Week 3

Question 1

True or false: Adaptive behavior deficits are less clearly defined than IQ

Answer 1

True

Question 2

Cause of ID

Answer 2

No single cause; results from biological, social, and environmental factors

Question 3

Common causes of ID include

Answer 3

• Genetic disorders (e.g., Down syndrome, Fragile X syndrome).
• Premature birth (15-20% of cases).
• Prenatal/perinatal exposure to toxins, infections, trauma.
• Maternal drug or alcohol use.
  Poverty and lack of stimulation

Question 4

True or false: Roughly 75% of ID cases are mild

Answer 4

True

Question 5

Four categories of risk for ID

Answer 5

1. Biomedical – Genetic disorders, prematurity, malnutrition, seizure disorders.
   
   2. Social – Poor prenatal care, lack of stimulation, family poverty.
   3. Behavioral – Maternal substance abuse, child abuse, domestic violence.
   4. Educational – Lack of early intervention, inadequate family support.

Question 6

Severity levels of ID (DSM)

Answer 6

• Mild (IQ 55-70) – 85%
  
  • Moderate (IQ 40-54) – 10%
  • Severe (IQ 20-39) – 3.5%
  • Profound (IQ < 20-25) – 1.5%

Question 7

Severity levels of ID (AAIDD)

Answer 7

• Intermittent – Mild IQ, occasional support needed.
  
  • Limited – Moderate IQ, consistent support.
  • Extensive – Severe IQ, daily assistance.
  • Pervasive – Profound IQ, lifelong support.

Question 8

Prominent Genetic forms of ID

Answer 8

• Down Syndrome
  ○ Moderate ID
  ○ Slower development over time
  ○ Social strengths
  
  • Fragile X Syndrome
    ○ Moderate ID
    ○ More common in males
    ○ Hyperactivity & autistic-like behaviors

Question 9

Things to consider regarding assessment of ID

Answer 9

• IQ scores less valid at lower ranges—adaptive functioning is key.
  
  • Flynn Effect – IQ scores may be inflated due to outdated test norms.
  • Standard error of measure (e.g., IQ 70 ± 5) means clinical judgment is needed.

Question 10

Comorbidity with ID

Answer 10

• Children with ID are at higher risk for behavioral issues.
• Most common: Externalizing behaviors (aggression, impulsivity).
• Internalizing issues (anxiety, depression) are underestimated.
• Standard diagnostic criteria work for mild ID but are challenging for severe cases.

Question 11

Questions to ask regarding assessment of ID

Answer 11

• Does the child meet the diagnostic criteria for ID?
  
  • Are they eligible for special education (SPED) services?
  • What are the least restrictive programming options?
  • If included in general education, what additional supports are needed?
  • What are the child’s social strengths and weaknesses?

Question 12

Educational Interventions for ID

Answer 12

• School-based services are the most common intervention.
  
  • Shift toward inclusion in general education classrooms.

Question 13

Positive Behavior Support (PBS) - used for intervention

Answer 13

• Functional assessment of behavior.
  
  • Multi-component interventions tailored to individual needs.
  • Focus on lifestyle enhancement (preferences, choices, new activities).

Question 14

Four Key Elements of early intervention towards ID

Answer 14

1. Family-centered approach.
   
   2. Integration of therapies into the child’s natural environment.
   3. Inclusion in general education when appropriate.
   4. Supporting transition from early intervention to preschool.

Question 15

Role of SPs regarding intervention of ID

Answer 15

• Consider individual needs of each student.
  
  • Weigh the pros and cons of inclusion (who benefits most?).
  • Support families and children in navigating ID.
  • Keep in mind quality of life issues in decision-making