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Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children...
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Prevalence of Autism Spectrum Disorders Among Children With Intellectual Disability.

Bridgette L Tonnsen1, Andrea D Boan, Catherine C Bradley

  • 1Bridgette L. Tonnsen, Department of Psychological Sciences, Purdue University; Andrea Boan, Catherine Bradley, and Jane Charles, Department of Developmental and Behavioral Pediatrics, Medical University of South Carolina; Amy Cohen, Department of Psychology, University of Illinois at Urbana-Champaign; and Laura A. Carpenter, Department of Developmental and Behavioral Pediatrics, Medical University of South Carolina.

American Journal on Intellectual and Developmental Disabilities
|November 2, 2016
PubMed
Summary
This summary is machine-generated.

Autism spectrum disorder (ASD) is more prevalent in children with intellectual disability (ID) than in the general population. Comorbid ASD and ID present distinct characteristics and symptom severity, requiring tailored support.

Keywords:
ADDMAutism and Developmental Disabilities Monitoring NetworkIQSouth Carolinaautismintellectual disabilityprevalence

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Area of Science:

  • Neurodevelopmental Disorders
  • Child Psychology

Background:

  • Autism spectrum disorder (ASD) frequently co-occurs with intellectual disability (ID).
  • Comorbid ASD and ID are linked to worse psychosocial and family outcomes compared to ID alone.
  • Understanding the prevalence and characteristics of ASD in ID populations is crucial for effective intervention.

Purpose of the Study:

  • To examine the prevalence, stability, and characteristics of ASD diagnoses in children with co-occurring ID.
  • To compare the clinical profiles of children with ASD and comorbid ID versus those with ASD alone.

Main Methods:

  • Analysis of data from 2,208 children with ASD and ID identified through the South Carolina Autism and Developmental Disabilities Network.
  • Prevalence calculation of ASD within the ID cohort.
  • Comparison of symptom severity and diagnostic profiles between comorbid and non-comorbid ASD groups.

Main Results:

  • The prevalence of ASD among children with ID was 18.04%.
  • Children with comorbid ASD and ID demonstrated increased symptom severity.
  • Distinct DSM-IV-TR profiles were observed in children with co-occurring ASD and ID compared to those with ASD alone.

Conclusions:

  • ASD is significantly more prevalent in children with ID than in the general population.
  • Comorbid ASD and ID present unique clinical characteristics requiring specific attention.
  • Current diagnostic and treatment approaches may need refinement to adequately support children with comorbid ASD and ID and their families.