CMN 554 Module 1 Study Guide | Questions and 100%
Correct Answers | Latest Update | - University of South
Alabama.
CMN 554 - Module 1
Primary Study Guide
Child & Adolescent Psychiatric Mental Health
DSM-5-TR Neurodevelopmental Disorders
Intellectual Disability: Diagnostic Criteria PG 37 PDF 133
Intellectual developmental disorder (intellectual disability) is a disorder with onset
during the developmental period that includes both intellectual and adaptive
functioning deficits in conceptual, social, and practical domains. The following three
criteria must be met:
A. Deficits in intellectual functions, such as reasoning, problem solving,
planning, abstract thinking, judgment, academic learning, and learning from
experience, confirmed by both clinical assessment and individualized,
standardized intelligence testing.
B. Deficits in adaptive functioning that result in failure to meet developmental and
sociocultural standards for personal independence and social responsibility.
Without ongoing support, the adaptive deficits limit functioning in one or more
activities of daily life, such as communication, social participation, and
independent living, across multiple environments, such as home, school, work,
and community.
C. Onset of intellectual and adaptive deficits during the developmental period.
Note: The term intellectual developmental disorder is used to clarify its relationship with the
WHO ICD-11 classification system, which uses the term Disorders of Intellectual
Development. The equivalent term intellectual disability is placed in parentheses for
continued use. The medical and research literature use both terms, while intellectual
disability is the term in common use by educational and other professions, advocacy
groups, and the lay public. In the United States, Public Law 111-256 (Rosa’s Law)
changed all references to “mental retardation” in federal laws to “intellectual
disability.”
Specify current severity (see Table 1):
1
, F70 Mild
F71 Moderate
F72 Severe
F73 Profound
Intellectual Disability: Severity levels for intellectual disability PG 39 PDF 134
2
,TABLE 1
Severity Conceptual domain Social domain Practical domain
level
Mild For preschool Compared with The individual may
children, there typically function age
may be no developing age- appropriately in
obvious mates, the personal care.
conceptual individual is Individuals need
differences. For immature in social some support with
school-age interactions. For complex daily
children and example, there living tasks in
adults, there are may be difficulty comparison to
difficulties in in accurately peers. In
learning academic perceiving peers’ adulthood,
skills involving social cues. supports typically
reading, writing, Communication, involve grocery
arithmetic, time, conversation, and shopping,
or money, with language are more transportation,
support needed in concrete or home and child-
one or more areas immature than care organizing,
to meet age- expected for age. nutritious food
related There may be preparation, and
expectations. In difficulties banking and
adults, abstract regulating emotion money
thinking, and behavior in management.
executive function age-appropriate Recreational skills
(i.e., planning, fashion; these resemble those of
strategizing, difficulties are age-mates,
priority setting, noticed by peers in although
and cognitive social situations. judgment related
flexibility), and There is limited to well-being and
short-term understanding of organization
memory, as well risk in social around recreation
as functional use situations; social requires support.
of academic skills judgment is In adulthood,
(e.g., reading, immature for age, competitive
money and the person is employment is
management), at risk of being often seen in jobs
are impaired. manipulated by that do not
There is a others (gullibility). emphasize
somewhat conceptual skills.
concrete Individuals
approach to generally need
problems and support to make
3
, solutions health care
compared with decisions and
age-mates. legal decisions,
and to learn to
perform
a skilled vocation
competently.
Support is
typically needed
to raise a family.
Moderate All through The individual The individual can
shows
development, the marked differences care for personal
Individual’s from peers in social needs involving
conceptual skills and communicative eating, dressing,
lag
markedly behind behavior across elimination, and
those of peers. For development. hygiene as an
preschoolers, Spoken language is adult, although an
language and pre- typically a primaryextended period
academic skills tool for social of teaching and
time
develop slowly. For communication but is needed for the
school-age children, is much less individual to
complex become
progress in reading, than that of peers. independent in
these
writing, Capacity for areas, and
mathematics, reminders
and understanding relationships is may be needed.
of
time and money evident in ties to Similarly,
occurs slowly family and friends, participation in all
across
the school years and the individual household tasks
and can
is markedly limited may have be achieved by
successful
compared with that friendships across adulthood,
of although
peers. For adults, life and sometimes an extended period
academic skill romantic relations of teaching is
in
development is adulthood. needed, and
However, ongoing
typically at an individuals may not supports will
typically
4
Correct Answers | Latest Update | - University of South
Alabama.
CMN 554 - Module 1
Primary Study Guide
Child & Adolescent Psychiatric Mental Health
DSM-5-TR Neurodevelopmental Disorders
Intellectual Disability: Diagnostic Criteria PG 37 PDF 133
Intellectual developmental disorder (intellectual disability) is a disorder with onset
during the developmental period that includes both intellectual and adaptive
functioning deficits in conceptual, social, and practical domains. The following three
criteria must be met:
A. Deficits in intellectual functions, such as reasoning, problem solving,
planning, abstract thinking, judgment, academic learning, and learning from
experience, confirmed by both clinical assessment and individualized,
standardized intelligence testing.
B. Deficits in adaptive functioning that result in failure to meet developmental and
sociocultural standards for personal independence and social responsibility.
Without ongoing support, the adaptive deficits limit functioning in one or more
activities of daily life, such as communication, social participation, and
independent living, across multiple environments, such as home, school, work,
and community.
C. Onset of intellectual and adaptive deficits during the developmental period.
Note: The term intellectual developmental disorder is used to clarify its relationship with the
WHO ICD-11 classification system, which uses the term Disorders of Intellectual
Development. The equivalent term intellectual disability is placed in parentheses for
continued use. The medical and research literature use both terms, while intellectual
disability is the term in common use by educational and other professions, advocacy
groups, and the lay public. In the United States, Public Law 111-256 (Rosa’s Law)
changed all references to “mental retardation” in federal laws to “intellectual
disability.”
Specify current severity (see Table 1):
1
, F70 Mild
F71 Moderate
F72 Severe
F73 Profound
Intellectual Disability: Severity levels for intellectual disability PG 39 PDF 134
2
,TABLE 1
Severity Conceptual domain Social domain Practical domain
level
Mild For preschool Compared with The individual may
children, there typically function age
may be no developing age- appropriately in
obvious mates, the personal care.
conceptual individual is Individuals need
differences. For immature in social some support with
school-age interactions. For complex daily
children and example, there living tasks in
adults, there are may be difficulty comparison to
difficulties in in accurately peers. In
learning academic perceiving peers’ adulthood,
skills involving social cues. supports typically
reading, writing, Communication, involve grocery
arithmetic, time, conversation, and shopping,
or money, with language are more transportation,
support needed in concrete or home and child-
one or more areas immature than care organizing,
to meet age- expected for age. nutritious food
related There may be preparation, and
expectations. In difficulties banking and
adults, abstract regulating emotion money
thinking, and behavior in management.
executive function age-appropriate Recreational skills
(i.e., planning, fashion; these resemble those of
strategizing, difficulties are age-mates,
priority setting, noticed by peers in although
and cognitive social situations. judgment related
flexibility), and There is limited to well-being and
short-term understanding of organization
memory, as well risk in social around recreation
as functional use situations; social requires support.
of academic skills judgment is In adulthood,
(e.g., reading, immature for age, competitive
money and the person is employment is
management), at risk of being often seen in jobs
are impaired. manipulated by that do not
There is a others (gullibility). emphasize
somewhat conceptual skills.
concrete Individuals
approach to generally need
problems and support to make
3
, solutions health care
compared with decisions and
age-mates. legal decisions,
and to learn to
perform
a skilled vocation
competently.
Support is
typically needed
to raise a family.
Moderate All through The individual The individual can
shows
development, the marked differences care for personal
Individual’s from peers in social needs involving
conceptual skills and communicative eating, dressing,
lag
markedly behind behavior across elimination, and
those of peers. For development. hygiene as an
preschoolers, Spoken language is adult, although an
language and pre- typically a primaryextended period
academic skills tool for social of teaching and
time
develop slowly. For communication but is needed for the
school-age children, is much less individual to
complex become
progress in reading, than that of peers. independent in
these
writing, Capacity for areas, and
mathematics, reminders
and understanding relationships is may be needed.
of
time and money evident in ties to Similarly,
occurs slowly family and friends, participation in all
across
the school years and the individual household tasks
and can
is markedly limited may have be achieved by
successful
compared with that friendships across adulthood,
of although
peers. For adults, life and sometimes an extended period
academic skill romantic relations of teaching is
in
development is adulthood. needed, and
However, ongoing
typically at an individuals may not supports will
typically
4
