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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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David Wechsler, a psychologist who worked with World War I veterans, developed a significant IQ test in 1939 called the Wechsler-Bellevue Intelligence Scale. This test was innovative because it combined several subtests that measured both verbal and nonverbal skills, reflecting Wechsler's belief that intelligence is a global capacity involving purposeful action, rational thinking, and effective interaction with the environment. This test later evolved into the Wechsler Adult Intelligence...
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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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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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Perspectives on adaptive functioning and intellectual functioning measures for intellectual disabilities behavioral

Laura J Mattie1, Susan J Loveall2, Marie Moore Channell1

  • 1Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign, Champaign, IL, United States.

Frontiers in Psychology
|March 30, 2023
PubMed
Summary
This summary is machine-generated.

Intellectual functioning and adaptive functioning are distinct yet related skills in children with Down syndrome. Including both measures is beneficial for describing individuals with intellectual disability (ID).

Keywords:
adaptive functioningdown syndromeintellectual disabilityintellectual functioningmethodology in research

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Area of Science:

  • Developmental Psychology
  • Clinical Psychology
  • Genetics

Background:

  • Intellectual disability (ID) is characterized by limitations in intellectual and adaptive functioning.
  • Many studies on ID samples only report intellectual functioning, potentially overlooking crucial adaptive skills.
  • Understanding the relationship between intellectual and adaptive functioning is vital for accurate participant characterization.

Purpose of the Study:

  • To explore the utility of incorporating both intellectual and adaptive functioning measures in ID research.
  • To highlight the benefits of a comprehensive assessment approach for individuals with ID.
  • To provide a foundation for future research on assessing intellectual disability.

Main Methods:

  • The study involved 30 children with Down syndrome (DS), aged 7-31 months.
  • Participants were assessed using the Mullen Scales of Early Learning for intellectual functioning.
  • Mothers completed the Vineland Adaptive Behavior Scales to assess adaptive functioning.

Main Results:

  • At a group level, intellectual and adaptive functioning measures showed positive correlations.
  • Individual assessments revealed moderate agreement between the two types of measures.
  • However, significant discrepancies were observed in some children, indicating distinct skill sets.

Conclusions:

  • Intellectual and adaptive functioning represent separate but interconnected abilities in individuals with ID.
  • Utilizing both assessment types offers a more complete profile of participants' abilities.
  • Future research should consider incorporating adaptive functioning measures to enhance the understanding of ID.