Chapter 5 – intellectual disability (intellectual developmental disorder)
Intellectual disability (ID):
ID: is a neurodevelopmental disorder a group of conditions with onset in the developmental period
that produce impairments of social, personal, academic or occupational functioning.
intelligence and intellectual disability:
Eugenics: defined by Galton (1883) as the science which deals with all influences that improve the
inborn qualities of a race.
General intellectual functioning: is now defined by an intelligence quotient (IQ) that is based on
assessment with one or more standardized various verbal and visual-spatial skills and
mathematical concepts.
Adaptive functioning: refers to how effectively individuals cope with ordinary life demands and
independently living.
- Conceptual skills:
Language, reading and writing, money concepts, self-directions
- Social skills:
Interpersonal, responsibility, self-esteem, likelihood of being manipulated, naiveté, follows
rules
- Practical skills:
Eating, dressing, toileting, mobility
- Occupational skills:
Maintaining a safe environment
Environmental circumstances will help children reach their fullest potential. Infancy offer the most
opportunity for influencing intellectual ability young child’s rapid brain development and response
to environmental stimulation.
Flynn-effect: IQ grows per decade about 3 points resetting the 100, but children with borderline
or mind ID score lower. How about proper educational placement and services?
IQ is largely genetically determined. Gap between cultures is larger because of lower-quality schools
fewer opportunities for advancement.
Features of intellectual disabilities:
Widest variation in cognitive and behavioral abilities of any childhood disorder learning to
communicate effectively limited speech and language skills difficulty with some aspects of
learning.
DSM-5 criteria and core features of ID:
- Individuals must have deficits in the intellectual functions.
o Reasoning, problem-solving, planning, abstract thinking, judgement, academic
learning and learning from experience. There is no IQ cut off limits.
- Deficits in adapting functioning, which results in failure to meet developmental and
sociocultural standards for personal independence and social responsibility.
, o Communication, self-care, social/interpersonal skills or functional academic or work
skills.
Related to ability, experience and opportunity.
- The child’s intellectual and adaptive deficits must have begun during the developmental
period (till 18 years).
o It acknowledges that intellectual disability is a developmental disorder (childhood
and adolescent)
o Age criterion rules out persons who may show mental deficiencies caused by adult-
onset degenerative diseases
The DSM-5 is more focused on the nature or qualities of the person than IQ better for well-being
Mild ID:
Largest group (85%) often show small delays in development during the preschool years, not
identified until academic or behavior problems emerge during the early elementary years.
- Minimal impairment with peers
- Lots live in communities (independent or supervised)
Moderate ID:
10% of the group identified during the preschool years, when they show delays in reaching
milestones. Communicate through a combination of single words, motor skills and self-care about
2/3 years old down syndrome
Require supportive services to function on a daily basis:
- Can provide unskilled or semiskilled work under supervision in sheltered workshops
Severe ID:
4% suffer from one or more organic causes of impairment, such as genetic defects, identified at a
very young age. Visible physical features or anomalies. Around the age of 9 they can walk, toileting or
standing or basic self-care.
- Health related problems
Everything is under supervision.
Profound ID:
2% identified in infancy because of marked delays in development and biological anomalies. Require
intensive training to learn basics.
- Lifelong care and assistance
- Bad medical conditions.
1-3% of the general population had ID, more males than females. Fragile-X syndrome is a X-linked
genetic.
Intellectual disabilities occur more often among children from lower socioeconomic and minority
groups. Economic disadvantage and discrimination practices often account for these findings.
Developmental course and adult outcomes:
Down-syndrome: most common disorder resulting from chromosome abnormalities.
Developmental-versus-difference controversy: argues that the development of children with
mental impairments proceeds in a different, les sequential and less organized way.
Intellectual disability (ID):
ID: is a neurodevelopmental disorder a group of conditions with onset in the developmental period
that produce impairments of social, personal, academic or occupational functioning.
intelligence and intellectual disability:
Eugenics: defined by Galton (1883) as the science which deals with all influences that improve the
inborn qualities of a race.
General intellectual functioning: is now defined by an intelligence quotient (IQ) that is based on
assessment with one or more standardized various verbal and visual-spatial skills and
mathematical concepts.
Adaptive functioning: refers to how effectively individuals cope with ordinary life demands and
independently living.
- Conceptual skills:
Language, reading and writing, money concepts, self-directions
- Social skills:
Interpersonal, responsibility, self-esteem, likelihood of being manipulated, naiveté, follows
rules
- Practical skills:
Eating, dressing, toileting, mobility
- Occupational skills:
Maintaining a safe environment
Environmental circumstances will help children reach their fullest potential. Infancy offer the most
opportunity for influencing intellectual ability young child’s rapid brain development and response
to environmental stimulation.
Flynn-effect: IQ grows per decade about 3 points resetting the 100, but children with borderline
or mind ID score lower. How about proper educational placement and services?
IQ is largely genetically determined. Gap between cultures is larger because of lower-quality schools
fewer opportunities for advancement.
Features of intellectual disabilities:
Widest variation in cognitive and behavioral abilities of any childhood disorder learning to
communicate effectively limited speech and language skills difficulty with some aspects of
learning.
DSM-5 criteria and core features of ID:
- Individuals must have deficits in the intellectual functions.
o Reasoning, problem-solving, planning, abstract thinking, judgement, academic
learning and learning from experience. There is no IQ cut off limits.
- Deficits in adapting functioning, which results in failure to meet developmental and
sociocultural standards for personal independence and social responsibility.
, o Communication, self-care, social/interpersonal skills or functional academic or work
skills.
Related to ability, experience and opportunity.
- The child’s intellectual and adaptive deficits must have begun during the developmental
period (till 18 years).
o It acknowledges that intellectual disability is a developmental disorder (childhood
and adolescent)
o Age criterion rules out persons who may show mental deficiencies caused by adult-
onset degenerative diseases
The DSM-5 is more focused on the nature or qualities of the person than IQ better for well-being
Mild ID:
Largest group (85%) often show small delays in development during the preschool years, not
identified until academic or behavior problems emerge during the early elementary years.
- Minimal impairment with peers
- Lots live in communities (independent or supervised)
Moderate ID:
10% of the group identified during the preschool years, when they show delays in reaching
milestones. Communicate through a combination of single words, motor skills and self-care about
2/3 years old down syndrome
Require supportive services to function on a daily basis:
- Can provide unskilled or semiskilled work under supervision in sheltered workshops
Severe ID:
4% suffer from one or more organic causes of impairment, such as genetic defects, identified at a
very young age. Visible physical features or anomalies. Around the age of 9 they can walk, toileting or
standing or basic self-care.
- Health related problems
Everything is under supervision.
Profound ID:
2% identified in infancy because of marked delays in development and biological anomalies. Require
intensive training to learn basics.
- Lifelong care and assistance
- Bad medical conditions.
1-3% of the general population had ID, more males than females. Fragile-X syndrome is a X-linked
genetic.
Intellectual disabilities occur more often among children from lower socioeconomic and minority
groups. Economic disadvantage and discrimination practices often account for these findings.
Developmental course and adult outcomes:
Down-syndrome: most common disorder resulting from chromosome abnormalities.
Developmental-versus-difference controversy: argues that the development of children with
mental impairments proceeds in a different, les sequential and less organized way.
