Identifying classes of persons with mild intellectual disability or borderline intellectual functioning: a latent...

Area of Science:

• Psychology
• Developmental Psychology
• Clinical Psychology

Background:

• Mild intellectual disability and borderline intellectual functioning are often treated as a monolithic group.
• Emerging evidence suggests significant heterogeneity within this population.
• Understanding these differences is crucial for effective intervention.

Purpose of the Study:

• To identify distinct subgroups (classes) within individuals diagnosed with mild intellectual disability or borderline intellectual functioning.
• To investigate the relationship between these identified classes and various individual and environmental characteristics.
• To inform more personalized support and intervention strategies.

Main Methods:

• Latent class analysis was employed as the primary statistical method.
• Data from 250 eligible participants were analyzed.
• Participant age ranged from 3 to 70 years, with a mean of 26.1 years.

Main Results:

• Five distinct classes were identified among individuals with mild intellectual disability or borderline intellectual functioning.
• These classes demonstrated statistically significant differences in their individual and environmental profiles.
• Notably, individuals with mild intellectual disability generally reported fewer challenges compared to those with borderline intellectual disability.

Conclusions:

• The findings underscore the necessity of moving beyond a one-size-fits-all approach.
• A differentiated approach is recommended for supporting individuals with mild intellectual disability or borderline intellectual functioning.
• Recognizing distinct classes can lead to more effective and individualized care plans.