Chapter 5: Intellectual Disability

Question 1

Intellectual disability

Answer 1

A neurodevelopmental disorder, a group of conditions with onset in the developmental period that produce impairments of social, personal, academic or occupational functioning.

Question 2

Intellectual disability characteristics:

Answer 2

• Significant limitations in mental abilities
• Impairments in adaptive functioning

Question 3

3 essential elements defining ID:

Answer 3

1. Intellectual/cognitive limitations (planning, reasoning, judgement)
2. Deficits in adaptive skills (social skills, practical skills)
3. Early onset (before 18 years)

Question 4

Eugenics

Answer 4

The science which deals with all influences that improve the inborn qualities of a race.

Question 5

Stanford-Binet scale

Answer 5

Intelligence test to measure judgement and reasoning.

Ask children to manipulate unfamiliar objects (blocks or figures) and to solve puzzles and match familiar parts of objects.

Remains to be used

Question 6

General intellectual functioning

Answer 6

Defined by an intelligence quotient based on assessment with one or more of the standardised, individually administered intellignece tests.

Question 7

What do these tests test?

Answer 7

These tests assess various verbal and visual-spatial skills(reasoning, similarities and differences); and mathematical concepts, which together is believed to construct intelligence.

Question 8

Average IQ score

Answer 8

70-130

Question 9

Subaverage IQ score

Answer 9

70 or below

Question 10

Adaptive functioning

Answer 10

How effectively individuals cope with ordinary life demands, and how capable they are of living independently and abiding by community standards.

Question 11

3 MAJOR CATEGORIES of ADAPTIVE BEHAVIOR SKILLS:

Answer 11

a) Conceptual skills – language, reading & writing
b) Social skills – interpersonal. Self-esteem, obeys the laws
c) Practical skills – eating, dressing, using transportation

Question 12

By what is mental ability determined?

Answer 12

Genetics and experience

Question 13

Flynn effect

Answer 13

IQ scores have increased substantially.

scientists have considered the rising living standards, better schooling, better nutrition, medical advances etc.

Question 14

The following 3 criteria must be met for ID

Answer 14

A. Deficits in intellectual functions: such as reasoning, problem-solving, planning, abstract thinking, judgement, academic learning, and learning from experience.

B. Deficits in adaptive functioning: that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility.

C. Onset of intellectual and adaptive functioning deficits: during the developmental period.

Question 15

3 Primary domains for severity levels:

Answer 15

• Conceptual domain
• Social domain
• Practical domain

Question 16

Four levels of severity of ID

Answer 16

1. Mild (least severe)
2. Moderate
3. Severe
4. Profound (Most severe)

Question 17

Elaborate on the severity level “Mild”

Answer 17

• About 85% of persons with ID
• Typically not identified until early primary school years
• Overrepresentation of minority group members
• Develop social and communication skills—delays in
  expressive language
• Live successfully in the community as adults with
  appropriate supports

Question 18

Elaborate on the severity level “Moderate”

Answer 18

• About 10% of persons with ID
• Usually identified during preschool years
• More notable communication problems (e.g. poor
  expressive language abilities)
• Challenges with self-care (e.g. personal hygiene etc)
• Applies to many people with Down syndrome
• Benefit from vocational training
• Can perform supervised unskilled or semiskilled work in adulthood

Question 19

Elaborate on the severity level “Severe”

Answer 19

• About 3-4% of persons with ID
• Often associated with organic causes
• Usually identified at a very young age
  
  • Delays in developmental milestones and visible physical features are seen
• May have mobility or other health problems
  
  • Need special assistance throughout their lives
  • Live in group homes or with their families
• Very limited communication abilities and academic skills
• Active care required (at home or in residential facilities).

Question 20

Elaborate on the severity level “Profound”

Answer 20

• About 1-2% of persons with ID
• Identified in infancy due to marked delays in development and biological anomalies
• Learn only the rudimentary communication skills
• Require intensive training for:
  
  • Eating, grooming, toileting, and dressing behaviours
• Require lifelong care and assistance
• Use of assistive devices to facilitate mobility (e.g. buggy)

Question 21

Name and explain some support areas

Answer 21

Teaching and eduction activities:
* Learning and using problem-solving strategies
* Using technology for learning

Home living activities:
* Preparing and eating food
* Housekeeping and cleaning
* Dressing

Employment activities:
* Learning and using specific job skills
* Interacting with co- workers

Community activities:
* Visiting friends and family
* Shopping and purchasing goods

Social activities:
* Making and keeping friends
* Engaging in loving and intimate relationships

Question 22

What does an infant rely on to explore and understand their world?

Answer 22

Relies on sensorimotor function; smell, touch, hear etc.

Question 23

Down syndrome

Answer 23

Common disorder resulting from chromosome abnormalities.

Question 24

Developmental-versus-difference controversy

Answer 24

Do all children—regardless of intellectual impairments—progress through the same developmental milestones in a similar sequence, but at different rates?

Question 25

Developmental position

Answer 25

• Similar sequence hypothesis
• Similar structure hypothesis

Question 26

Difference viewpoint

Answer 26

Cognitive development of children with ID is qualitatively different in reasoning/problem-solving

Question 27

Cultural-Familial ID

Answer 27

(families with 2 or more members affected) – generally follow developmental stages in an identical order.
- Show slight deficits in memory and information processing compared to ‘normal’ kids their age.

Question 28

Organically ID

Answer 28

(genetic and biological factors)
- Often have 1 or more specific deficit areas that cause them to perform more poorly.

Question 29

SLOWING AND STABILITY HYPOTHESIS

Answer 29

Down syndrome may alternate between periods of gain in functioning and periods of little to no advance.

Question 30

In terms of developmental course and adult outcomes, name a few adult outcomes

Answer 30

Lack of motivation:
- Many children with mild ID are more susceptible to a sense of helplessness and frustration.

Changes in abilities:
- Intellectual disability is not necessarily a life-long disorder.

Language and social behaviour:
- Children with Down Syndrome have better receptive language than expressive language.

Emotional and behavioural problems:
- Children with ID have greater risk of emotional and behavioural disturbances

Question 31

Causes of ID are divided into 2 groups

Answer 31

Organic group:
- Have a clear biological basis
- Usually associated with severe and profound ID

Cultural familial group:
- Have no clear organic basis
- Associated with mild ID

Question 32

4 major categories of risk factors contributing to ID

Answer 32

• Biomedical
• Social
• Behavioural
• Educational