The primary diagnosis for Natasha is Intellectual Disability and Developmental Disorders. According to DSM-5, Intellectual Disability is defined and characterized “by significant limitations in general mental abilities and adaptive functioning that emerge during the course of children’s development (Weis, 2014 p. 89).” The causes of Intellectual Disability range from chromosomal abnormalities, childhood illnesses, metabolic disorders and cultural-familial (low SES &Environmental influence) and teratogens. The two main diagnostic criteria that are needed to be met in order to be diagnosed is deficits in intellectual and adaptive functioning. It is not determined by IQ scores alone. The intellectual deficits are basically stating that the child
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In addition, Intellectual deficits mean that the child has problem learning at a normal rate, unable to make a clear decisions and hard time comprehending materials and applying them accordingly. The adaptive functioning skills predict the child would have issues within the three domains; conceptual skills, social skills and practical skills. In the conceptual skills, the child would have issues with language, reading, writing and math. In corresponding with Natasha, she had to stay in preschool for an extra three years because of her learning deficit (mental slowness) which falls in the category of conceptual skills. She had to spend those three years in pre-school, in order to get the help she needed to be at the same level as her peers before she reached kindergarten. Nevertheless, when she made it to kindergarten, she was having difficulty in reading and scored very low on the test. It was assumed that since she didn’t do so well with reading in kindergarten, it will only get worse in the first grade. As assumed, Natasha passed to the first grade, but had hard times with phonemes, the sounding out of words. In the social skills, the child would have limited vocabulary, uses simple words in order to speak, such as in the case of Natasha from first grade to …show more content…
ASD has similar characteristics and traits as Intellectual Disability, but children with ASD usually withdrawn from people, their environment and are more on the anti –social side. Natasha seems to enjoy the interactions with her family and peers and she does not display any characteristic of withdrawal. On the other hand, Learning Disability also portrays the same characteristics as Intellectual disability. They are different because Learning Disability focuses more on the aspect of academic achievement skills such as in reading, math and writing. Children with Learning disability tends to have delays and difficulties in learning to read, math problems and write. However, they do not have difficulty with their basic skills like dressing, toileting, and etc. Children with Low intellectual Disability alone has low IQ level, but does display any deficits in the adaptive function with its three main domains; conceptual, social and practical skills (Weis. 2014). Children with Intellectual Disability usually seem to have another diagnosis occurring simultaneously and it all depends on their level of Intellectual severity. The comorbid conditions associated with Learning Disability are stereotypies (tics or repetitive movements), self-injurious behaviors (SIBs), depression and anxiety, chromosomal
In addition, Intellectual deficits mean that the child has problem learning at a normal rate, unable to make a clear decisions and hard time comprehending materials and applying them accordingly. The adaptive functioning skills predict the child would have issues within the three domains; conceptual skills, social skills and practical skills. In the conceptual skills, the child would have issues with language, reading, writing and math. In corresponding with Natasha, she had to stay in preschool for an extra three years because of her learning deficit (mental slowness) which falls in the category of conceptual skills. She had to spend those three years in pre-school, in order to get the help she needed to be at the same level as her peers before she reached kindergarten. Nevertheless, when she made it to kindergarten, she was having difficulty in reading and scored very low on the test. It was assumed that since she didn’t do so well with reading in kindergarten, it will only get worse in the first grade. As assumed, Natasha passed to the first grade, but had hard times with phonemes, the sounding out of words. In the social skills, the child would have limited vocabulary, uses simple words in order to speak, such as in the case of Natasha from first grade to …show more content…
ASD has similar characteristics and traits as Intellectual Disability, but children with ASD usually withdrawn from people, their environment and are more on the anti –social side. Natasha seems to enjoy the interactions with her family and peers and she does not display any characteristic of withdrawal. On the other hand, Learning Disability also portrays the same characteristics as Intellectual disability. They are different because Learning Disability focuses more on the aspect of academic achievement skills such as in reading, math and writing. Children with Learning disability tends to have delays and difficulties in learning to read, math problems and write. However, they do not have difficulty with their basic skills like dressing, toileting, and etc. Children with Low intellectual Disability alone has low IQ level, but does display any deficits in the adaptive function with its three main domains; conceptual, social and practical skills (Weis. 2014). Children with Intellectual Disability usually seem to have another diagnosis occurring simultaneously and it all depends on their level of Intellectual severity. The comorbid conditions associated with Learning Disability are stereotypies (tics or repetitive movements), self-injurious behaviors (SIBs), depression and anxiety, chromosomal