NEURODEVELO

PMENTAL
DISORDERS
Intellectual disability
NEURODEVELOPMENTAL
DISORDER
 Is a group of conditions that occur or have their onset
during early childhood or the developmental period
 It basically affects the development of nervous
system leading to impairment in brain functioning
 It may affect their
1- learning
2- behavior
3- social skills
Neurodevelopmental disorders
include a wide range of conditions
such as
Autism Spectrum Disorder (ASD),
 Attention-Deficit/Hyperactivity
Disorder (ADHD), and
Specific Learning Disabilities.
 Each disorder presents unique challenges, but they all
share one common feature: they impact how the
brain processes information, making it difficult for
individuals to
 acquire,
 retain,
 or apply certain skills necessary for daily living.
INTELLECTUAL
DISABILITY
 Intellectual Disability (ID), a condition
characterized by significant limitations in
intellectual functioning and adaptive behavior,
affects various aspects of daily life.
 Intellectual Disability is not a mental illness but
a developmental disorder that appears before
the age of 18.
 INTELLECTUAL
FUNCTIONING
 Intellectual Functioning refers to general mental
abilities like
 reasoning,
 problem-solving,
 planning,
 abstract thinking, and
 learning from experience.
 It is typically measured by an IQ score of around 70
or below.
ADAPTIVE BEHAVIORS
 Adaptive Behavior includes
 practical,
 social, and
 conceptual skills that people use to function in their
everyday lives.
 These limitations affect one’s ability to live
independently, communicate effectively, and
navigate social environments.
WHAT ACTUALLY DEFINES ID
1. Significant Limitations in Intellectual
Functioning
 This refers to difficulties with cognitive abilities such as
reasoning, problem-solving, planning, abstract thinking, and
learning. Intellectual functioning is often measured using
standardized intelligence tests, where an IQ score of around
70 or below typically indicates a limitation in intellectual
functioning.
2. SIGNIFICANT LIMITATIONS IN ADAPTIVE BEHAVIOR

 Adaptive behavior involves the skills needed for everyday functioning.

These include:
• Conceptual Skills: Language, literacy, money, time, and number
concepts.
• Social Skills: Interpersonal skills, social responsibility, self-esteem,
gullibility, social problem-solving, and the ability to follow the rules.
• Practical Skills: Personal care, job responsibilities, managing money, and
organizing daily tasks.
 An individual with Intellectual Disability may struggle to function
independently in one or more of these areas.
 3- onset during the developmental period
CONCEPTUAL DOMAIN
 The conceptual domain refers to the cognitive
abilities and skills that involve understanding and
managing abstract concepts. This domain is one of
the three areas (along with social and practical
domains) used to assess adaptive functioning in
individuals with Intellectual Disability (ID). It
focuses on skills related to:
. Language and Communication
• The ability to understand and express language, both spoken
and written.
• Delays in vocabulary development, grammar, and overall
communication skills may be present in individuals with ID.
ACADEMIC SKILLS
 Literacy: Understanding written information, reading, and
writing skills.
 Numeracy: Basic number concepts, mathematical
reasoning, and problem-solving abilities.
 These skills are essential for performing in educational
settings and other learning environments.
MEMORY AND LEARNING
 The ability to store, retrieve, and use
information, which affects problem-solving and
the acquisition of new skills.
 Individuals with ID may have difficulty learning
new things, retaining information, or applying
it in daily situations.
TIME AND MONEY
MANAGEMENT
 Understanding and managing time (days, months,
hours) and financial concepts such as budgeting,
saving, or making purchases.
ABSTRACT THINKING AND
PROBLEM SOLVING
 Challenges with grasping abstract ideas, such as
cause and effect, or hypothetical situations.
 People with ID may struggle with planning, reasoning,
and thinking ahead to manage complex situations.
SPECIFIER
 When diagnosing Intellectual Disability (ID), the severity of
the condition is often classified using specifiers, which
describe the level of impairment in three domains:
conceptual, social, and practical.
 These specifiers are
 Mild
 Moderate
 Severe
 Profound
1. MILD INTELLECTUAL
DISABILITY (CONCEPTUAL
DOMAIN)

Preschool: Learning skills like language and literacy may be
slightly delayed, but not always apparent until school age.
 School-age: Difficulty with academic skills such as reading,
writing, and math. These individuals typically require additional
support to keep pace with their peers. Abstract thinking, executive
functioning, and problem-solving are generally weaker
 Adults: Learning may be slower, and support is needed for more
complex tasks such as managing finances or making decisions.
 However, individuals with mild ID can often achieve some
independence with the right support.
2. MODERATE
INTELLECTUAL DISABILITY
(CONCEPTUAL
 DOMAIN)
Preschool: Noticeable delays in language development and
pre-academic skills (such as counting or understanding shapes
and colors).
 School-age: Academic skills tend to develop slowly, and most
individuals will not progress beyond the elementary school
level. These individuals may have limited understanding of
basic concepts like time and money.
 Adults: Ongoing support is required for tasks such as money
management, job responsibilities, and decision-making. They
may learn some practical skills but often require supervision
for more complex activities.
3. SEVERE INTELLECTUAL
DISABILITY (CONCEPTUAL
DOMAIN)
 Preschool: Limited understanding of concepts. Early
childhood may show little progress in learning skills
like numbers, letters, or shapes.
 School-age: Typically, these individuals have very
limited academic skills and may struggle with
understanding or using language beyond basic
communication.
 Adults: Conceptual abilities are extremely limited,
with most individuals requiring extensive support for
any task involving reading, writing, or numerical
concepts. Abstract thinking is generally absent.
4. PROFOUND
INTELLECTUAL DISABILITY
(CONCEPTUAL DOMAIN)
 Preschool: Conceptual skills are minimal, with little or
no symbolic understanding (e.g., recognizing
numbers or words).
 School-age: These individuals may have significant
challenges even with basic concrete skills like object
recognition or sorting items. Learning tends to be
limited to physical actions and very simple tasks.
 Adults: Conceptual abilities are usually restricted to
basic sensory and motor skills. They require constant
support and care for any tasks requiring cognitive
function.
PRACTICAL DOMAIN
OVERVIEW
Focuses on skills required for daily
functioning and self-care.
Areas include personal care,
household tasks, recreation, health
decisions, and employment.
Severity levels: Mild, Moderate,
Severe, Profound.
PRACTICAL DOMAIN ( MILD)
 Act age appro. In personal care (dressing, bathing,elimination)
 Need support in complex daily task compare to peer
 Adulthood: support for shopping transportation , banking and money
management
 Recreational skill resemble to age mates but judgement require support
 Employment is seen but not with conceptual skill. Learn how to perform a
skilled vocation . ( Retail stocking)
 Health care decision ,legal decision require support
MODERATE
Individual can care of personal tasks but need a extended period of teaching
and time is needed to become independent . And contant reminders
Same with the household task
Employment in jobs that require limited conceptual and communication skill
can be achieved but require support from coworker. roles like dishwashing or
food preparation where task are repetitive but guidance and assisstance from
experienced coworker.
Need support to manage social expectation(rules and norms that guide
behavior within society) , money management , transportation health benefits.
Recreational skills can be developed but require support
Maladaptive behavior(patterns of thinking that are harmful e.g aviodance
aggression) is present in significant minority.
SEVERE
 Require support and supervision all the time .
 Basic actions with object can perform , basic participation can be occur
with high level of ongoing support
 cannot take responsible decision regrading well being of self and other.
 Recreational activity may involve but require support and assistance
 Skill acquisition require long term support .
 Maladaptive behavior include self injury is present in significant minority.
PROFOUND
 Individual is dependent on others for all aspects of daily physical care
health and safety
 without physical impairement can be participate in the task like carrying
dishes to table.
 Simple action with object require high level of support
 Recreational skills may involve but with support
 Co-occuring physical , sensory impairement are frequent barrier
 Maladaptive behavior is present in significant minority.
social domain
 The social domain of intellectual disability refers to how individuals with
intellectual disabilities (ID) interact and engage with others.
 This domain focuses on social communication, relationships, and the ability to
function appropriately in social settings.
 Key aspects of the social domain include:
 1. Interpersonal Skills
 2. Communication
 3. Empathy and Social Judgment
 4. Social Responsibility and Awareness
 5. Adaptive Behavior
 6. Impact on Daily Life
 1. Interpersonal Skills
 Individuals with ID may face challenges in understanding social cues
 like body language, tone of voice, or facial expressions.
 These difficulties can lead to misunderstandings in social interactions.
 Forming and maintaining friendships may be harder due to these social
challenges
 resulting in feelings of isolation.
Mild level
 Can form and maintain friendships but may struggle with complex social
interactions or understanding subtle social cues.
 They can generally follow social rules but may need guidance.

Moderate level
 Social relationships are usually more limited
 individuals with moderate ID often form relationships with family members
or caregivers.
 Making friends can be difficult, but they can maintain close, familiar
relationships with consistent support.
Severe level
 Social interactions are highly limited.

 may not seek out social interactions on their own

 their social relationships are generally confined to caregivers or family

members.
 Profound Level:

 typically have very limited capacity for interpersonal relationships.

 They may recognize close caregivers or family members but often do not
initiate or actively participate in social interactions.
 rely heavily on caregivers for all interpersonal engagement and may only
exhibit basic responses, such as eye contact or simple gestures, when
interacting with familiar people.
 Forming new relationships or understanding social dynamics is beyond their