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Related Experiment Video

Updated: Dec 7, 2025

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Borderline intellectual functioning.

Elisabeth Fernell1, Christopher Gillberg1

  • 1Gillberg Neuropsychiatry Centre, Gothenburg University, Gothenburg, Sweden.

Handbook of Clinical Neurology
|September 26, 2020
PubMed
Summary
This summary is machine-generated.

Borderline intellectual functioning (BIF), affecting 12-14% of the population, often leads to academic and social challenges in children. Current diagnostic systems inadequately address BIF, hindering support for affected individuals.

Keywords:
Attention deficitsBorderline intellectual functioningESSENCESchool failure

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Educational Psychology

Background:

  • Borderline intellectual functioning (BIF), characterized by IQ scores from 70-84/85, impacts approximately 12-14% of the population.
  • BIF is not a distinct diagnostic category in the DSM but can be noted with a V-code, often co-occurring with conditions like ADHD and autism.
  • Children and adolescents with BIF frequently experience difficulties in academic achievement and social adaptation.

Purpose of the Study:

  • To highlight the prevalence and impact of Borderline Intellectual Functioning (BIF) on child development and adaptation.
  • To advocate for improved diagnostic categories and educational support for individuals with BIF.
  • To underscore the need for greater attention to the challenges faced by those with BIF.

Main Methods:

  • Literature review and synthesis of existing research on Borderline Intellectual Functioning (BIF).
  • Analysis of the current diagnostic criteria and classification systems for intellectual functioning.
  • Identification of common co-occurring conditions and academic/behavioral markers associated with BIF.

Main Results:

  • BIF significantly affects school performance and social functioning in children and adolescents.
  • Attention problems in schoolchildren may stem from non-adapted academic demands rather than solely ADHD.
  • Many individuals with 'high-functioning autism' fall within the BIF range, not intellectual disability.
  • Learning, academic, and behavioral issues, along with grade retention, are potential indicators of BIF.

Conclusions:

  • Existing diagnostic manuals lack specific categories for BIF, limiting appropriate educational support and understanding.
  • Increased recognition and specific classification of BIF are crucial for providing adequate support to affected children and adolescents.
  • Further research and clinical attention are needed to address the negative effects of BIF on development and adaptation.