Intellectual disability, also known as mental retardation, is a medical term. Unfortunately, in today’s society, it is often used inappropriately and negatively. The term mental retardation is widely misunderstood. It does NOT mean stupid. As matter of fact, with appropriate intervention, many of these individuals can continue to progress in their learning, work, live independently, and lead healthy and productive lives. Mild intellectual disability or mild mental retardation is often missed because of the fact that these individuals are so high functioning. Very often their difficulties are mistakenly attributed to laziness, lack of motivation, or behavioral problems. Once a diagnosis is made, parents are often surprised. However, understanding why the child is struggling can be very informative, and then steps can be taken to accommodate their needs.
A diagnosis of intellectual disability is given with the child’s intellectual and adaptive functioning (daily life and self-care skills) falls well below average. These children also typically have learning difficulties, limited language skills, and attentional problems. Intellectual disability ranges from very mild to profoundly impaired. The severity is usually determined by one’s performance on tests assessing intelligence (e.g., IQ test), but other factors are considered as well. An average IQ ranges from 80 (low average) to 110 (high average). As noted above, those with mild deficits are considered to be high functioning. Their IQ typically ranges from 50 to 75. Those with moderate deficits have IQs ranging from about 35 to 50. Moderately impaired individuals struggle more and tend to require additional supervision and care, and a structured environment. However, they can still learn and care from themselves with assistance. Some even have jobs, but tend to be closely supervised. Severe and profound deficits, in general, have IQ scores lower than 35. These individuals usually have other problems such as limited mobility, and have very limited language skills or are considered nonverbal. They require more supervision, and typically cannot live independently.
Behaviorally, children with intellectual disabilities frequently struggle to regulate their emotions and control their behaviors, and are often prone to temper tantrums, aggression, frustration, emotional outbursts, poor impulse-control, and have difficulties using appropriate judgment. Social problems may also be present. In general, these children very often struggle applying their knowledge to new situations or lack understanding of what to do or how to behave in specific situations. Interventions (e.g., therapy) often help to improve functioning and can teach the child effective coping strategies. Understanding the child’s neurocognitive profile can be useful for applying their strengths to compensate for their weaknesses. Behavioral approaches usually work best.