Intellectual Disability

What is Intellectual Disability?

A person must meet the following criteria in order to be diagnosed with mental retardation:

1. Significantly subaverage intellectual functioning: an IQ of approximately 70 or below.
2. Concurrent significant deficits or impairments in current adaptive functioning in at least 2 of the following areas: communication, self-care, home living, social/interpersonal skills, use of community rsources, self-direction, functional academic skills, work, leisure, health and safety.
3. Onset is before age 18 years.

"Intellectual Disability is a condition, not a disease, nor is it a mental illness."

Levels of Intellectual Disability:

• Mild: Persons are similar to others without retardation. May need some extra help with everyday living skills and may learn the skills slower. Many get educated at 6th grade level, some graduate from high school. Many hold jobs, get marry and raise families.
• Moderate: These persons possess significant cognitive, communication and adaptive delays. This level of retardation is more apparent and is usually diagnosed early childhood. The academic achievement is common at the 2nd or 3rd grade level.
• Severe: Individuals usually have one or more organic causes for the disability. They commonly have motor, ambulatory, neurological problems, and poor communication skills. Most of these individuals require close supervision and specialized care during their lives.
• Profound: Most individuals have organic causes for the disability. Severe deficits in cognitive, motor and communication functioning. Most require total supervision and care during their lives, as well as a highly structured environment.

What are some causes of Intellectual Disability?

There are many predisposing factors that can cause Intellectual Disability, such as hereditary factors, environmental influences, pregnancy and perinatal problems and general medical conditions acquired in infancy or childhood.

Prevention

Some cases of Intellectual Disability can be prevented. Here are some strategies:

• Good prenatal and postnatal for mother and child
• Improve nutrition in pregnant women and infants
• Avoid the use of drugs and alcohol during pregnancy
• Newborn screening for Hypothyroidism and PKU
• Routine screening and immunizations of mothers for Rh blood factor
• Use of child seats and belts to prevent head injuries
• Screening for lead poisoning for children under the age of 5

Intervention and Treatment

Although Intellectual Disability is a chronic condition and is not curable, there are some interventions:

• Early Intervention: For children 0-3 years of age who are high risk or have conditions that may lead to a DD. Services include Occupational therapy, physical therapy, speech therapy, respite care and specialized child developmental programs
• Education: School district is required to provide educational services to persons with Intellectual Disability from ages 3 – 21. Some of the services are: adaptive physical education, occupational, physical, speech - language therapies, and behavioral support. Transitional services include post-secondary education, vocational training, integrated employment, adult education, independent living and others
• Adult Services: Some of the services, funded by Regional Center, are: residential placement, supported living programs, vocational training, independent living skills training, educational programs, mobility training and social-recreational programs
• Supported Services: May include respite care, behavior intervention, social skills training, counseling services, and support groups for parents and siblings.
• Medication: Some consumers with Intellectual Disability and a psychiatric disorder, may display anxiety, depression, withdrawal, aggression, conduct-disorder, self-injurious and autistic-like behaviors, at a higher frequency than those without a dual diagnosis. Psychotropic medication may be useful for individuals with Intellectual Disability and psychiatric disorders.

How we address the needs of these consumers

• We explain things to these consumers in a manner that is easier to understand and at a slower pace.
• We may use visual prompts, like showing the consumer pictures as instructional devices.
• We may assist them hand over hand by sitting down with the consumer and instruct them on how to perform a task step by step.
• We may also employ modelling, which is performing the task first then allow the consumer to mimic the actions.
• We instruct them by taking advantage of the 5 senses if applicable.