Intellectual Disability was referred to as mental retardation (MR) prior to the DSM-5. Intellectual disability is a condition with an onset in the developmental period of life and includes below-average general intellectual function and a lack of the skills necessary for independent daily living.
The general mental abilities that are examined in order to diagnose intellectual disability include: reasoning, problem solving, planning, abstract thinking, judgment, learning from instruction and experience, and practical understanding. These abilities are measured using individually administered tests of intelligence that are given by a trained clinician. Additionally, people with intellectual disability may struggle with the skills needed to function in daily life, such as communication, social participation, and independent living without ongoing support.
While previous versions of the DSM defined severity of intellectual disability by IQ score, severity is now defined by the ability to meet the demands of daily life, as compared to peers. Severity of intellectual disability is categorized as mild, moderate, severe, and profound. Education, job training, support from family, and individual characteristics such as motivation and personality can all contribute to the ability of individuals with intellectual disability to adapt to the demands of everyday life.
Other behavioral traits associated with intellectual disability (but not deemed criteria for a diagnosis) include aggression, dependency, impulsivity, gullibility, passivity, self-injury, stubbornness, low self-esteem, low frustration tolerance, and high risk of suicide. It is common for people with intellectual disability to have co-occurring mental neurodevelopmental, medical, and physical conditions. For example, other mental disorders and epilepsy are three to four times higher in people with intellectual disability than in the general population. If a genetic condition has caused the intellectual disability, a person may also have the characteristic physical features of that condition (as in Down syndrome).
Intellectual disability affects about 1 percent of the population, and prevalence for severe intellectual disability is approximately 6 per 1,000 people.
Failure to meet intellectual developmental markers
Difficulties in learning academic skills
Lack of curiosity
Immaturity in social interactions compared with peers
Difficulty regulating emotion and behavior
Support needed in daily living tasks compared to peers
Spoken language is limited
Deviations in normal adaptive behaviors depend on the severity of the condition. Mild intellectual disability may be associated with academic difficulties and a somewhat concrete approach to solving problems. Severe intellectual disability is associated with limited communication and the need for support with all activities of daily living.
Causes of intellectual disability are numerous, and specific causes may be unknown in many cases.
Failure to adapt normally and grow intellectually may become apparent early in life or, in the case of mild intellectual disability, may not become recognizable until school age or later. An assessment of age-appropriate adaptive behaviors can be made by using developmental screening tests. The failure to achieve developmental milestones is suggestive of intellectual deficits.
A family may suspect intellectual disability if motor skills, language skills, and other cognitive skills do not seem to be developing in a child or are developing far more slowly than among the child's peers.
The degree of impairment from intellectual disability ranges widely, from mild to profound. Less emphasis is now placed on degree of intellectual disability and more on the amount of intervention and care required for daily life.
Causes of intellectual disability can be roughly broken down into several categories:
While there is no cure for intellectual disability, the proper supports and services can greatly improve an individual's quality of life. In order to develop an appropriate treatment plan, an assessment of age-appropriate adaptive behaviors should be made using developmental screening tests. The objectives of these tests are to determine which developmental milestones have been missed. The primary goals of treatment are to develop the person's potential to the fullest, and to allow them to participate in as many aspects of their community as possible. Special education and training may begin as early as infancy; in fact, early intervention is a critical part of treatment.
It is necessary for a specialist to evaluate the person for coexisting disorders that may require treatment. Behavioral approaches are important in understanding and working with individuals with intellectual disability.