Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-23T23:25:06.254Z Has data issue: false hasContentIssue false

11 - Intellectual Disability

from Part III - Intelligence and Group Differences

Published online by Cambridge University Press:  13 December 2019

By
Deborah J. Fidler ,
Emily Schworer ,
Molly Swanson  and
Susan Hepburn
Edited by
Robert J. Sternberg
Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

Intellectual disability (ID) is a construct that involves the intersection between social and biological factors. In this chapter, we examine the current ID definitions and classification systems and their evolution. We then discuss issues related to ID comorbidities and current best practices in ID assessment. We conclude with a discussion regarding issues in ID science and practice that are on the horizon, and that will prompt the next set of changes in the evolution of this dynamic construct.

Keywords

intellectual disability (ID)classification of IDdefinition of IDID assessmentID intervention
Type
Chapter
Information
The Cambridge Handbook of Intelligence , pp. 241 - 257
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacy. Mental retardation and developmental disabilities research reviews, 13(3), 247–261.CrossRefGoogle Scholar
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Washington: American Psychiatric Association.Google Scholar
American Psychiatric Association. (1968). Diagnostic and statistical manual of mental disorders (2nd ed.). Washington: American Psychiatric Association.Google Scholar
American Psychiatric Association Committee on Nomenclature and Statistics. (1952). Diagnostic and statistical manual of mental disorders. Washington: American Psychiatric Association.Google Scholar
Bennett, S. J., Holmes, J., & Buckley, S. (2013). Computerized memory training leads to sustained improvement in visuospatial short-term memory skills in children with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 118(3), 179–192.Google Scholar
Biasini, F. J., Grupe, L., Huffman, L., & Bray, N. W. (1999). Mental retardation: A symptom and a syndrome. In Netherton, S. D., Holmes, D., & Walker, C. E. (Eds.), Child and adolescent psychological disorders: A comprehensive textbook (pp. 6–23). New York: Oxford University Press.Google Scholar
Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., et al. (2011). Trends in the prevalence of developmental disabilities in US children, 1997–2008. Pediatrics, 127(6), 1034–1042.CrossRefGoogle ScholarPubMed
Broman, S. H., Nichols, P. L., Shaughnessy, P., & Kennedy, W. (1987). Retardation in young children: A developmental study of cognitive deficit. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
Brue, A. W., & Wilmshurst, L. (2016). Essentials of intellectual disability assessment and identification. Hoboken, NJ: John Wiley & Sons.Google Scholar
Buckles, J. (2016). The epidemiology of psychiatric disorders in adults with intellectual disabilities. In Hemmings, C. & Bouras, N. (Eds.), Psychiatric and behavioral disorders in intellectual and developmental disabilites (pp. 34–44). Cambridge, UK: Cambridge University Press.Google Scholar
Butler, L. N., Sheppard-Jones, K., Whaley, B., Harrison, B., & Osness, M. (2016). Does participation in higher education make a difference in life outcomes for students with intellectual disability? Journal of Vocational Rehabilitation, 44(3), 295–298.Google Scholar
Carr, E. G., & Owen-DeSchryver, J. S. (2007). Physical illness, pain, and problem behavior in minimally verbal people with developmental disabilities. Journal of Autism and Developmental Disorders, 37(3), 413–424.Google Scholar
Coaley, K. (2014). An introduction to psychological assessment and psychometrics. Los Angeles: SAGE.Google Scholar
Cook, R. E., Klein, M. D., & Chen, D. (2015). Adapting early childhood curricula for children with special needs. Edinburgh: Pearson.Google Scholar
Coolican, J., Bryson, S. E., & Zwaigenbaum, L. (2008). Brief report: Data on the Stanford–Binet intelligence scales in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 38(1), 190–197.Google Scholar
Cooper, S. A., Smiley, E., Morrison, J., Williamson, A., & Allan, L. (2007). Mental ill-health in adults with intellectual disabilities: Prevalence and associated factors. British Journal of Psychiatry, 190(1), 27–35.Google Scholar
Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011). Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108, 7716–7720.Google Scholar
Dykens, E. M., & Roof, E. (2008). Behavior in Prader‐Willi syndrome: Relationship to genetic subtypes and age. Journal of Child Psychology and Psychiatry, 49(9), 1001–1008.Google Scholar
Einfeld, S. L., Ellis, L. A., & Emerson, E. (2011). Comorbidity of intellectual disability and mental disorder in children and adolescents: A systematic review. Journal of Intellectual and Developmental Disability, 36(2), 137–143.Google Scholar
Fidler, D. J., Hepburn, S. L., Mankin, G., & Rogers, S. J. (2005). Praxis skills in young children with Down syndrome, other developmental disabilities, and typically developing children. American Journal of Occupational Therapy, 59(2), 129–138.CrossRefGoogle ScholarPubMed
Fletcher, R. J., Barnhill, J., & Cooper, S. A. (2016). An introduction to the DM-ID–2. In Diagnostic manual – intellectual disability 2: A textbook of diagnosis of mental disorders in persons with intellectual disability (pp. 1–12). New York: NADD Press.Google Scholar
Forness, S. R., & Kavale, K. A. (1994). The Balkanization of special education: Proliferation of categories for” new” behavioral disorders. Education and Treatment of Children, 17(3), 215–227.Google Scholar
Fujiura, G. T., Yamaki, K., & Czechowicz, S. (1998). Disability among ethnic and racial minorities in the United States: A summary of economic status and family structure. Journal of Disability Policy Studies, 9(2), 111–130.CrossRefGoogle Scholar
Gardiner, K. J. (2015). Pharmacological approaches to improving cognitive function in Down syndrome: Current status and considerations. Drug Design, Development and Therapy, 9, 103–125.Google Scholar
Griffin, M. M., Wendel, K. F., Day, T. L., & McMillan, E. D. (2016). Developing peer supports for college students with intellectual and developmental disabilities. Journal of Postsecondary Education and Disability, 29(3), 263–269.Google Scholar
Grigorenko, E. L., & Sternberg, R. J. (1998). Dynamic testing. Psychological Bulletin, 124, 75–111.Google Scholar
Hart, S. J., Visootsak, J., Tamburri, P., Phuong, P., Baumer, N., Hernandez, M. C., et al. (2017). Pharmacological interventions to improve cognition and adaptive functioning in Down syndrome: Strides to date. American Journal of Medical Genetics Part A, 173(11), 3029–3041.Google Scholar
Hodapp, R. M. (1997). Direct and indirect behavioral effects of different genetic disorders of mental retardation. American Journal on Mental Retardation, 102(1), 67–79.Google Scholar
Hodapp, R. M., & Dykens, E. M. (2009). Intellectual disabilities and child psychiatry: Looking to the future. Journal of Child Psychology and Psychiatry, 50(1–2), 99–107.Google Scholar
Iarocci, G., & Petrill, S. A. (2012). Behavioral genetics, genomics, intelligence, and mental retardation. In Burack, J. A., Hodapp, R. M., Iarocci, G., & Zigler, E. (Eds.), The Oxford handbook of intellectual disability and development (pp. 13–29). New York: Oxford University Press.Google Scholar
Kozulin, A. (2005). Learning potential assessment: Where is the paradigm shift? In Pillemer, D. B. & White, S. H. (Eds.), Developmental psychology and social change (pp. 352–367). New York: Cambridge University Press.Google Scholar
Lemons, C. J., King, S. A., Davidson, K. A., Puranik, C. S., Fulmer, D., Mrachko, A. A., et al. (2015). Adapting phonological awareness interventions for children with Down syndrome based on the behavioral phenotype: A promising approach? Intellectual and Developmental Disabilities, 53(4), 271–288.Google Scholar
Lidz, C. S. (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford Press.Google Scholar
Lidz, C. S., & Peña, E. D. (1996). Dynamic assessment: The model, its relevance as a nonbiased approach, and its application to Latino American preschool children. Language, Speech, and Hearing Services in Schools, 27(4), 367–372.CrossRefGoogle Scholar
Maenner, M. J., Blumberg, S. J., Kogan, M. D., Christensen, D., Yeargin-Allsopp, M., & Schieve, L. A. (2016). Prevalence of cerebral palsy and intellectual disability among children identified in two US national surveys, 2011–2013. Annals of Epidemiology, 26(3), 222–226.Google Scholar
Malak, R., Kostiukow, A., Krawczyk-Wasielewska, A., Mojs, E., & Samborski, W. (2015). Delays in motor development in children with Down syndrome. Medical Science Monitor: International Medical Journal of Experimental and Clinical Research, 21, 1904–1910.CrossRefGoogle ScholarPubMed
Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Prevalence of intellectual disability: A meta-analysis of population-based studies. Research in Developmental Disabilities, 32(2), 419–436.Google Scholar
McDuffie, A., Machalicek, W., Bullard, L., Nelson, S., Mello, M., Tempero-Feigles, R., et al. (2016). A spoken-language intervention for school-aged boys with fragile X syndrome. American Journal on Intellectual and Developmental Disabilities, 121(3), 236–265.Google Scholar
Missiuna, C., & Samuels, M. (1989). Dynamic assessment of preschool children with special needs: Comparison of mediation and instruction. Remedial and Special Education, 10, 53–62.Google Scholar
Morgan, P. L., Farkas, G., Hillemeier, M. M., Mattison, R., Maczuga, S., Li, H., & Cook, M. (2015). Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditions. Educational Researcher, 44(5), 278–292.Google Scholar
Oh, D. L., Jerman, P., Silvério Marques, S., Koita, K., Purewal Boparai, S. K., Burke Harris, N., et al. (2018). Systematic review of pediatric health outcomes associated with childhood adversity. BMC Pediatrics, 18(1), 83. https://doi.org/10.1186/s12887-018-1037-7Google Scholar
Olson, H. C., Morse, B. A., & Huffine, C. (1998). Development and psychopathology: Fetal alcohol syndrome and related conditions. Seminars in Clinical Neuropsychiatry, 3(4), 262–284.Google Scholar
Palisano, R. J., Walter, S. D., Russell, D. J., Rosenbaum, P. L., Gémus, M., Galuppi, B. E., et al. (2001). Gross motor function of children with Down syndrome: Creation of motor growth curves. Archives of Physical Medicine and Rehabilitation, 82(4), 494–500.CrossRefGoogle ScholarPubMed
Plotner, A. J., & Marshall, K. J. (2015). Postsecondary education programs for students with an intellectual disability: Facilitators and barriers to implementation. Intellectual and Developmental Disabilities, 53(1), 58–69.Google Scholar
Pulina, F., Carretti, B., Lanfranchi, S., & Mammarella, I. C. (2015). Improving spatial-simultaneous working memory in Down syndrome: Effect of a training program led by parents instead of an expert. Frontiers in Psychology, 6, 1265.Google Scholar
Reiss, S., Levitan, G. W., & Szyszko, J. (1982). Emotional disturbance and mental retardation: diagnostic overshadowing. American Journal of Mental Deficiency, 86(6), 567–574.Google Scholar
Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H., Coulter, D. L., Craig, E. M., et al. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). Washington: American Association on Intellectual and Developmental Disabilities.Google Scholar
Shulman, C., Flores, H., Iarocci, G., & Burack, J. A. (2011). Intellectual disability: Concepts, definitions, and assessment. In Howlin, P. A., Charman, T., & Ghaziuddin, M. (Eds.), Handbook of developmental disorders (pp. 365–402). Thousand Oaks, CA: SAGE Publications Inc.Google Scholar
Singh, N. N., Lancioni, G. E., Myers, R. E., Karazsia, B. T., Courtney, T. M., & Nugent, K. (2017). A mindfulness-based intervention for self-management of verbal and physical aggression by adolescents with Prader–Willi syndrome. Developmental Neurorehabilitation, 20(5), 253–260.Google Scholar
Smith, L. E., Barker, E. T., Seltzer, M. M., Abbeduto, L., & Greenberg, J. S. (2012). Behavioral phenotype of fragile X syndrome in adolescence and adulthood. American Journal Intellectual Development Disability, 117, 1–17. https://doi.org/10.1352/1944-7558-117.1.1COMP: LinkCrossRefGoogle ScholarPubMed
Sovner, R. (1986). Limiting factors in the use of DSM-III criteria with mentally ill/mentally retarded persons. Psychopharmacology Bulletin, 22, 1055–1059.Google ScholarPubMed
Sternberg, R. J., & Grigorenko, E. L. (2000). Theme-park psychology: A case study regarding human intelligence and its implications for education. Educational Psychology Review, 12(2), 247–268. https://doi.org/10.1023/A:1009079500495Google Scholar
Tager‐Flusberg, H., & Kasari, C. (2013). Minimally verbal school‐aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478.Google Scholar
Tzuriel, D. (1992). The dynamic assessment approach: A reply to Frisby and Braden. Journal of Special Education, 26, 302–324.Google Scholar
Wang, H., Pati, S., Pozzo-Miller, L., & Doering, L. C. (2015). Targeted pharmacological treatment of autism spectrum disorders: Fragile X and Rett syndromes. Frontiers in Cellular Neuroscience, 9, 55.CrossRefGoogle ScholarPubMed
World Health Organization (2018). International Classification of Diseases 11th Revision (ICD-11). Geneva: World Health Organization.Google Scholar
Zigler, E. (1967). Familial mental retardation: A continuing dilemma. Science, 155(3760), 292–298.Google Scholar
Zigler, E., & Hodapp, R. M. (1986). Understanding mental retardation. Cambridge, UK: Cambridge University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×