scholarly journals THEORETICAL ASPECTS OF INTELLECTUAL DISABILITY - DEFINITION, CLASSIFICATION

2021 ◽  
Vol 14(63) (1) ◽  
pp. 247-252
Author(s):  
B.C. UNGUREAN ◽  
◽  
◽  
Keyword(s):  
Intellectual Disability ◽  
Motor Function ◽  
Adaptive Behavior ◽  
Intellectual Functioning ◽  
Practical Skills ◽  
Mental Functioning ◽  
Definition Of

The onset of intellectual disability is marked by impairment of all parts that contribute to an individual's intelligence, such as the functions of socialization, knowledge, speech, and motor function. Intellectual disability is also defined, involving significant limitations in both intellectual functioning and adaptive behavior, which cover many daily social, motor, and practical skills. The most commonly accepted definition of intellectual disability is that provided by AAIDD: “Intellectual disability is a disability characterized by significant reductions in both mental functioning and adaptive behavior, covering many daily social and practical skills. This disability originates before the age of 18.”

Adaptive Behavior and Intelligence in Adolescents With Down Syndrome: An Exploratory Investigation

2019 ◽  
Vol 57 (2) ◽  
pp. 79-94 ◽  
Author(s):  
Camila Sabat ◽  
Marc Tassé ◽  
Marcela Tenorio
Keyword(s):  
Down Syndrome ◽  
Adaptive Behavior ◽  
Intellectual Functioning ◽  
Practical Skills ◽  
Relationship Patterns ◽  
Exploratory Investigation ◽  
Correlation Consistent ◽  
Relationship Of ◽  
The Relationship ◽  
Medium Correlation

Abstract Down syndrome (DS) is characterized by difficulties in both intellectual functioning and adaptive behavior. These sets of abilities are considered as separate but related domains with small to moderate correlations. The main objective of this study was to explore the relationship of intellectual functioning and adaptive behavior in adolescents with DS because previous studies have shown different relationship patterns between these constructs across other syndromes. Fifty-three adolescents with DS were assessed regarding their intellectual functioning whereas adaptive behavior was reported by parents and teachers. Participants showed a better performance on verbal than nonverbal tasks when assessing intellectual functioning, contrary to previous findings. Regarding adaptive behavior, higher social skills were reported than conceptual and practical skills. Intellectual functioning and adaptive behavior showed a medium correlation, consistent with observations in typical population. These results support the exploration of the variability across the DS phenotype.

The Relation Between Intellectual Functioning and Adaptive Behavior in the Diagnosis of Intellectual Disability

2016 ◽  
Vol 54 (6) ◽  
pp. 381-390 ◽  
Author(s):  
Marc J. Tassé ◽  
Ruth Luckasson ◽  
Robert L. Schalock
Keyword(s):  
Intellectual Disability ◽  
Adaptive Behavior ◽  
Intellectual Functioning ◽  
Causal Link ◽  
Developmental Period ◽  
Adaptive Skills ◽  
Dsm 5 ◽  
History Of ◽  
Causative Relation ◽  
Thinking Errors

Abstract Intellectual disability originates during the developmental period and is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. In this article, we present a brief history of the diagnostic criteria of intellectual disability for both the DSM-5 and AAIDD. The article also (a) provides an update of the understanding of adaptive behavior, (b) dispels two thinking errors regarding mistaken temporal or causal link between intellectual functioning and adaptive behavior, (c) explains that there is a strong correlational, but no causative, relation between intellectual functioning and adaptive behavior, and (d) asserts that once a question of determining intellectual disability is raised, both intellectual functioning and adaptive behavior are assessed and considered jointly and weighed equally in the diagnosis of intellectual disability. We discuss the problems created by an inaccurate statement that appears in the DSM-5 regarding a causal link between deficits in intellectual functioning and adaptive behavior and propose an immediate revision to remove this erroneous and confounding statement.

Development and Standardization of the Diagnostic Adaptive Behavior Scale: Application of Item Response Theory to the Assessment of Adaptive Behavior

2016 ◽  
Vol 121 (2) ◽  
pp. 79-94 ◽  
Author(s):  
Marc J. Tassé ◽  
Robert L. Schalock ◽  
David Thissen ◽  
Giulia Balboni ◽  
Henry (Hank) Bersani ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Item Response Theory ◽  
Item Response ◽  
Adaptive Behavior ◽  
Practical Skills ◽  
Item Pool ◽  
Response Theory ◽  
Initial Item ◽  
Behavior Scale ◽  
Nationally Representative

Abstract The Diagnostic Adaptive Behavior Scale (DABS) was developed using item response theory (IRT) methods and was constructed to provide the most precise and valid adaptive behavior information at or near the cutoff point of making a decision regarding a diagnosis of intellectual disability. The DABS initial item pool consisted of 260 items. Using IRT modeling and a nationally representative standardization sample, the item set was reduced to 75 items that provide the most precise adaptive behavior information at the cutoff area determining the presence or not of significant adaptive behavior deficits across conceptual, social, and practical skills. The standardization of the DABS is described and discussed.

Definition of Intellectual Disability in Criminal Court Cases

2013 ◽  
Vol 51 (2) ◽  
pp. 117-121 ◽  
Author(s):  
J. Gregory Olley
Keyword(s):  
Intellectual Disability ◽  
Measurement Error ◽  
Adaptive Behavior ◽  
Supreme Court Decision ◽  
Criminal Court ◽  
Sociocultural Factors ◽  
Court Cases ◽  
Definition Of ◽  
Clear Objective

Abstract Definitions and associated descriptions of the condition now commonly known as intellectual disability serve many functions. The Atkins v. Virginia U.S. Supreme Court decision (2002) has called attention to the importance of clear, objective, and measureable wording of the definition. This article discusses the potential for misunderstanding and misinterpretation of such words as ability and cognitive, the importance of clarifying the role of measurement error and sociocultural factors, and the noncausal relationship between impairment in intelligence and adaptive behavior.

Intellectual Disability

2017 ◽  
Vol 3 (5) ◽  
pp. 33
Author(s):  
Hepsiba ◽  
MVR. Raju
Keyword(s):  
Intellectual Disability ◽  
Standardized Tests ◽  
Adaptive Behavior ◽  
Visual Cues ◽  
Intellectual Functioning ◽  
Community Environment ◽  
Living Skills ◽  
Everyday Living

Intellectual disability is a disability that occurs before age 18. People with this disability experience significant limitations in two main areas: 1) Intellectual functioning and 2) Adaptive behavior. These limitations are expressed in the person’s conceptual, social and practical everyday living skills. A number of people with intellectual disability are mildly affected, making the disability difficult to recognize without visual cues. Intellectual disability is diagnosed through the use of standardized tests of intelligence and adaptive behavior. In this article, we will examine the symptoms and causes of intellectual disability and go through the diagnosis of intellectual disability using standardized tests of intelligence and discuss the role of the community environment and needed support.

scholarly journals Effectiveness of Equine-Assisted Activities and Therapies for Improving Adaptive Behavior and Motor Function in Autism Spectrum Disorder

2021 ◽  
Vol 10 (8) ◽  
pp. 1726
Author(s):  
Leonardo Zoccante ◽  
Michele Marconi ◽  
Marco Luigi Ciceri ◽  
Silvia Gagliardoni ◽  
Luigi Alberto Gozzi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Function ◽  
Adaptive Behavior ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parental Distress ◽  
Effective Option ◽  
The Impact ◽  
Equine Assisted

Equine-assisted activities and therapies (EAAT) have been suggested to improve adaptive behavior, and possibly motor function, in autism spectrum disorder (ASD). This study investigated the effects of EAAT on adaptive behavior and motor function in 15 children with ASD (13 males) aged 7–15 years as well as the impact of EAAT on the magnitude of stress in the parent–child system and the evolution in the child interaction with both the trained therapist and the therapeutic animal through the 20 weekly sessions of EAAT. EAAT were associated with greater adaptive behavior and coordination (all p ≤ 0.01) as well as a progressive improvement in the child’s abilities to respond to the increasing complexity of such form of positive behavioral support (all p < 0.001). However, EAAT did not prove to be effective in reducing parental distress. Collectively, preliminary evidence presented here may have important public health implications and gives reason to hope that EAAT could possibly be an effective option in ASD, warranting further investigation of its potential benefits in clinical trials among larger samples.

scholarly journals CONDUCTING A SWOT-ANALYSIS OF INFORMATION RISK ASSESSMENT AS A MEANS OF FORMATION OF PRACTICAL SKILLS OF STUDENTS SPECIALTY 125 CYBER SECURITY

2020 ◽  
Vol 2 (10) ◽  
pp. 158-168
Author(s):  
Svitlana Shevchenko ◽  
Yuliia Zhdanovа ◽  
Svitlana Spasiteleva ◽  
Pavlo Skladannyi
Keyword(s):  
Risk Assessment ◽  
Cyber Security ◽  
Swot Analysis ◽  
Educational Process ◽  
Practical Skills ◽  
Main Research ◽  
Active Teaching ◽  
Secure Information ◽  
General Relevance ◽  
Definition Of

This article examines the problem of implementing active teaching methods for students majoring in 125 Cybersecurity. The study of qualitative analysis of information security risks (IS) is presented on the example of studying the discipline "Risk Theory", namely the use of SWOT-analysis tools for risk assessment in the field of IS of small and medium business. General relevance and possibilities of using SWOT-analysis in the field of IS risk to study the internal environment of the organization, its strengths and weaknesses with the definition of enterprise strategies in the external environment: confronting threats to secure information (confidentiality, availability and integrity), and other its development. Based on scientific sources, the main research of the definition is analyzed: IS risks, risk analysis and their quality assessment. The content and procedure of SWOT-analysis are described. Using forms of group work and active methods (trainings) in the educational process, the basic factors for SWOT-analysis of the virtual organization "Internet Provider" were created, methodical expert assessments were conducted to identify the primary features of these factors, the analysis of the results was obtained.It is proved that the introduction of this technology in the educational process promotes the development of theoretical knowledge and the formation and development of practical skills of future specialists in information and cyber security

scholarly journals Educational Social Skills of parents of children with and without Intellectual Disability

Psico-USF ◽  
2020 ◽  
Vol 25 (3) ◽  
pp. 415-424
Author(s):  
Priscila Benitez ◽  
Luziane de Fátima Kirchner ◽  
Giovan Willian Ribeiro ◽  
Daniely Ildegardes Brito Tatmatsu
Keyword(s):  
Socioeconomic Status ◽  
Intellectual Disability ◽  
Social Skills ◽  
Parental Involvement ◽  
Adaptive Behavior ◽  
Educational Level ◽  
Socioeconomic Level ◽  
Lower Socioeconomic

Abstract Intellectual disability (ID) affects the functioning of adaptive behavior and social skills (SS). One way to increase SS can be through parental involvement, as long as parents have sufficient educational social skills (ESS) to favor SS teaching. The objective was to evaluate and compare the ESS of parents of children with and without ID, and to investigate correlations between ESS and age, schooling of the child/parent, and socioeconomic status. Participants included a total of 52 parents of children (26 in each group). Parents responded to the ESS Inventory. The analysis identified that the higher the educational level of the children with ID, the greater the general score and the ability of parents to talk and dialogue with them. The results identified statistically significant differences (p < 0.01) between the ESS repertoire of parents of children with and without ID, suggesting necessary interventions with parents of children with ID, especially for parents with a lower socioeconomic level.

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