Chapter 14

Question 1

o receive a diagnosis of intellectual disability (intellectual developmental disorder), the following three criteria must be met:

Answer 1

(1) deficits in intellectual functions (e.g., deficits in reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience); (2) deficits in adaptive functioning that result in failure to meet developmental and socio-cultural standards for personal independence and social responsibility that without ongoing support limit functioning in one or more activities of daily life (e.g., communication, social participation, independent living) across multiple environments (e.g., home, school, community); and (3) onset of deficits during the developmental period (APA, 2013). Severity level (mild, moderate, severe, profound) is based on adaptive functioning (conceptual, social, and practical domains), not IQ score

Question 2

Intellectual Functioning

Answer 2

has been determined on the basis of psychometric testing and IQ scores (see Chapter4). As shown in Figure14.2, IQ scores are normally distributed, with a mean of 100 and a standard deviation of 15.

Scores within this range were divided into four subcategories: mild (IQ 50–55 to 70), moderate (IQ 35–40 to 50), severe (IQ 20–25 to 35), and profound (IQ less than 20). Then in 1959 the fifth edition of the AAMR classification manual (Heber, 1959) raised the cut-off to one standard deviation below the mean (IQ less than 85) and created a fifth level called “borderline.”

Question 3

the use of IQ tests has been the subject of considerable controversy in recent years

Answer 3

First, such tests were not devised to take into account sensory, motor, and language deficits, which can contribute to poor performance. Second, when people have had sheltered or limited experiences because of their disability or when they have lived in isolated institutions, their testing performance may be biased because the test environment is unnatural and unfamiliar, and the examining situation may be overwhelming. They may not be motivated or understand what is expected of them or may not take the initiative to solve problems

Question 4

Adaptive behaviours or daily living skills

Answer 4

are generally clustered under four domains: communication (i.e., expressive, receptive, and written language), daily living or personal living skills (e.g., eating, dressing, personal hygiene, domestic, and community living skills), socialization or social interaction skills (e.g., interpersonal relationships, coping, leisure skills), and motor skills (e.g., gross movement, fine motor coordination). Other measures of adaptive behaviour are evaluated in assessing activities of daily living (e.g., walking, eating) and instrumental activities of daily living (e.g., cooking, driving). On some measures of adaptive behaviour, challenging behaviours or maladaptive behaviours are also identified.

Question 5

Clock of competence

Answer 5

Edgerton emphasized the stigma of the disability and the need that some people with disabilities felt to deny their cognitive difficulties and attempt to pass as “normal” in society

Question 6

Acquiescence

Answer 6

or the tendency of individuals with developmental disorders to answer affirmatively or agree in interviews (Finlay & Lyons, 2002). Several factors can contribute to acquiescence, including social desirability, particularly to a person in authority; motivational and personality factors; as well as cognitive and linguistic limitations. However, the wording or sentence structure used in questions may also play an important role.