5. intellectual developmental disorder (intellectual disability)

3 parts of diagnostic criteria

• deficits in intellectual functions confirmed by both clinical assessment and individualized, standardized intelligence testing

• deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility

• onset of intellectual and adaptive deficits during the developmental period (generally considered to be before age 18): conceptual, social, practical domains

adaptive functioning + 3 primary domains

how effectively indivs, given their age and dev stage, cope w ordinary life demands, and how capable they are of living independently and abiding by community standards

conceptual, social, practical

which 2 tests assess adaptive functioning?

ABAS-III, Vineland-3

what is general intellectual functioning defined by? + examples

an IQ that’s based on assessment w one or more of the standardized, indiv administered IQ tests

• WISC-V, Stanford-Binet, SB5, KABC-II

give an example of an achievement test

WIAT-V

broadband behavioral assessment

assess wide range of academic, behavioral, emotional, or social concerns

narrow band behavioral assessment

measures specific behaviors or symptom clusters like depression, anxiety, ADHD, and autism

examples of conceptual skills

• receptive and expressive language

• reading and writing

• money concepts

• self-directions

examples of social skills

• interpersonal

• responsibility

• self-esteem

• gullibility

examples of practical skills

• personal activities of daily living, such as eating, dressing, mobility, and toileting

• instrumental activities

examples of occupational skills

maintaining a safe environment

brief descriptions of the 4 severity lvls in the conceptual, social, and practical domain

• mild: challenges w abstract thinking, immature social interactions, can function independently w minimal support but may need help w complex daily tasks

• moderate: marked delays and limited understanding, limited social judgment and communication challenges, needs moderate supervision in daily life

• severe: little understanding of written language/numerical concepts, very limited spoken language, requires assistance for all daily activities + Visible physical features start being seen here

• profound: minimal symbolic understanding, limited communication to gestures/nonverbal cues, fully dependent on others for care, safety, and daily routines

levels of cross-domain variability for each severity lvl

• mild: high (possible to be mild in one domain and moderate in another)

• moderate: moderate to high

• severe: low

• profound: minimal/none

when is IQ NOT stable?

when measured in young, normally-developing infants

Flynn Effect

the phenomenon that IQ scores have risen abt 3 points per decade

once in school, the IQ score gap btwn white and black children grows bc of 2 things

• lower-quality schools in lower-income or densely crowded neighborhoods

• influenced by the sociopolitical practices of redlining

developmental viewpoint’s 2 hypotheses

• similar sequence hypothesis: all children, with or without IDD, pass thru stages of cognitive dev in an identical (invariant) order: they differ only in rate and upper limit of development

• similar structure hypothesis: children w IDD demonstrate the same behaviors and underlying processes as typically developing children at the same lvl of cognitive functioning

difference viewpoint

cognitive dev of children w IDD is qualitatively different from that of children without IDD (so it’s more than just developmental rate and upper limit)

2 groups of causes of intellectual disabilities

organic group, cultural-familial group

organic group

IDD is caused by clear biological bases, usually associated w severe and profound IDD

cultural-familial group

there is no clear organic basis for IDD, usually associated w mild IDD (so consider the environment’s impact on intellectual growth and ability)

fragile-x syndrome

most common cause of inherited IDD and the most common genetic cause of autism

• mild to moderate IDD

Prader-Willi syndrome

complex genetic disorder that includes short stature, IDD or learning disabilities, incomplete sexual dev, low muscle tone, and an involuntary urge to eat constantly

• need fewer calories than typical to maintain an appropriate weight bc they’re small, and they invariably become obese

Angelman syndrome

associated w IDD that’s usually moderate to severe

fetal alcohol syndrome

leading known cause of IDD, mild range

2 methods of prenatal prevention

• prenatal programs for parents which caution abt use of alcohol, tobacco, drugs, and caffeine during pregnancy

• prenatal screening is used to determine whether a fetus has a genetic abnormality

what is the optimal timing for intervention (psychosocial treatment)?

preschool years

the Association for Behavior Analysis (ABA) Task Force stipulated that…

each indiv has the right to the least-restrictive effective treatment, as well as a right to treatment that results in safe and meaningful behavior change

3 aspects of CBT

• self-instructional training and metacognitive training

• verbal instructional techniques

• teaching the child to be strategical and meta-strategical

self-instructional training

teaches children to use verbal cues, initially taught by the therapist or teacher, to process info, to keep themselves on task, and to remind themselves of how to approach a new task

3 aspects of family-oriented strategies (FOS)

• help families cope w the demands of raising a child who’s a person w IDD

• benefits of residential care or out-of-home placement

• inclusion mvmt integrates indivs IDD into regular classroom settings