Lesson 7: Intellectual Disability

Intellectual Disability

Specifies significant limitations in both intellectual functioning and adaptive functioning and stipulates that the disability originates before the age of 18 years.

Key characteristics

• Difficulty in reasoning, problem-solving, planning, abstract thinking.

• Impairments in adaptive skills like communication, social participation, and daily living.

Cognitive functioning

such as learning, problem solving and judgement.

Adaptive functioning

activities of daily life such as communication skills and social participation.

IQ ≤ 70

To be diagnosed with ID, the following three criteria must be met:

Deficits in intellectual functioning

• Measured by standardized intelligence testing (____).

• Impacts reasoning, learning, and problem-solving.

Deficits in adaptive functioning

• Affects communication, social skills, and independent living.

• Must limit functioning in one or more environments: home, school, work.

before age 18

To be diagnosed with ID, the following three criteria must be met:

Onset during developmental period

• Must occur

Mild

IQ Score: 50-55 to -70

Moderate

IQ Score: 35-40 to 50-55

Severe

IQ Score: 20-25 to 35-40

Profound

IQ Score: Below 20-25

Causes and risk factors

• Anything that interferes with the proper growth and development of a child could cause an intellectual disability.

• Biological and environmental

Biological

• Pregnancy complications

• Genetics

• Being born prematurely

• Chromosomal abnormalities

• Parental age

Environmental

• Childhood illnesses that affect brain development

• Environmental factors like pollution

• Severe emotional or physical abuse

• Malnutrition

• Poverty

Intellectual functioning

is assessed by an intelligence quotient (IQ) test administered by a school psychologist or other trained professional.

IQ tests consist of a series of questions (e.g., vocabulary, similarities), problem solving tasks (e.g., mazes, block designs), memory, and other items assumed to require certain degrees of intelligence to answer or solve correctly.

The child’s performance on each set of test items is entered into a formula that yields a score representing her overall IQ.

Norm-referenced test

IQ tests are standardized tests; that is, the same questions and tasks are always presented in a prescribed way, and the same scoring procedures are used each time the test is administered.

IQ tests are also _____.

During its development, a _____ is administered to a large sample of people selected at random from the population for whom the test is intended.

Wechsler Intelligence Scale for Children (WISC) V

Currently the ____ is under use i.e. ____

It measures 5 things that are as follows: visual and spatial index measures the ability of a child to process visual and spatial information like geometrical figures, fluid reasoning index, working memory index, processing speed index and verbal comprehension index.

The individual scores from all the above indexes are combined to form a full scale intelligence quotient(Flanagan et al., 2010).

Visual and spatial index, fluid reasoning, working memory, processing speed, verbal comprehension

WISC-V measure five things:

Standford Binet

The _____ intelligence scale is used to measure both the intelligence and intellectual disability.

Currently its 5th edition is under use which can be administered to people in the age range of 2 to 89.

Cognitive abilities like Fluid reasoning, Knowledge, Quantitative reasoning, visual/spatial reasoning and working memory are measured in both verbal and non verbal format.

In total there are 10 tests, for every cognitive ability there is a verbal and a nonverbal test(Marom, 2018)

5th edition; 2 to 89

Stanford Binet - Currently its ____ is under use which can be administered to people in the age range of ____

Woodcock-Johnson Test of Cognitive abilities

was developed in 1977 by Richard Woodcock and Mary E. Bonner Johnson.

Currently it’s 4th version is under use. It can be administered from a child of age two toan adult of age 90.

The test is based on Cattell-Horn-Caroll’s theory of intelligence which focuses on nine main cognitive abilities like comprehensive knowledge, fluid reasoning, quantitative knowledge, reading and writing ability, short term memory, long term storage and retrieval, visual processing, auditory processing and processing speed (Hamour et al., 2012)

Richard Woodcock and Mary E. Bonner Johnson; 1977

The Woodcock-Johnson test of cognitive abilities was developed in ___ by ___ and ___.

4th version; 2 to 90

Woodcock-Johnson: Currently it’s ____ is under use. It can be administered from a child of age ___ to an adult of age __

Cattell-Horn-Caroll’s theory

Woodcock-Johnson: The test is based on ______ of intelligence which focuses on nine main cognitive abilities like comprehensive knowledge, fluid reasoning, quantitative knowledge, reading and writing ability, short term memory, long term storage and retrieval, visual processing, auditory processing and processing speed (Hamour et al., 2012)

Raven’s Progressive Matrices

test was developed by John C Raven in 1939. It is designed to measure the reasoning ability of individuals who are in the age range of 5.5 years to 11.5 years, adults and senior citizens.

The questions are in the form of matrices in which pattern has to be figured to answer about the missing element in a matrix. The difficulty level increases as the test progresses.

John C. Raven; 1939

Raven’s progressive matrices test was developed by ____ in ____.

5.5 - 11.5, adult, and senior citizens

It is designed to measure the reasoning ability of individuals who are in the age range of ____, ____, ____.

Standard, Coloured, and Advanced Raven’s progressive test.

There are three types of Raven progressive matrices test: ____, ____, ____.

Questions are presented in black and white pattern. It is suitable for adults who have high intelligence (Thiel,2020).

Adaptive behavior

is “the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives” (AAIDD, 2015a).

• Conceptual

• Social

• Practical Skills

Adaptive Behavior Scale—School

A frequently used instrument for assessing adaptive behavior by school-age children is the ______. (ABS-S:2) (Lambert, Nihira, & Leland, 1993).

The ABS-S:2 consists of two parts. Part 1 contains 10 domains related to independent functioning and daily living skills (e.g., eating, toilet use, money handling, numbers, time);

Part 2 assesses the individual’s level of maladaptive (inappropriate) behavior in seven areas (e.g., trustworthiness, self-abusive behavior, social engagement).

Independent functioning and daily living; Maladaptive behavior

The ABS-S:2 consists of two parts. Part 1 contains 10 domains related to _____ and ___ skills (e.g., eating, toilet use, money handling, numbers, time);

Part 2 assesses the individual’s level of (inappropriate) ____ in seven areas (e.g., trustworthiness, self-abusive behavior, social engagement).

AAIDD Diagnostic Adaptive Behavior Scale

The ____ (DABS), designed for use with individuals from 4 to 21 years old, includes a cutoff point at which an individual is considered to have significant limitations in adaptive behavior (AAIDD, 2015b).

Thus, the DABS provides critical information on determining a diagnosis of intellectual disability.

American Association on Intellectual and Developmental Disabilities

4 to 21 years old

The Diagnostic Adaptive Behavior Scale (DABS), designed for use with individuals from ____

Vineland Adaptive Behavior Scales

are available in three versions. The ____ Classroom Edition for use with children ages 3 to 12 years old consists of 244 items typically completed by a teacher or school support staff.

3-12 years old

The VABS Classroom Edition for use with children ages ___ years old consists of 244 items typically completed by a teacher or school support staff.

Adaptive Behavior Assessment System (ABAS)

is a widely used tool designed to assess adaptive behavior, which refers to the practical, everyday skills people need to function and meet the demands of their environment— including at home, school, work, and in the community. It measures 9 domains like communication, community use, school living etc.

Fragile X syndrome

This is a genetic condition caused by a mutation in the X chromosome.

It is the most common type of inherited intellectual disability.

Its symptoms include speech problems, sensory issues, and behavioral changes.

Down syndrome/ Trisomy 21

one of the most common forms of intellectual disability.

The condition causes a person to develop an extra chromosome (____).

People with ____ have distinct physical features that are a marker of the condition. They might have a flattened face and nose, small ears, hands and feet, a short neck, and almond-shaped eyes.

They typically have lower than average IQs and experience developmental delays.

Prader-Willi syndrome (PWS)

This is a rare genetic condition that affects a child's mental and physical development.

A key feature of this disorder is hyperphagia, otherwise known as chronic eating. This causes many children with the condition to develop obesity.

Other symptoms include weak muscle tone, behavioral problems, and intellectual delays.

Hypherphagia

Prader-Willi syndrome (PWS) key feature, ___ - known as chronic eating and causes obesity

Phenylketonuria (PKU)

A disorder in which an infant cannot digest a substance found in many foods, including milk; may cause intellectual disabilities if left untreated.

Fetal alcohol spectrum disorders (FASDs)

refer to a range of conditions caused by alcohol abuse while pregnant.

However, consuming even small amounts of alcohol when pregnant could cause the condition.

Common symptoms of FASDs include visual or hearing problems, abnormal facial features, lower IQ, and cognitive difficulties.

William Syndrome

Caused by deletion of material on the seventh chromosome; cognitive functioning ranges from normal to moderate levels of intellectual disability.

Autism

is a neurodevelopmental condition that causes social, behavioral, and communication challenges.

Some common symptoms include being unable to make eye contact, lack of interest in social interactions, non-verbal communication, and sensory sensitivities.

Early intervention

• There is no one-fix treatment for intellectual disability. The condition is a lifelong one that will need continuous management.

• The key to proper treatment is ____. Getting an accurate diagnosis and treatment plan once you notice the condition's early symptoms is crucial.

• Treatment comes in the form of support and care to improve the daily functioning of a person living with the condition. There is presently no cure for intellectual disability. The main aim of treatment is to improve the daily functioning of a person with this condition.

Individualized Education Program (IEP)

Educational strategies and support

• Customized learning goals

• Focus on life skills, communication, and functional academics

Social and emotional support

• Social skills training.

• Family counseling and involvement.

• Peer inclusion programs.

• Promoting self-advocacy and independence.