Help With Intellectual Disability

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

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

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.