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Curated and updated for the community by APA
Intellectual disability involves problems with general mental abilities that affect functioning in two areas:
Intellectual disability affects about one percent of the population, and of those about 85 percent have mild intellectual disability.
See definition, symptoms, & treatment
While many people are very resilient, people can experience difficulties in response to trauma, including nightmares, flashbacks, problems focusing, depression or anxiety. Trauma exposure can also result in physical health challenges such as sleep difficulties, headaches, stomachaches and fatigue. Children, teenagers, and young adults can be more vulnerable to the effects of trauma.
Most of us have probably heard, or made the suggestion to someone, to “relax, take a deep breath” as a way to help calm down and reduce stress or anxiety. Breathing techniques have long been used as part of traditional stress reduction practices and their use is supported by much research. Practices involving consciously controlling and focusing on your breathing can be powerful tools for relaxation, stress reduction and mental health.
New research continues to explore the many ways physical and mental health are connected and to understand how these connections might lead to better treatments or even prevention.
United Cerebral Palsy (UCP)
ARC for People with Intellectual and Developmental Disabilities
American Association on Intellectual and Developmental Disabilities (AAIDD)
I have heard the terms intellectual disability and developmental disability. Are they the same?
These terms are not the same, though there is some overlap. Developmental disability is a broad category that includes intellectual disability (ID) as well as autism spectrum disorder and other developmental diagnoses. Intellectual disability refers to people whose cognitive ability and adaptive functioning are significantly below average. People with autism spectrum disorder have difficulties with social interaction and impairments in communication; many also have intellectual disability. Read More
At what age can a child be evaluated for intellectual disability?
Parents and caretakers are often the first to notice delays in a child’s development.
If you’re concerned about the development of your infant or toddler, or you suspect your child has a disability, talk with your child’s pediatrician. You may also contact your local early Intervention program directly (see links below) and ask to have your child evaluated. Early intervention is a national system of services that helps babies and toddlers (birth to 3 years) with developmental delays or disabilities. Evaluation is provided free of charge.
See contact information for state early intervention programs. Learn more about early intervention from the Center for Parent Information and Resources. Read More
What is involved in diagnosing intellectual disability?
Intellectual disability involves problems in both intellectual and adaptive functioning.
Intellectual functioning is assessed with an exam by a doctor and through standardized testing. While a specific full-scale IQ test score is no longer required for diagnosis, standardized testing is used as part of diagnosing intellectual disability. A full scale IQ score of around 70 to 75 indicates a significant limitation in intellectual functioning. However, the IQ score must be considered in relation to the bigger picture of the person’s general mental abilities. Also, specific areas of intellectual functioning (identified in IQ subtest scores) can vary a great deal. So the full scale IQ score may not accurately reflect overall intellectual functioning.
Adaptive functioning refers to a child’s abilities with common skills needed for everyday life compared to other children the same age. Three areas of adaptive functioning are considered: conceptual (such as language and academic skills); social (such as communication skills and the ability to follow rules); and practical (such as personal care and other daily life skills). Adaptive functioning is assessed through standardized measures (questionnaires/checklists) with the individual and through interviews with family members, teachers and caregivers. Read More
About the Expert:
Mark J. Hauser, M.D. Psychiatrist practicing in the Greater Boston Area President, On-Site Psychiatric Services, Inc.
Jordan, 32, loves his work. He lives with and assists his aging grandparents. He is able to help them with cooking, cleaning, and exercising daily. Jordan has been very successful at helping his grandparents live independently by maintaining the basic chores of their home and keeping a structured environment for them. He describes himself as "a good helper." Read More
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MAY 1, 2017
The ClemsonLIFE program offers two- and four-year certificates to young adults with developmental disabilities who may not otherwise have a path to higher education. Students—whose IQs range from the 40s to 70, according to Erica Walters, the program’s coordinator—will hopefully leave the rural, hilly South Carolina campus with the ability to live on their own. The employment rate for students who complete Clemson’s four-year program is 100 percent. In other words, it’s working.
APRIL 27, 2017
Several converging trends mean there likely will be fewer workshops for people with disabilities in the future — and those that continue to exist likely will operate differently, with more community integration. About 8,800 people in Pennsylvania are served by sheltered workshops now.
While these changes are happening gradually, they represent an enormous shift for how certain people with disabilities will spend large parts of their days.
APRIL 25, 2017
A new study, published online in the journal Cell Reports, has found a protein that helps balance nerve cell communication. This new study could have implications for potential treatments of intellectual disability and other neurodevelopmental disorders.
Archived Webinar Series – American Association on Intellectual and Developmental Disabilities
The Arc: for People with Intellectual and Developmental Disabilities
US Department of Education - Center for Parent Information and Resources – Intellectual Disability
Physician Review By:
Ranna Parekh, M.D., M.P.H. November 2015