The Croydon Assessment of Learning Study: Prevalence and educational identification of mild mental retardation

Abstract

The current study produced a high estimate of the prevalence of mild intellectual disability based on the WISC but not on the CAT. The findings highlight that the majority of mild intellectual disability in the UK would not be detected using registers. Cases that are detected by registers are more behaviourally disturbed than others.

Psychopathology: ADHD, Autism Spectrum Disorders, and Other Conditions Present in Early Childhood

“…However, other diagnoses were also comorbid with ADHD, including anxiety (38.7 %), conduct disorder (14.3 %), and affective disorder (3.8 %). Among children with ADHD and ID, comorbidity appears to be even more common than compared to typically developing children with ADHD (Baker et al 2010;Neece et al 2011;Neece et al 2013;Simonoff et al 2006). In our own work we have found that similar to previous findings with typically developing samples, ADHD and ODD are the two most common co-occurring disorders (Baker et al 2010;Neece et al 2011;Neece et al 2013).…”

The evaluation of a screening tool for children with an intellectual disability: The Child and Adolescent Intellectual Disability Screening Questionnaire

“…In addition, the study only focused on children aged 8 or older. While some individuals may not receive a diagnosis of intellectual disability until they are teenagers (Simonoff et al, 2006) or even adults (Hamilton, 2006), earlier identification of those children who are likely to have an intellectual disability would be preferable. Research does, however, indicate that accurate screening of young children is difficult to achieve (Bornholt, Spencer, Ouvier, & Fisher, 2004;Sonnander, 2000).…”

“…Research does, however, suggest common difficulties that are shared by many people with an intellectual disability (Emerson, Hatton, Bromley, & Caine, 1998), including with working memory (Schuchardt, Gebhardt, & Mäehler, 2010) and understanding more abstract concepts such as time (Owen & Wilson, 2006). As a result, many children with an intellectual disability may require some additional support in relation to areas such as education (Simonoff et al, 2006), relationships (Heiman, 2000) and behaviour (Rzepecka, McKenzie, McClure, & Murphy, 2011). The family may also require support, as research suggests that having a child with an intellectual disability can impact on the family unit.…”

Genetics of Early Onset Cognitive Impairment

“…However, prevalence estimates show a high degree of variation around the expected value, ranging from 1-8% (134,150,166). This spread is far more obvious for mild ID (IQ 70-50) than for severe ID (IQ < 50).…”