situation in community (group home)
iii. Severe: perform simple task under supervision, require assistance in most
areas throughout life, supervised living situation in community (group
home)
iv. Profound: intensive training for few basic skills, supervised living
situation (small specialized group home/care facility)
6. What is the prevalence of ID?
a. ~2% of all children
7. What is the distribution of ID by sex and SES, and racial/ethnic minority groups, in
general?
a. Boys > girls
b. Low SES > Middle SES > High SES
c. Minority groups > majority groups
i. African American, Latino, Native American
8. How does poverty affect intellectual development?
a. They are at an economic disadvantage, mothers may not be able to afford prenatal
care and may not be able to afford proper nutrition.
9. How is motivation affected by ID?
a. Those with an ID have a reduced motivation. Children may have difficulty with
material in classes and may experience a great deal of failure, which most likely
leads to a decreased motivation to try. It may also cause people with an ID to set
lower goals for themselves.
10. What proportion of people with ID have emotional and behavior problems?
a. Mild ID= ⅓
b. ½ with more severe ID
11. What is the likelihood, in general, that people with ID have other disabilities and health
problems?
a. Almost twice more than those without intellectual disabilities.
12. Can a cause of the ID typically be specified for a child with ID?
a. No, but mod/sev/pro ID are more likely to be specified than mild ID.
13. What are the 2 major categories of causes of ID?
a. Environmental-familial causes
b. Organic causes (genes, chromosomal abnormalities, neurobiological problems)
14. What level of ID does each major category of causes tend to cause?
pg. 3
