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Diversity in Clinical Practice
Week 6 - Lecture Content: Mild Intellectual
Disability (MID)
Slide Notes
Intellectual Disability (DSM-5)
1. Deficits in intellectual functioning
This includes various mental abilities:
Reasoning
Problem Solving
Planning
Academic learning
Experiential learning - the ability to learn through experience, trial and error, and
observation.
→When measured by IQ tests, scores have to be 2 SD below average
Diversity in Clinical Practice 1
, →Typically IQ score <70
2. Deficits or impairment in adaptive functioning
This includes skills needed to live in an independent and responsible manner:
Communication
Social Skills - the ability to understand and comply with social rules, customs, and standards
of public behaviour.
Personal Independence at home in the community - nathing, dressing, feeding, cooking,
cleaning, shopping for groceries, using public transport.
3. These limitations occur during the development period
During childhood or adolescence
Since around 2000: Zigler’s Two Group Approach
→ Organic ID (Intellectual Disability)
With very specific eitology, a specfifc pattern of strong and weake abilitues, specific
development
All SES groups
More boys than girls
IQ score < 70, but mostly < 55
→ Cultural-Familial ID
Lower end of normal distribution
Same development, however slower and lower ceiling
Mostly lower SES
IQ score 55-85
MID
In general MID = IQ score 55-70
However:
In the NL MID is defined as such:
Diversity in Clinical Practice 2
, IQ Score +-55 - +-85
Significant problems with adaptive functioning in at least two domains - such as
communication, self-care, or social skills
Comorbid problems such as problems within the family, learning problems, and
psychosocial and/ or physical problems
→Overall, it is a rather complicated population
Why IQ-Score of > 70 = MID?
Difference with ‘official’ MID is hard to make when:
problems with adaptive skills
comorbidity (ADHD etc.)
→ Then, both groups (50<IQ>70 and 70 <IQ>85) benefit from the same treatment
*3 SD
*2 SD
MID Diagnosis
Diversity in Clinical Practice 3
Diversity in Clinical Practice
Week 6 - Lecture Content: Mild Intellectual
Disability (MID)
Slide Notes
Intellectual Disability (DSM-5)
1. Deficits in intellectual functioning
This includes various mental abilities:
Reasoning
Problem Solving
Planning
Academic learning
Experiential learning - the ability to learn through experience, trial and error, and
observation.
→When measured by IQ tests, scores have to be 2 SD below average
Diversity in Clinical Practice 1
, →Typically IQ score <70
2. Deficits or impairment in adaptive functioning
This includes skills needed to live in an independent and responsible manner:
Communication
Social Skills - the ability to understand and comply with social rules, customs, and standards
of public behaviour.
Personal Independence at home in the community - nathing, dressing, feeding, cooking,
cleaning, shopping for groceries, using public transport.
3. These limitations occur during the development period
During childhood or adolescence
Since around 2000: Zigler’s Two Group Approach
→ Organic ID (Intellectual Disability)
With very specific eitology, a specfifc pattern of strong and weake abilitues, specific
development
All SES groups
More boys than girls
IQ score < 70, but mostly < 55
→ Cultural-Familial ID
Lower end of normal distribution
Same development, however slower and lower ceiling
Mostly lower SES
IQ score 55-85
MID
In general MID = IQ score 55-70
However:
In the NL MID is defined as such:
Diversity in Clinical Practice 2
, IQ Score +-55 - +-85
Significant problems with adaptive functioning in at least two domains - such as
communication, self-care, or social skills
Comorbid problems such as problems within the family, learning problems, and
psychosocial and/ or physical problems
→Overall, it is a rather complicated population
Why IQ-Score of > 70 = MID?
Difference with ‘official’ MID is hard to make when:
problems with adaptive skills
comorbidity (ADHD etc.)
→ Then, both groups (50<IQ>70 and 70 <IQ>85) benefit from the same treatment
*3 SD
*2 SD
MID Diagnosis
Diversity in Clinical Practice 3
