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Occupational therapists (OTs) are health care professionals specializing in occupational therapy and occupational science. OTs and occupational therapy assistants (OTAs) use scientific bases and a holistic perspective to promote a person's ability to fulfill their daily routines and roles. OTs have training in the physical, psychological, and social aspects of human functioning deriving from an education grounded in anatomical and physiological concepts, and psychological perspectives. They enable individuals across the lifespan by optimizing their abilities to perform activities that are meaningful to them ("occupations"). Human occupations include activities of daily living, work/vocation, play, education, leisure, rest and sleep, and social participation.
Developmental disorders comprise a group of psychiatric conditions originating in childhood that involve serious impairment in different areas. There are several ways of using this term. The most narrow concept is used in the category "Specific Disorders of Psychological Development" in the ICD-10. These disorders comprise developmental language disorder, learning disorders, motor disorders, and autism spectrum disorders. In broader definitions ADHD is included, and the term used is neurodevelopmental disorders. Yet others include antisocial behavior and schizophrenia that begins in childhood and continues through life. However, these two latter conditions are not as stable as the other developmental disorders, and there is not the same evidence of a shared genetic liability.
Pervasive developmental disorder not otherwise specified (PDD-NOS) is a historic psychiatric diagnosis first defined in 1980 that has since been incorporated into autism spectrum disorder in the DSM-5 (2013).
Adaptive behavior is behavior that enables a person to cope in their environment with greatest success and least conflict with others. This is a term used in the areas of psychology and special education. Adaptive behavior relates to everyday skills or tasks that the "average" person is able to complete, similar to the term life skills.
High-functioning autism (HFA) was historically an autism classification where a person exhibits no intellectual disability, but may experience difficulty in communication, emotion recognition, expression, and social interaction.
The following outline is provided as an overview of and topical guide to autism:
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
The Wechsler Intelligence Scale for Children (WISC) is an individually administered intelligence test for children between the ages of 6 and 16. The Fifth Edition is the most recent version.
The American Association on Intellectual and Developmental Disabilities (AAIDD) is an American non-profit organization focusing on intellectual disability and related developmental disabilities. AAIDD has members in the United States and more than 50 other countries.
A group home, congregate living facility, care home, adult family home, etc., is a structured and supervised residence model that provides assisted living and medical care for those with complex health needs. Traditionally, the model has been used for children or young people who cannot live with their families or afford their own homes, people with chronic disabilities who may be adults or seniors, or people with dementia and related aged illnesses. Typically, there are no more than six residents, and there is at least one trained caregiver there 24 hours a day. In some early "model programs", a house manager, night manager, weekend activity coordinator, and four part-time skill teachers were reported. Originally, the term group home referred to homes of 8 to 16 individuals, which was a state-mandated size during deinstitutionalization. Residential nursing facilities, also included in this article, may be as large as 100 individuals in 2015, which is no longer the case in fields such as intellectual and developmental disabilities. Depending on the severity of the condition requiring one to need to live in a group home, some clients are able to attend day programs and most clients are able to live normal lifestyles.
Elwyn Inc. is a multi-state nonprofit organization based in Elwyn, Pennsylvania, in Middletown Township, Delaware County, Pennsylvania, United States, providing services for children and adults with intellectual and developmental disabilities, and behavioral health challenges. Established in 1852, it provides education, rehabilitation, employment options, child welfare services, assisted living, respite care, campus and community therapeutic residential programs, and other support for daily living. Elwyn has operations in 8 states: Pennsylvania, New Jersey, Delaware, California, Maine, Massachusetts, Rhode Island, and North Carolina.
The Bayley Scales of Infant and Toddler Development is a standard series of measurements originally developed by psychologist Nancy Bayley used primarily to assess the development of infants and toddlers, ages 1–42 months. This measure consists of a series of developmental play tasks and takes between 45 – 60 minutes to administer and derives a developmental quotient (DQ) rather than an intelligence quotient (IQ). Raw scores of successfully completed items are converted to scale scores and to composite scores. These scores are used to determine the child's performance compared with norms taken from typically developing children of their age. The Bayley-III has three main subtests; the Cognitive Scale, which includes items such as attention to familiar and unfamiliar objects, looking for a fallen object, and pretend play, the Language Scale, which taps understanding and expression of language, for example, recognition of objects and people, following directions, and naming objects and pictures, and the Motor Scale, which assesses gross and fine motor skills such as grasping, sitting, stacking blocks, and climbing stairs. There are two additional Bayley-II Scales depend on parental report, including the Social-Emotional scale, which asks caregivers about such behaviors as ease of calming, social responsiveness, and imitation play, and the Adaptive Behavior scale which asks about adaptions to the demands of daily life, including communication, self-control, following rules, and getting along with others. The Bayley-III Cognitive and Language scales are good predictors of preschool mental test performance. These scores are largely used for screening, helping to identify the need for further observation and intervention, as infants who score very low are at risk for future developmental problems.
Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
Intellectual disability (ID), also known as general learning disability in the United Kingdom and formerly mental retardation, is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or more adaptive behaviors that affect everyday, general living. Intellectual functions are defined under the DSM-5 as reasoning, problem‑solving, planning, abstract thinking, judgment, academic learning, and learning from instruction and experience, and practical understanding confirmed by both clinical assessment and standardized tests. Adaptive behavior is defined in terms of conceptual, social, and practical skills involving tasks performed by people in their everyday lives.
Research published from 2000 to 2020 illustrates increased prevalence rates of sexual violence against people with intellectual disabilities, compared to the general population.:61 The World Health Organization (WHO) funded a study which concluded that 15% of the adult population worldwide in 2012 had a disability, putting them at increased risk of physical, sexual, and intimate partner violence. Of that 15%, 6.1% had intellectual disability with 5.5% experiencing sexual violence. In another 2012 report, the WHO found that worldwide, children with intellectual disabilities experienced a 4.6 times greater risk of sexual violence than those without disability.
In psychology, maturity can be operationally defined as the level of psychological functioning one can attain, after which the level of psychological functioning no longer increases much with age. However, beyond this, integration is also an aspect of maturation, such as the integration of personality, where the behavioral patterns, motives and other traits of a person are gradually brought together, to work together effectively with little to no conflict between them, as an organized whole, e.g., bringing a person's various motives together into a purpose in life. Case in point: adult development and maturity theories include the purpose in life concept, in which maturity emphasizes a clear comprehension of life's purpose, directedness, and intentionality, which contributes to the feeling that life is meaningful.
Intermediate Care Facilities for Individuals with Intellectual Disabilities (ICF/IID), formerly known as Intermediate Care Facilities for Mental Retardation (ICF/MR), is an American Medicaid-funded institutional long-term support and service (LTSS) for people with intellectual disabilities or related conditions. Section 1905(d) of the Social Security Act enacted benefits and made funding available for "institutions" for individuals with intellectual or related conditions. According to federal law 42 CFR § 440.150 the purpose of ICD/IIDs is to "furnish health or rehabilitative services to persons with Intellectual Disability or persons with related conditions."
Hall v. Florida, 572 U.S. 701 (2014), was a United States Supreme Court case in which the Court held that a bright-line IQ threshold requirement for determining whether someone has an intellectual disability is unconstitutional in deciding whether they are eligible for the death penalty.
The Vineland Social Maturity Scale is a psychometric assessment instrument designed to help in the assessment of social competence. It was developed by the American psychologist Edgar Arnold Doll and published in 1940. He published a manual for it in 1953. Doll named it after the Vineland Training School for the Mentally Retarded, where he developed it.
Intellectual disability sport classification is a classification system used for disability sport that allows people with intellectual disabilities to fairly compete with and against other people with intellectual disabilities. Separate classification systems exist for the elite athlete with a disability side affiliated with the Paralympic movement and Virtus, and the sports for all model affiliated with Special Olympics. People with intellectual disabilities have issues with conceptual skills, social skills and practical skills. They have IQs of 75 points or lower, limitations in adaptive behaviour and their disability manifested and was documented prior to turning 18 years of age.
References
- ↑ Aylward, Glen (1994). Practitioner's guide to developmental and psychological testing. Springer. ISBN 978-0-306-44689-4.
- ↑ S. S. Sparrow, D. A. Balla, D. V. Cicchetti (1984) Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service
- 1 2 Farmer, Cristan; Adedipe, Dee; Bal, Vanessa; Chlebowski, Colby; Thurm, Audrey (January 2020). "Concordance of the Vineland Adaptive Behavior Scales, Second and Third Editions". Journal of Intellectual Disability Research. 64 (1): 18–26. doi:10.1111/jir.12691. ISSN 0964-2633. PMC 6941197 . PMID 31657503.
- ↑ "The American Association on Intellectual and Developmental Disabilities (AAIDD) Diagnostic Criteria for Intellectual Disability". 23 March 2019. Retrieved 2022-03-12.