Post by Admin on Jan 3, 2014 23:45:12 GMT -6
The DSM-5 has now changed the way Intellectual Disability (formerly mental retardation) is diagnosed. Previously, a Full Scale IQ of 70 or lower was needed in the DSM-IV-TR to demonstrate significantly sub-average intellectual ability, along with at least 2 significant impairments in adaptive behavior from any of three domains (i.e., conceptual, social, or practical), all present before the age of 18 years during the developmental period. Moreover, the severity of intellectual disability was determined via Full Scale IQ range (e.g., 55-69 for Mild, 40-54 for Moderate, 25-39 for Severe. etc.).
Now, to diagnose Intellectual Disability in DSM-5, the examiner still uses a psychometrically sound IQ test (e.g., WISC-IV, WAIS-IV, Stanford Binet V, Woodcock-Johnson III Test of Cognitive Abilities, etc.) to see if the student scores at 70 (+/- 5) or below, but the student must now show significant impairment in at least one domain of adaptive behavior (i.e., Conceptual, Social, or Practical), not just in two skill areas (e.g., communication, social skills), and the severity of intellectual disability is now based on level of adaptive functioning, not on IQ range. Adaptive functioning must be measured using norm-referenced rating scales in an interview, along with clinical judgment. The student's adaptive functioning must be so poor in at least one domain that ongoing support is needed for the person to perform adequately at home, school, and in the community. Adaptive functioning definitions are included in the DSM-5, but are not exactly the same as those found in popular measures of adaptive functioning (e.g., ABAS-II, Vineland-2). Some synthesis of adaptive measures, along with information from cognitive batteries and achievement tests should be considered. When a child is under the age of 5 years, the term Global Developmental Delay is used instead. If the person appears intellectually disabled, but cannot be adequately assessed at the time, the term Unspecified Intellectual Disability is used.
Now, to diagnose Intellectual Disability in DSM-5, the examiner still uses a psychometrically sound IQ test (e.g., WISC-IV, WAIS-IV, Stanford Binet V, Woodcock-Johnson III Test of Cognitive Abilities, etc.) to see if the student scores at 70 (+/- 5) or below, but the student must now show significant impairment in at least one domain of adaptive behavior (i.e., Conceptual, Social, or Practical), not just in two skill areas (e.g., communication, social skills), and the severity of intellectual disability is now based on level of adaptive functioning, not on IQ range. Adaptive functioning must be measured using norm-referenced rating scales in an interview, along with clinical judgment. The student's adaptive functioning must be so poor in at least one domain that ongoing support is needed for the person to perform adequately at home, school, and in the community. Adaptive functioning definitions are included in the DSM-5, but are not exactly the same as those found in popular measures of adaptive functioning (e.g., ABAS-II, Vineland-2). Some synthesis of adaptive measures, along with information from cognitive batteries and achievement tests should be considered. When a child is under the age of 5 years, the term Global Developmental Delay is used instead. If the person appears intellectually disabled, but cannot be adequately assessed at the time, the term Unspecified Intellectual Disability is used.