Intellectual Disability MCQ Quiz in मल्याळम - Objective Question with Answer for Intellectual Disability - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

• Autism spectrum disorder (ASD): A neurodevelopmental condition characterized by social and communication challenges, repetitive behaviors, and a range of abilities, from intellectual disabilities to high-functioning individuals.

Key PointCauses

• Comorbidity: Individuals with autism may also have intellectual disabilities.  This means they may have difficulties with cognitive tasks, such as problem-solving, reasoning, and learning, in addition to the core features of autism.
• Overlap in symptoms: There is an overlap in the symptoms of autism and intellectual disability. Both conditions can lead to challenges in social and communication skills.
• Shared genetic and neurological factors: Research suggests that there may be shared genetic and neurological factors that contribute to the co-occurrence of autism and intellectual disability. Some genetic mutations and developmental abnormalities can lead to both conditions simultaneously.

Hence, Autism spectrum disorder (ASD) and intellectual disability (ID) are two distinct but sometimes co-occurring conditions.

Hint

• Hemophilia: A genetic bleeding disorder where the blood lacks clotting factors, leading to prolonged bleeding, easy bruising, and potentially severe complications.
• Schizophrenia: A severe mental disorder marked by distorted thinking, emotions, and perceptions, often leading to hallucinations, delusions, and impaired social and occupational functioning.
• Bipolar disorder: A mood disorder characterized by extreme mood swings between manic (elevated mood, energy) and depressive (low mood, fatigue) episodes, impacting daily life and functioning.

• Intellectual Developmental Disability (IDD), previously known as mental retardation, is a condition characterized by significant limitations in intellectual functioning and adaptive behavior.
• Individuals with IDD typically have IQ scores below 70 and struggle with conceptual, social, and practical skills needed for daily living.
• IDD can manifest at an early age and may result in difficulties in learning, problem-solving, and independent functioning.

Key Points

1) 70-85: An IQ score in this range is considered to be in the low-average to average range, and it does not indicate intellectual disability. Individuals within this range generally have typical intellectual abilities.

2) 86-100: An IQ score in this range falls within the average range, and it is not indicative of intellectual disability. Most people fall into this range, and they have the cognitive abilities necessary to function well in daily life.

3) 100-115: This range is also within the average range, and it represents typical intellectual abilities. Individuals with IQ scores in this range do not exhibit intellectual disabilities.

4) Below 70: An IQ score below 70 is commonly used as a threshold for diagnosing intellectual disability. Scores in this range suggest significant limitations in intellectual functioning, often accompanied by difficulties in adaptive behavior and daily life skills.

Hence, The IQ range typically associated with intellectual disability is Below 70.

Key Points

During conception when there are 47 chromosomes instead of the normal 46, it leads to Mental Retardation / Intellectual disability

• During conception, if there is an extra chromosome, resulting in a total of 47 chromosomes instead of the normal 46, it can lead to certain genetic disorders, such as Down syndrome.
• Down syndrome is characterized by an extra copy of chromosome 21, leading to intellectual disabilities and developmental delays. It is a common genetic condition associated with mental retardation or intellectual disability.

Locomotor disability is the disability of joints, muscles, and bones that restricts the movement of a person from one place to another. Locomotor disability is majorly the limitation in movements of limbs (arms and legs). The term locomotor is derived from the Latin word 'loco' which means 'from a place and 'motivus' means motion. 

Key Points

•  Leprosy is a type of locomotor disability. 
• Leprosy is an infectious disease caused by bacteria named Mycobacterium Leprae. It causes skin lesions and nerve damage. 
• Leprosy causes bumps, sores, or lumps on the skin and disfigures the skin. 
• Leprosy also affects human nerves, eyes, and ears. Thus generating problems in grasping things due to bumps and lumps and moving from one location to another due to poor vision and hearing power and damage of nerves. 
• It can also cause paralysis of the hands and feet. 

Additional Information

• Acid attack is a criminal offense that leads to damage to the part where acid is thrown. 
• Blindness is loss of vision, though the movement is possible in blindness with certain adaptations. 
• Haemophilia is the impairment in the clotting of blood which results in excessive bleeding. 

Thus it can be concluded that Leprosy is a locomotor disability. 

The Americans with Disabilities Act 1990, Autism is a developmental disability that mainly affects verbal, and non-verbal communication, and social interaction. 

Key Points

• Children with autism are not able to establish relations with their Family members which means they don't like their parents taking them in laps, and kissing among others. 
• Language and Communication Development within such children exist very limited. 
• Change in any form in such sorts of children's daily routine and chores and standard of living, is not acceptable to such children. 
• Child with Autism shows the symptoms of hyper-fidget, aggression, suicidal behavior and low intellectual ability.
• Such children are limited to specific objects such as toys, eatable things, and their raiments and repeat the activities together with that. 

Hence, it can be concluded that Autism is characterized by unusual behavior patterns, impaired communication skills, and poor social interactions.

To confirm any disability and to know about the specific condition and the degree to which the child has been affected, we need to do further detailed assessments. In other words, you need to do a diagnosis. 

Key Points

• The assessment carried out for the purpose of diagnosis is referred to as diagnostic assessment.
• The observation technique is used in the assessment by observing the child's behavior and actions. 
• A variety of checklists are used to measure the degree of severity of the disease and the ability of the person to do a particular task. For example - different activities are listed in various domains used to assess the current level of a child. 
• Intelligence assessments in children with CP lack reliability data, consensus regarding validity data, and population-specific norms.
• Research is required to establish psychometrics for children with CP. For children with higher motor involvement and/or communication and/or visual impairments, multiple options are required to assess intelligence appropriately.

Hence, it can be concluded that observation, ready checklists, and psychological tests are used to take an assessment of a child who is suffering from cerebral palsy.

Cerebral palsy may be defined as a persistent but not unchanging disorder of movement and posture due to a non-progressive disorder of the immature brain and is usually noticed before two years of age.

Key Points

• Surgery might benefit some children with cerebral palsy.
• Surgery is often recommended when the contracture is severe and is causing movement problems.
• Neurosurgery involves surgery on the nerve roots, which control muscle tone. Selective posterior rhizotomy aims to reduce spasticity by severing some of the nerve roots in the spine.
• However, all children may not benefit from surgery and, therefore appropriate medical advice must be sought.

Thus, it is concluded that neurosurgery involves surgery on the nerve roots that control muscle tone.

Additional Information

•  Orthopedic and soft-tissue surgery can help to counter the damaging effects of spasticity on the spine, hips, and legs.

Basic Assessment Scales for Indian Children with Mental Retardation (BASIC-MR) is an assessment to assess the current level of functioning in children with intellectual disabilities. 

Key Points

• BASIC-MR is a test for children between 3 to 18 years. 
• Not only is this test for assessing current behaviour, but it can also be used for planning curricula and training guides for children with mental disabilities. 
• BASIC-MR has two parts: Part A and Part B. 
• Part-A focuses on the current level of skills in the child and part B focuses on the current status of problem behaviour in the child. 
• Part-A includes- motor activities, activities of daily living, language, reading and writing skills, time-money concept, and social behaviour. 
• Problem behaviours include-  temper tantrums, fears, violent, repetitive, self-injurious, rebellious, hyperactive, odd and antisocial behaviours.  

Hence, it can be concluded that Reiteration Conduct, Bizarre Conduct and Anti-Social Behavior come under part B  of BASIC-MR. 

Additional Information

• Functional Assessment Checklist for Programming students (FACP) is a checklist for assessment and programming remediation activities using an activity-based approach for children with intellectual disabilities. 
• Madras Developmental Programming System (MDPS) was developed by P. Jayachandran in 1975 in Chennai. It can be used for children with intellectual disabilities of any age for assessment and subsequently the development of Individualised Education Program. 
• UPANAYAN is a computer-assisted intervention program developed by training people with intellectual disabilities. 

Dyslexia is a reading disorder in which the child has problems in reading and comprehension which is below what is expected of them at their age and grade level, intelligence, and exposure to education. 

Key Points

Dyslexia affects the speed and accuracy of reading and comprehension of text. The problems faced by readers with dyslexia are-

1. Reading very slowly. 
2. Difficulty in understanding and comprehending the text they are reading aloud or silently. 
3. Omitting words while reading. 
4. Reversing words or letters while reading like 'bad' is read 'dad', 'from' is read 'from'. 
5. They face difficulty in breaking down words into letter sounds or syllables and associating them with sounds or phonics. 

Hence, dyslexia involves difficulties in reading that affects the fluency of reading as well as have a larger impact on the child's academic achievement.

Additional Information

Additions and insertions: This occurs when the child adds words to the text while reading. 

Blending: This occurs when the child joins the letter and its associated sound to read the full word. For eg, saying 'pan' as /p/,/a/,/n/

Infancy is a critical period of development for children, and many developmental delays and disorders can be identified in this stage. Intellectual disability is typically diagnosed by assessing a child's intellectual functioning and adaptive behaviour compared to their peers.

Key Points

• This assessment requires a level of cognitive and behavioural functioning that is typically not present in infancy.
• In rare cases, severe intellectual disability may be noticeable in infancy.
• For example, a child who is extremely delayed in reaching developmental milestones, such as rolling over, sitting up, crawling, or walking, may be exhibiting signs of severe intellectual disability.
• Similarly, a child who is unresponsive or lacks social interaction may also be displaying signs of intellectual disability.
• During early childhood, children's intellectual abilities become more apparent, and developmental delays become more noticeable.

Hence, it can be concluded that option 3 is correct.