Term
|
Definition
| Significantly subaverage intellectual functioning: an IQ of approximately 70 or below on an individually administered IQ test (for infants, a clinical judgment of significantly subaverage intellectual functioning). |
|
|
Term
|
Definition
| Concurrent deficits or impairments in present adaptive functioning (i.e., the person's effectiveness in meeting the standards expected for his or her age by his or her cultural group) in at least two of the following areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety. |
|
|
Term
|
Definition
| The onset is before age 18 years. |
|
|
Term
| Mental Retardation: Mild Mental Retardation IQ |
|
Definition
| IQ level 50–55 to approximately 70 |
|
|
Term
| Mental Retardation: Moderate Retardation IQ |
|
Definition
|
|
Term
| Mental Retardation: Severe Mental Retardation IQ |
|
Definition
|
|
Term
| Mental Retardation: Profound Mental Retardation IQ |
|
Definition
|
|
Term
| Mental Retardation, Severity Unspecified |
|
Definition
| an be used when there is a strong presumption of Mental Retardation but the person's intelligence is untestable by standard tests (e.g., with individuals too impaired or uncooperative, or with infants). |
|
|
Term
| Mild Mental Retardation Features I |
|
Definition
educable.
the largest segment (about 85%) of those with the disorder.
typically develop social and communication skills during the preschool years (ages 0–5 years), have minimal impairment in sensorimotor areas, and often are not distinguishable from children without Mental Retardation until a later age. |
|
|
Term
| Mild Mental Retardation Features II |
|
Definition
| By their late teens, they can acquire academic skills up to approximately the sixth-grade level. During their adult years, they usually achieve social and vocational skills adequate for minimum self-support, but may need supervision, guidance, and assistance, especially when under unusual social or economic stress. With appropriate supports, individuals with Mild Mental Retardation can usually live successfully in the community, either independently or in supervised settings. |
|
|
Term
| Moderate Mental Retardation Features I |
|
Definition
trainable- This outdated term should not be used because it wrongly implies that people with Moderate Mental Retardation cannot benefit from educational programs.
his group constitutes about 10% of the entire population of people with Mental Retardation. |
|
|
Term
| Moderate Mental Retardation Features II |
|
Definition
Most of the individuals with this level of Mental Retardation acquire communication skills during early childhood years. They profit from vocational training and, with moderate supervision, can attend to their personal care. They can also benefit from training in social and occupational skills but are unlikely to progress beyond the second-grade level in academic subjects. They may learn to travel independently in familiar places.
During adolescence, their difficulties in recognizing social conventions may interfere with peer relationships. In their adult years, the majority are able to perform unskilled or semiskilled work under supervision in sheltered workshops or in the general workforce. They adapt well to life in the community, usually in supervised settings. |
|
|
Term
| Severe Mental Retardation Features I |
|
Definition
The group constitutes 3%–4% of individuals with Mental Retardation.
acquire little or no communicative speech. They profit to only a limited extent from instruction in pre-academic subjects, such as familiarity with the alphabet and simple counting, but can master skills such as learning sight reading of some "survival" words. |
|
|
Term
| Severe Mental Retardation Features II |
|
Definition
| n their adult years, they may be able to perform simple tasks in closely supervised settings. Most adapt well to life in the community, in group homes or with their families, unless they have an associated handicap that requires specialized nursing or other care. |
|
|
Term
| Profound Mental Retardation Features I |
|
Definition
constitutes approximately 1%–2% of people with Mental Retardation.
Most individuals with this diagnosis have an identified neurological condition that accounts for their Mental Retardation. During the early childhood years, they display considerable impairments in sensorimotor functioning. |
|
|
Term
| Profound Mental Retardation Features II |
|
Definition
Optimal development may occur in a highly structured environment with constant aid and supervision and an individualized relationship with a caregiver. Motor development and self-care and communication skills may improve if appropriate training is provided.
Some can perform simple tasks in closely supervised and sheltered settings. |
|
|
Term
| Mental Retardation, Severity Unspecified |
|
Definition
| should be used when there is a strong presumption of Mental Retardation but the person cannot be successfully tested by standardized intelligence tests. This may be the case when children, adolescents, or adults are too impaired or uncooperative to be tested or, with infants, when there is a clinical judgment of significantly subaverage intellectual functioning, but the available tests (e.g., the Bayley Scales of Infant Development, Cattell Infant Intelligence Scales, and others) do not yield IQ values. |
|
|
Term
|
Definition
| The specific diagnostic code for Mental Retardation is selected based on the level of severity as indicated above and is coded on Axis II. If Mental Retardation is associated with another mental disorder (e.g., Autistic Disorder), the additional mental disorder is coded on Axis I. If Mental Retardation is associated with a general medical condition (e.g., Down syndrome), the general medical condition is coded on Axis III. |
|
|
