Ch8 Intellectual Disabilities

Question 1

Intellectual Disabilities

Answer 1

Used to describe a variety of conditions with genetic a variety of conditions with genetic and nongenetic etiologies
-Characterized by deficits in intellectual functions that can vary in severity.

Question 2

Down Syndrome

Answer 2

Common condition associated with intellectual disability

Question 3

Intellectiual Disability deficits in intellectual functions include:

Answer 3

• Reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and learning from experience.
• These deficits lead to impairments in adaptive functioning that can impact personal, social, academic, and/or occupational functioning.

Question 4

Diagnostic Criteria for Intellectual Disability (nuerodevelopmental disorder)

Answer 4

An individual must have onset of the condition during the developmental period and have both intellectual and adaptive functioning deficits in conceptual, social, and practical domains to the extent that ongoing support is needed to adequately perform activities in one or more life settings at home, work, school, or community

Question 5

Intellectual functioning is determined by…

Answer 5

A qualified professional who administers an IQ test assessing the capacity for learning, reasoning, and problem-solving.

• Average: 100 (majority of individuals between 85 and 115)
• Limited intellectual functioning: 70 or below.
• Other reliable psychometrically sound assessment tools are administered to determine limitations in adaptive functioning (ex. Vineland Adaptive Behavior Scales)

Question 6

Adaptive functioning is divided into three skill domains

Answer 6

1. Conceptual skills include academic skills of memory, reading, writing, math, reasoning, language, problem-solving, judgment in novel situations, and acquisition of practical knowledge.
2. Social skills include interpersonal skills, social responsibility, self-esteem, gullibility, social problem-solving, and the ability to follow rules, obey laws, and avoid being victimized.
3. Practical skills include activities of daily living (ADLs), work and leisure skills, health care, travel/transportation, schedules/routines, safety, use of money, and use of the telephone.

Question 7

Mild (Levels of Severity in Intellectual Disability and Adaptive Functioning)

Answer 7

• Slowed development, modest difficulty in school
  -Higher level executive functioning such as planning, strategizing, and priority setting.
  -May sustain employment in jobs that do not emphasize conceptual skills.
  (Individuals at this level can often live independently with minimal support in health-care, legal, and financial decisions)

Question 8

Moderate (Levels of Severity in Intellectual Disability and Adaptive Functioning)

Answer 8

-Can be independent in self-care with intensive training.
-Individuals maintain friendships but often have difficulty interpreting social cues.
-Performance in academic skills is significantly below peers; generally, an elementary school academic level.
-Communication is less complex when compared with peers, and communication and social supports may be needed in vocational and community environments.
(Extensive teaching and cuing supports are needed to develop independent living skills, understand social cues, and learn vocational skills; Environmental and visual cuing systems can help with communication, memory, and sequencing tasks)

Question 9

Severe (Levels of Severity in Intellectual Disability and Adaptive Functioning)

Answer 9

-Limited attainment of conceptual skills, and cannot read or manipulate numbers
-Communication is focused on the present.
-Understands simple speech and gestures.
-Speaks with limited vocabulary and grammar
(Requires supervision at all times; Significant support for all ADLs, recreation, and work; Caregiver support for problem-solving in all life areas throughout the life span)

Question 10

Profound (Levels of Severity in Intellectual Disability and Adaptive Functioning)

Answer 10

-Dependent in ADLs.
-Nonverbal and non-symbolic communication and social interactions.
-May follow simple 1- to 2-step actions with objects.
-Often co-occurring physical and sensory conditions creating challenges for participation in social and functional activities.
(Caregiving support for all ADLs; Those able to follow simple commands might assist with simple ADLs)

Question 11

Neural Dysgenesis

Answer 11

Physical changes or abnormalities of the brain (associated with Intellectual disabilities)

Question 12

Major Neurocognitive Disorder

Answer 12

Diagnosis when intellectual disability occurs after age 18

Question 13

Anti-anxiety medications and SSRIs

Answer 13

Can alleviate symptoms related to obsessive compulsive behaviors and feelings of panic, fear, and worry. Another class of medications called benzodiazepines are also used to treat anxiety disorders. Commonly seen benzodiazepines include clonazepam (Klonopin), lorazepam (Ativan), and alprazolam (Xanax) (

Question 14

Antidepressants

Answer 14

Affect mood and emotional responses through interacting with neurotransmitters such as serotonin, norepinephrine, and dopamine.

Question 15

Most commonly used Antidepressants

Answer 15

• Selective serotonin reuptake inhibitors (SSRIs) such as fluoxetine (Prozac) and paroxetine (Paxil).
• Other commonly used antidepressants are serotonin norepinephrine reuptake inhibitors (SNRIs) such as duloxetine (Cymbalta) and venlafaxine (Effexor).
• SSRIs and SNRIs are commonly used because they have fewer side effects than other antidepressants: tricyclics such as amitriptyline (Elavil) or monoamine oxidase inhibitors (MAOIs) such as phenelzine (Nardil)

Question 16

Mood stabilizers

Answer 16

• Used to regulate mood swings and are commonly used in the treatment of mania and bipolar disorder.
• Lithium is the most commonly known mood stabilizer.
• Anticonvulsant medications have been found to be an effective mood stabilizer (ex. carbamazepine (Tegretol) and valproic acid (Depakote)

Question 17

Antipsychotic medications

Answer 17

Used for individuals with an intellectual disability who experience delusions and/or hallucinations. (either typical or atypical)

• Typical antipsychotic medications or neuroleptics include chlorpromazine (Thorazine), haloperidol (Haldol), and fluphenazine (Prolixin). Typical neuroleptic medications have many side effects including tardive dyskinesia. Atypical antipsychotics include risperidone (Risperdal), aripiprazole (Abilify), and clozapine (Clozaril).
• Atypical antipsychotics have fewer side effects than typical neuroleptics
• Medication use, especially psychotropic medications, for persons with an intellectual disability are used with caution because of the potential side effects that can exacerbate a behavior or the challenges and reliability with medication self-management

Question 18

Is the prevalence rate of intellectual disability greater among males or females?

Answer 18

Among males is greater than that among females

Fragile X syndrome is higher in males than females, and Rett syndrome is almost exclusive to females

Question 19

Multidimensional Human Functioning Approach

Answer 19

Considers the transaction of a person’s cognitive and intellectual abilities, the activities or tasks, the level of participation, the available supports, and the context of the performance in assessing human functioning.
-This means a person has the potential to adapt attention or other cognitive abilities depending on the activity and context, whether severely or mildly impaired

Question 20

Sensory Function

Answer 20

Refers to the neurotransmission of impulses from sensory receptors to the brain for the ability to see or the ability to hear

Question 21

Sensory Processing

Answer 21

Refers to the interpretation of sensory information into meaningful and usable constructs for action
-It is important to distinguish between these different sensory abilities for appropriate identification of factors that facilitate and constrain occupational performance.