PSYC 412 Lecture Notes - Lecture 8: Euphemism, Developmental Disability, Intellectual Disability

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PSYC 412: Developmental Psychopathology
April 9th 2018
Lecture 23: Intellectual Disability (Intellectual Development Disorder)
There is no class Wednesday, no lecture on infant mental health
Final lecture Monday
Terminology
o In DSM-IV the diagnosis used to be mental retardation
o Challenge with the language around intellectual disability is that historically,
whatever term has been used to define this has eventually over time shifted to
become offensive
eupheis teadill: terms that are intended to be neutral slowly will
acquire negative meanings
o Idiot, imbecile and moron were once neutral medical terms used to describe
individuals who were experiencing developmental delays
All those terms shifted to represent derogatory meanings
o Terms played out in favor of mental retardation in DSM-IV
o The te etal etadatio is o also see as offesie
o Advocates prefer:
Intellectual disability or developmental disability
DSM-V uses itelletual disailit o itelletual deelopet disode
What is intelligence?
o ID characterized by difficulties in intellectual processing
o Intelligence: a multi-faceted construct composed of many different sub-
processes
Verbal abilities
Spatial skills
Reasoning skills: ability to work through problems
Working memory: how much you can manipulate/hold in your head at a
time
Ability to control your attention
o Intelligence is comprised of many different sub-processes
o IQ is typically fairly stable past infancy
Childes IQ at age 6 e stogl assoiated ith thei IQ he thee
10, 12, or 15 but it can change
Did the IQ test accurately reflect the pesos IQ?
Was it a good measure?
If not, we might get a different measure on a different test
Kids with ADHD might have a lot of difficulty taking an IQ test,
may not do well and conditions of test might not have been
optimal to measure their IQ
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Intervention: important to keep in mind that there are
iteetios that a oe peoples IQ soes, patiulal eal
i kids lies, leadig to oost i intellectual functioning
Core features of intellectual disability: DSM V
o Deficits in intellectual functioning
An IQ less than 70
o Deficits in adaptive functioning
Difficulty functioning, doing things that must be done in daily life
o Onset for ID is during developmental period
Before the age of 18
If there had never been symptoms or challenges through developmental
period but a marked decrease of intellectual functioning in adulthood we
would not diagnose ID
Subtypes of degrees of impairment
o How severe is it in terms of how much impairment the person is experiencing:
how challenging are they finding conceptual, social, and practical things?
Conceptual: academic, intellectual skills
‘eessie ad epessie laguage, eadig, itig…
Social skills
Iteatios ith othes, udestadig he soeoes tikig
ou, oeig the la…
Practical skills
Eating, dressing, using toilet, make meals, take medication, etc.
o Mild:
Applies to about 85% of people with ID
Tpiall e dot idetif people epeiencing mild ID until elementary
school years, before then the intellectual work is not challenging enough
to be able to see where the challenges are
Overrepresentation of individuals who are in a minority group or in lower
SES family
o Moderate
10% of people with ID
Impairment is more severe, we tend to pick it up earlier, usually
identified during preschool years
Individuals who have moderate impairment have much more
pronounced conceptual challenges
Adults with moderate severity when adults have intellectual functioning
like an elementary school child
o Severe
3-4% of people with ID
Often associated with a clear, organic cause (e.g. head injury, genetic
event)
Tend to pick it up even younger
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Usually identified at a very young age
o Profound
1-2% of people with ID
Usually identified in infancy
Clear, organic cause almost always, often co-occurs with severe medical
conditions
Dependent on others for all aspects of their care
Take pleasure in social relationships with close others, can still experience
pleasure interacting with people close to them
Assessment
o Need to assess IQ and adaptive functioning
o IQ tests
A series of tests designed to assess different types of intelligence
Standard IQ test for children is the Wexler Intelligence Scale for Children
(WISC)
Children 6-17 years old
Preschool version for younger kids too
WISC-IV
Full scale IQ comprised of verbal IQ and performance IQ
(processing speed, perceptual organization index)
Matrix reasoning
Block design
Picture similarities
WISC is standardized
The procedures for administering the tasks are highly specified
WISC norms have been established
Through lots of administration with lots of kids
Performance can be compared to other children of the same age
and gender
Average performance on WISC is 100: normal IQ
Standard deviation is 15
o WISC distribution of scores:
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Document Summary

Lecture 23: intellectual disability (intellectual development disorder: there is no class wednesday, no lecture on infant mental health, final lecture monday, terminology. Iq is typically fairly stable past infancy: child(cid:396)e(cid:374)(cid:859)s iq at age 6 (cid:448)e(cid:396)(cid:455) st(cid:396)o(cid:374)gl(cid:455) asso(cid:272)iated (cid:449)ith thei(cid:396) iq (cid:449)he(cid:374) the(cid:455)(cid:859)(cid:396)e. 10, 12, or 15 but it can change: did the iq test accurately reflect the pe(cid:396)so(cid:374)(cid:859)s iq, was it a good measure, kids with adhd might have a lot of difficulty taking an iq test, If not, we might get a different measure on a different test may not do well and conditions of test might not have been optimal to measure their iq. Ses family: moderate, 10% of people with id. Impairment is more severe, we tend to pick it up earlier, usually identified during preschool years. Interviewer is given a number of questions and a set of more specific probes if needed.

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