Intellectual disability is associated with an increased risk of behavioral disturbances and also complicates their treatment. Despite increases in the sophistication of medical detection of early risk for intellectual disability, there is remarkably little data about the detection of intellectual disability in cases referred for psychiatric treatment. In this study, we used a 10-year sample of 23,629 consecutive child and adolescent admissions (ages between 6 and 17) to inpatient psychiatric treatment. Eleven percent (n=2621) of these cases were referred for psychological assessment and were examined with a general measure of intellectual functioning (i.e., WISC-IV). Of these cases, 16% had Full Scale IQs below 70. Of the cases whose therapists then referred them for formal assessment of their adaptive functioning (i.e., ABAS-II) 81% were found to have composite scores below 70 as well. Only one of the cases whose Full Scale IQ was less than 70 had a referral diagnosis of intellectual disability. Cases with previously undetected intellectual disability were found to be significantly more likely to have a diagnosis of a psychotic disorder and less likely to have a diagnosis of mood disorder than cases with IQs over 70. Disruptive behavior disorder diagnoses did not differ as a function of intellectual performance. These data suggest a high rate of undetected intellectual disability in cases with a psychiatric condition serious enough to require hospitalization and this raises the possibility that many such cases may be misdiagnosed, the basis of their problems may be misconceptualized, and they may be receiving treatments that do not take into account their intellectual level.
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http://dx.doi.org/10.1016/j.ridd.2014.03.012 | DOI Listing |
BMC Pediatr
January 2025
Pediatric Internal Medicine, Yantai Yuhuangding Hospital, No.20 Yuhuangding East Road, Zhifu District, Yantai City, Shandong, 264000, China.
Background: Common clinical findings in patients with 19p13.3 duplication include intrauterine growth restriction, intellectual disability, developmental delay, microcephaly, and distinctive facial features. In this study, we report the case of a patient with 19p13.
View Article and Find Full Text PDFIntellect Dev Disabil
February 2025
Manisha Udhnani, The Ohio State University; and Nancy Raitano Lee, Drexel University.
Down syndrome (DS) and autism spectrum disorder (ASD) are two neurodevelopmental disorders characterized by impairments in language. Most studies do not consider the possible role sex differences may play in language profiles. Thus, the current study aimed to evaluate whether parent-reported structural and pragmatic language vary as a function of sex in youth with DS (n = 37), ASD (n = 106), and typical development (TD; n = 61).
View Article and Find Full Text PDFIntellect Dev Disabil
February 2025
Michelle Menezes, Jessica Pappagianopoulos, and Micah O. Mazurek, University of Virginia.
This study sought to compare frequency of paid work by autistic adolescents to paid work by adolescents with other neurodevelopmental disorders and typically developing adolescents, and to examine whether demographic and clinical characteristics were associated with autistic adolescent employment with data from 2016-2019 National Survey of Children's Health. Rate of paid work was significantly lower in the autistic group (22.01%) than typically developing (49.
View Article and Find Full Text PDFIntellect Dev Disabil
February 2025
Victoria Sánchez-Gómez, Institute for Community Inclusion (INICO), University of Salamanca, Spain, Antonio M. Amor González, INICO, University of Salamanca, Spain, Laura Zampini, University of Milano-Bicocca, Italy, Miguel Ángel Verdugo, INICO, University of Salamanca, Spain, María Isabel Calvo, INICO, University of Salamanca, Spain.
Narrative abilities are essential for school achievement and quality of life, yet children with Down syndrome (DS) often struggle with these skills. This work explores the oral narrative abilities of school-age Chilean children with DS. The participants were 11 children with DS aged between 7;2 and 12;1 (years; months).
View Article and Find Full Text PDFNurse Educ Today
January 2025
Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois Chicago, United States of America; 801 S. Paulina St. Room 204B, Chicago, IL 60612, United States of America. Electronic address:
Background: Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students could improve healthcare for underserved populations.
Objective: This study explained the impact of Simulation Enhanced Interprofessional Education (SIM-IPE) on healthcare students' self-reported CPBs and their perceptions of utilizing CPBs when caring for underserved populations, as well as the differences among professions within interprofessional teams.
Design: Mixed methods explanatory design.
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