Adaptive Behavior
Intelligence & Adaptive Behavior
Jennelle Dixson GCU SPE 553 10/21/2012
Intelligence & Adaptive Behavior
Students diagnosed with Intellectual disabilities display significant in the areas of adaptive behavior and intellectual functioning. It is a disability that must be diagnosed as occurring before age 18. Students diagnosed with intellectual disabilities can range from being mildly to severely intellectually disable. Students who are only mildly affected may be difficult to diagnose or recognize, since there may be no visual cues. It has been estimated that over four million Americans have an Intellectual or developmental disability (Larson, 2000). However this figure could be misleading, since it is suspected that many school age students are misdiagnosed with other learning disabilities, developmental delay, behavior disorder, or autism instead of intellectual disability. Some still use the term mental retardation, to refer to individuals with ID. This term is perceived as outdated and offensive. Families, educators, and the general public are becoming aware that Intellectual Disability is the legal and appropriate term to identify individuals with this disability. One common question people have is why we need to distinguish intellectual disability from developmental disability. The answer is that there are major differences like, the age symptoms first appear, the severity of the limitations experienced, and the requirements of a low IQ score. Because of this many students with intellectual disability would not meet the definition of developmental disabled. It has been estimated that at least half of individuals with intellectual
Jennelle Dixson GCU SPE 553 10/21/2012
Intelligence & Adaptive Behavior
Students diagnosed with Intellectual disabilities display significant in the areas of adaptive behavior and intellectual functioning. It is a disability that must be diagnosed as occurring before age 18. Students diagnosed with intellectual disabilities can range from being mildly to severely intellectually disable. Students who are only mildly affected may be difficult to diagnose or recognize, since there may be no visual cues. It has been estimated that over four million Americans have an Intellectual or developmental disability (Larson, 2000). However this figure could be misleading, since it is suspected that many school age students are misdiagnosed with other learning disabilities, developmental delay, behavior disorder, or autism instead of intellectual disability. Some still use the term mental retardation, to refer to individuals with ID. This term is perceived as outdated and offensive. Families, educators, and the general public are becoming aware that Intellectual Disability is the legal and appropriate term to identify individuals with this disability. One common question people have is why we need to distinguish intellectual disability from developmental disability. The answer is that there are major differences like, the age symptoms first appear, the severity of the limitations experienced, and the requirements of a low IQ score. Because of this many students with intellectual disability would not meet the definition of developmental disabled. It has been estimated that at least half of individuals with intellectual