Persons with intellectual disability (ID) are said to have behavioral problems in the form of stereotypes, aggression, and violence that might lead to injury to self, to others, or destruction of property, etc.
Individuals with intellectual disorders often have challenging behaviors including aggression, disruptive and socially inappropriate behaviors, self‐injury and withdrawal behaviors.
Intellectual disability involves slow intellectual development with subaverage intellectual functioning, immature behavior, and limited self-care skills that in combination are severe enough to require some level of support.
Other behavior problems that can mask a learning disability include impulsivity, inattention, not following directions, mood swings, disorganization, temper tantrums, and defiance.
The most common disruptive behaviour disorders include oppositional defiant disorder (ODD), conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD). These three behavioural disorders share some common symptoms, so diagnosis can be difficult and time consuming.
Intellectual behaviour is a relation between thoughts, learning and knowledge. This paper focus on Students' feedback which is crucial for an institution to evaluate intellectual behavior of student.
Intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills.
Intellectual disability is often associated with a delay in emotional development [9]. Delayed social–emotional development and associated neglect of basic emotional and support needs result in stress and consequently possibly challenging behavior [7].
We also know it's not a type of mental illness, like depression. There are no cures for intellectual disability. However, children with intellectual disabilities can learn to do many things. They may just need take more time or learn differently than other children.
Mild intellectual disability involves deficits in theoretical thinking/learning. This means that the person perceives their surroundings in a more concrete manner, making it harder to interpret and deal with e.g. abstract words, symbols and descriptions.
Currently, a diagnosis of intellectual disability is based on three domains: conceptual, social, and practical. The conceptual domain can be comprised of an IQ score, but other factors such as learning and academic achievement, language skills, as well as basic problem-solving abilities are emphasized.
Approximate IQ range of 20 to 34 (in adults, mental age from 3 to under 6 years). Likely to result in continuous need of support. IQ under 20 (in adults, mental age below 3 years). Results in severe limitation in self-care, continence, communication and mobility.
There are three major criteria for intellectual disability: significant limitations in intellectual functioning, significant limitations in adaptive behavior, and onset before the age of 18.
Classification of intellectual disability
The terms mild, moderate, severe and profound may be used to describe the severity of a person's intellectual disability.
Let us go back to the four core features of behaviour that characterise intelligence, namely generality, flexibility, goal-directedness and adaptivity.
Listening with understanding and empathy. Creating, imagining, innovating. Thinking flexibly. Responding with wonderment and awe.
Intellectual Skills Examples
Ability to portray good communication skills when communicating with others in the workplace. Conflict resolution for any disagreements and dissatisfactions. Active listening and good turn-taking skills. Having empathy.
Dominance (or “D-Type”) Influence (or “i-Type”) Steadiness (or “S-Type”) Conscientiousness (or “C-Type”)
The most common types of disruptive behavior disorder are oppositional defiant disorder (ODD) and conduct disorder.