Disorder of intellectual development, profound (Q40854): Difference between revisions
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Um transtorno profundo do desenvolvimento intelectual é uma condição que se origina durante o período do desenvolvimento, caracterizada por funcionamento intelectual e comportamento adaptativo significativamente abaixo da média, aproximadamente quatro ou mais desvios padrões abaixo da média (menos do que aproximadamente o percentil 0,003), baseado em testes adequadamente normatizados, padronizados, administrados individualmente ou em indicadores comportamentais semelhantes, quando testagem padronizada não está disponível. As pessoas afetadas apresentam habilidades de comunicação muito limitadas, e a capacidade de aquisição de habilidades acadêmicas se restringe a habilidades básicas concretas. Elas também podem ter deficiências motoras ou sensoriais coexistentes, e tipicamente necessitam de suporte diário em um ambiente supervisionado para cuidados adequados. Transtornos do desenvolvimento intelectual grave e profundo são diferenciados apenas com base em diferenças no comportamento adaptativo, porque os testes de inteligência padronizados existentes não conseguem distinguir de forma confiável ou válida, entre indivíduos com o funcionamento intelectual abaixo do percentil 0,003. | |||
| description / en | description / en | ||
A profound disorder of intellectual development is a condition originating during the developmental period characterised by significantly below average intellectual functioning and adaptive behaviour that are approximately four or more standard deviations below the mean (approximately less than the 0.003rd percentile), based on individually administered appropriately normed, standardized tests or by comparable behavioural indicators when standardized testing is unavailable. Affected persons possess very limited communication abilities and capacity for acquisition of academic skills is restricted to basic concrete skills. They may also have co-occurring motor and sensory impairments and typically require daily support in a supervised environment for adequate care. Severe and profound disorders of intellectual development are differentiated exclusively on the basis of adaptive behaviour differences because existing standardized tests of intelligence cannot reliably or validly distinguish among individuals with intellectual functioning below the 0.003rd percentile. | |||
Revision as of 06:51, 13 August 2026
A profound disorder of intellectual development is a condition originating during the developmental period characterised by significantly below average intellectual functioning and adaptive behaviour that are approximately four or more standard deviations below the mean (approximately less than the 0.003rd percentile), based on individually administered appropriately normed, standardized tests or by comparable behavioural indicators when standardized testing is unavailable. Affected persons possess very limited communication abilities and capacity for acquisition of academic skills is restricted to basic concrete skills. They may also have co-occurring motor and sensory impairments and typically require daily support in a supervised environment for adequate care. Severe and profound disorders of intellectual development are differentiated exclusively on the basis of adaptive behaviour differences because existing standardized tests of intelligence cannot reliably or validly distinguish among individuals with intellectual functioning below the 0.003rd percentile.
| Language | Label | Description | Also known as |
|---|---|---|---|
| default for all languages | 6A00.3 |
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| English | Disorder of intellectual development, profound |
A profound disorder of intellectual development is a condition originating during the developmental period characterised by significantly below average intellectual functioning and adaptive behaviour that are approximately four or more standard deviations below the mean (approximately less than the 0.003rd percentile), based on individually administered appropriately normed, standardized tests or by comparable behavioural indicators when standardized testing is unavailable. Affected persons possess very limited communication abilities and capacity for acquisition of academic skills is restricted to basic concrete skills. They may also have co-occurring motor and sensory impairments and typically require daily support in a supervised environment for adequate care. Severe and profound disorders of intellectual development are differentiated exclusively on the basis of adaptive behaviour differences because existing standardized tests of intelligence cannot reliably or validly distinguish among individuals with intellectual functioning below the 0.003rd percentile. |
