Question

Counter Argument for this post: Please list refreces.

Adaptive functioning is an important factor when evaluating an individual’s intellectual functioning for an intellectual disability; specifically, adaptive functioning plays a critical role in the diagnosis of intellectual disabilities. In order to be diagnosed with an intellectual disability, an individual must show deficits in intellectual and adaptive functioning (American Psychiatric Association [APA], 2013). Some children are able to adapt very well to their environment despite having lower intelligence (Mash & Wolfe, 2016). These children, despite having lower intelligence, would not be classified as having an intellectual disability. Adaptive functioning has four different categories, which include conceptual skills, social skills, practical skills and occupational skills (Mash & Wolfe, 2016). Each of these adaptive functioning categories is an important consideration when initially diagnosing intellectual disabilities. In order to be diagnosed with an intellectual disability, the individual must have one or more issues in daily life with functioning as it relates to the previously mentioned four categories (APA, 2013).

While these categories of adaptive functioning are important for diagnosis, it can also be important for long-term independence. Some research suggests that early childhood language skills and intelligence may be a strong indication of adult adaptive behavior (Gillespie-Lynch et al., 2012). Long-term influences on adaptive functioning could be the corner stone for the treatment of intellectual disabilities if a consistent relationship can be established between a specific skill or trait and long-term adaptive functioning. The ultimate goal of treatment for most issues is to facilitate long-term success and positive outcomes. With the early detection and intervention in intellectual disability, a treatment plan could be established which focuses on communication skills. These communication skills could lead to better adaptive functioning as adults, thus leading to a greater chance of independence.

Answer 1

Occupational and social skills are primary in determining the level of intellect for a child. Occupational skills would comprise of activities of daily living such as eating, dressing, grooming and other multiple tasks to adapt to their age group and its underlying expectations. This is in line with the developmental framework of viewing a child. However, counter arguments may be suggestive of the fact that earlt childhood years may not necessarily impact the later functioning for an individual since brain changes and alterations are a process that continue throughout the lifespan. Just as age-related changes in brain structure and function are not uniform across the whole brain or across individuals, age-related changes in cognition are not uniform across all cognitive domains or across all older individuals. The basic cognitive functions most affected by age are attention and memory. Attention and memory may also evolve over time and with practice. This may be true especially in cases where the level of stimulation in the environment differs for the child in the early years versus the later years.  Early work in this area focused on establishing brain areas linked to various types of cognitive performance and revealed that normally aging older adults often appear to activate different brain structures than children when performing cognitive tasks. The causes for the same are still under the process of being examined and are a topic of debate.