Unit 4: Individuals with Intellectual Disability

Study Notes

Intellectual Disability Defined

Characterized by significant limitations in intellectual functioning and adaptive behavior.
Originates before age 18.
Defined by the American Association on Intellectual and Developmental Disabilities (AAIDD) and incorporated into US law as PL 111-256 (Rosa's Law).
Two main components: Intellectual Functioning and Adaptive Behavior.

Adaptive Behavior

Encompasses everyday skills essential for daily living.
Divided into three categories:
- Conceptual Skills: language, literacy, numerical understanding, self-direction.
- Social Skills: interpersonal skills, self-esteem, social problem-solving, adherence to rules, preventing victimization.
- Practical Skills: personal care, occupational skills, healthcare management, transportation, safety practices.

Terminology Shift

"Mental retardation" was previously used to describe intellectual impairments but has been replaced with "intellectual disability" for sensitivity.

Human Functioning and Classification

The 2010 AAIDD definition promotes classifying based on various dimensions of functioning rather than solely on intellectual ability.
Key dimensions include:
- Intellectual Abilities
- Adaptive Behavior
- Health
- Participation
- Context

Classification Models for Intellectual Disabilities

Intellectual Deficits Classification: based on severity of intellectual impairment scored from an IQ test.
Level of Support: determined by the type and extent of support needed.

Intellectual Deficits Classification Model

Classification of disabilities into four levels based on IQ:
- Mild Intellectual Disability: IQ of 55-70 (2-3 SD below mean).
- Moderate Intellectual Disability: IQ of 40-55 (3-4 SD below mean).
- Severe Intellectual Disability: IQ of 25-40 (4-5 SD below mean).
- Profound Intellectual Disability: IQ under 25 (more than 5 SD below mean).

Levels of Support Classification

Focuses on support needs to function effectively in daily life.
Aims to describe functional limitations through required support rather than just intellectual deficits.
Supports crucial for growth in home, school, workplace, and community settings.

Levels of Support Classification Continuum

Intermittent: As-needed support; episodic, high or low intensity; examples include loss of employment.
Limited: Consistent, time-limited support; fewer staff needed; examples include job training.
Extensive: Regular daily support; ongoing assistance in some environments such as home.
Pervasive: Constant, high-intensity support across all areas; often life-sustaining, requires more staff.

Natural Supports vs. Formal Supports

Natural Supports: Assistance from family, friends, teachers, and coworkers.
Formal Supports: Government-funded programs like Social Security, healthcare, and rehabilitation services.

Description

Explore the fundamentals of intellectual disabilities as defined by the American Association on Intellectual and Developmental Disabilities. This quiz delves into the key characteristics, origins, and implications of these disabilities, focusing on significant limitations in intellectual functioning and adaptive behavior.