Intellectual Disability Case Study: Identifying deficits and expanding diagnostic criteria

Understanding Intellectual Disability and deficits in intellectual functioning

Intellectual Disability (ID) is a disorder characterised by significant deficits in both intellectual and adaptive functioning that emerge early in life and affect the person’s ability to cope with day to day life.

1. Read the case study below

2. Identify Jordan’s deficits in intellectual functioning that indicates ID Eg problem-solving,

3. Identify Jordan’s deficits in adaptive functioning skills under each of the 3 functional domains.

i) Conceptual skills

ii) Social skills

iii) Practical skills

4. Expand your knowledge of the range of possible deficits included under each category by doing a simple lit search for diagnostic criteria for Intellectual Disability Case Study Jordan, 32, loves his work.

He lives with and assists his aging grandparents. He is able to help them with cooking, cleaning, and exercising daily. Jordan has been very successful at helping his grandparents live independently by maintaining the basic chores of their home and keeping a structured environment for them. He describes himself as "a good helper." Jordan was born with Fragile X Syndrome, a genetic disorder that often results in an intellectual disability. In school, he struggled with learning information at the same rate as his peers. Jordan would often say "I get mad because learning is hard." He was tested and placed in special education programs at school. In addition to basic academics, his education focused on helping him learn daily living skills and how to be independent. He attended therapy sessions and learned behavioural methods to help control his outbursts and impulsive behaviours. Jordan understands the importance of working at living in a healthy manner.

During adolescence he struggled more with managing his aggression. He saw a psychiatrist to address his anger and impulse control difficulties and was prescribed a mood stabilizer. Jordan says the medicine "helps me stay in control of getting mad." He has established a system for remembering his medication and earnestly reports that it’s important to him. After graduating from high school, Jordan worked part-time in a factory job on an assembly line in a community-sponsored program for special needs adults. Jordan exhibited a sense of responsibility, which impressed his supervisor and family. When Jordan's grandparents could no longer live on their own without assistance, his family met and discussed options. A decision was reached between Jordan and his family for him to live with his grandparents for a trial period. After three months, everyone agreed that Jordan was an excellent caretaker. Jordan has achieved a sense of purpose.

Supported living for people with Intellectual Disability (ID)) The quality of life (QOL) of people with intellectual disability living in supported accommodation services is variable, influenced by many possible factors. Read the article below and answer the following questions

1. Explain person-centred Active Support

2. Identify factors that affect QOL under the following categories

i) Active support

ii) Culture of the facility

iii) Resources necessary to support QOL

3. Identify additional key points from this article that you will consider relevant for your [clinical] ‘practice’ in IHC supported living houses. Bigby, C., & Beadle-Brown, J. 2018.

Improving Quality of Life Outcomes in Supported Accommodation for People with Intellectual Disability:

What Makes a Difference? Journal of Applied Research in Intellectual Disabilities 31(2), pg 182-200 https://doi-org.ezproxy.aut.ac.nz/10.1111/jar.12291