Journal of Forensic Psychology

Diagnosis and Treatment of Intellectual Development Disorder

Yaniv Shosani^* Department of Psychology, Interdisciplinary Center (IDC) Herzliya, Herzliya, Israel
^*Correspondence: Yaniv Shosani, Department of Psychology, Interdisciplinary Center (IDC) Herzliya, Herzliya, Israel, Email:

Received: 02-Aug-2022, Manuscript No. JFPY-22-17933; Editor assigned: 05-Aug-2022, Pre QC No. JFPY-22-17933(PQ); Reviewed: 22-Aug-2022, QC No. JFPY-22-17933; Revised: 29-Aug-2022, Manuscript No. JFPY-22-17933(R); Published: 05-Sep-2022, DOI: 10.35248/2475-319X.22.7.241

Description

An issue with intellectual tasks is caused by intellectual development disorder, a neuro-developmental condition. Learning, speaking, rational thought, making decisions, and planning are all difficult for kids with intellectual development disorders. They frequently struggle in school and may also experience issues with peers and routine daily activities like taking a shower or getting dressed. Although they may appear to be acting out, the issue is that they lack understanding of appropriate behaviour.

Intellectual development disorder is a relatively new diagnosis.

A particular combination of symptoms and indicators that collectively describe a condition. The diagnostic standards used for psychiatric diseases are taken from the Diagnostic and Statistical Manual (DSM).

Previously, these same symptoms were called “mental retardation.”

Intellectual impairment has many distinct causes. It may be linked to a genetic abnormality like Fragile X syndrome or Down syndrome. It may appear after contracting an illness like meningitis, whooping cough, or measles; as a result of childhood head trauma; or as a result of exposure to poisons like lead or mercury. Brain abnormalities, maternal illnesses, and environmental variables are additional potential causes of intellectual impairment (alcohol, drugs or other toxins). Infection during pregnancy, difficulties giving birth, like not obtaining enough oxygen, and a range of labour and deliveryrelated events can also contribute.

It takes a lifetime to develop an intellectual handicap. However, continued and early intervention may enhance functioning and allow the person to flourish for the rest of their lives. The lives of people with intellectual disabilities are commonly made more complex by underlying medical or genetic disorders as well as cooccurring diseases.

After receiving a diagnosis, assistance for those with intellectual disabilities looks at the person's capabilities, needs, and the supports required for him or her to operate at home, in school or at work, and in the community.

The community can be fully embraced with the help of services for people with intellectual disabilities and their families. Numerous kinds of assistance and services are available, such as:

• Early intervention

• Special education.

• Family support (for example, respite care support groups for families).

• Transition services from childhood to adulthood.

• Vocational programs.

• Day programs for adults.

• Housing and residential options.

• Case management.

Early intervention programmes are mandated by federal law (Individuals with Difficulties Education Act, IDEA, 1990) to help identify and assist newborns and toddlers who have disabilities. Additionally, every qualifying child with a disability, including an intellectual disability, must have access to special education and related services free of charge under federal law.

Additionally, supports may come from a physician team, a service system, a family, friends, coworkers, community members, or school. One type of help that can be offered through a service system is job coaching. People with intellectual disabilities can play effective, useful roles in society with the right support.

Conclusion

When it comes to receiving services and rights protection, such as special education services and home and community services, a diagnosis is frequently used to evaluate eligibility. The American Association of Intellectual and Developmental Disabilities (AAIDD) emphasises that the primary goal of evaluating people with intellectual disabilities is to determine and implement the supports and services that will enable them to flourish in the community for the rest of their life.