6-1 Discussion_ PSY 314

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Dec 6, 2023

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Good afternoon, class, Adaptive functioning is the cognitive capacity of an individual to handle daily or common demands, and their ability to manage these demands independently comparatively to individuals of similar age and background. Adaptive functioning comprises the conceptual, social, and practical skills learned or developed by individuals (Mattie et al., 2023). Intellectual functioning is in simplicity the general mental capacity of an individual, such as reasoning, problem-solving, abstract thinking, and comprehension of complex ideas (American Association on Intellectual and Developmental Disabilities, 2023). Intellectual disability has significant limitations on intellectual and adaptive functioning. Intellectual and adaptive functioning has a significant history of being interrelated; however, they have consistently been perceived as individual constructs influenced by development and environment (Mattie et al., 2023). Despite the positive correlations evident in a wide array of research, adaptive functioning is more objective, such as daily living skills, and translatable to daily life while intellectual functioning is more conceptual. The measurement of intellectual functioning adopts IQ tests; therefore, in identifying intellectual disabilities, the interpretations from these measurements focus on the “deviation from the norm” or what the individual is unable to achieve versus what they are able to do (Mattie et al., 2023). Adaptive functioning is measured through informant reports, such as caregivers or teachers. These measurements allow for interpretations across various functional settings to depict what an individual is currently capable of, which allows for a broader interpretation of individual skills rather than a skills snapshot from an IQ test (Mattie et al., 2023). Adaptive functioning tests further demonstrate an individual's capability to perform daily functioning tasks, which is targeted at identifying where an individual succeeds or needs support. As both measurements provide data on various levels and categorizations of functioning, it is important assessors incorporate both intellectual and adaptive functioning when determining intellectual disability in a child. When assessing the capacity for adaptive functioning, it is important to note that the expectations and limitations of adaptive behaviors vary across sociocultural groups. Withstanding, research has found that the interpretations and scorings on data and tests are nearly identical to the level of disability (Reschly et al., 2002). For instance, individuals who have severe intellectual disability have IQ tests and adaptive functioning scores that are nearly identical on the lower spectrums of functioning. As these measurements and assessments determine intellectual disability, they are also indicative of the severity of the disability; therefore, they are important in determining the potential for an individual to function efficiently in adulthood. The relationship between intellectual and adaptive functioning is vital in assessing the current and potential capacity of an individual to function independently. (Reschly et al., 2002).

Thank you for reading! - Rachel M. References: American Association on Intellectual and Developmental Disabilities. (2023, March 13). Intellectual Functioning . AAIDD. https://www.aaidd.org/intellectual- disability/definitionc/intellectual-functioning Mattie, L. J., Loveall, S. J., Channell, M. M., & Rodgers, D. B. (2023). Perspectives on Adaptive Functioning and Intellectual Functioning Measures for Intellectual Disabilities Behavioral Research. Frontiers in Psychology , 14 . https://doi.org/10.3389/fpsyg.2023.1084576 Reschly, D. J., Myers, T. G., & Hartel, C. R. (2002). The Relationship of Intelligence and Adaptive Behavior. In Mental Retardation Determining Eligibility for Social Security Benefits . essay, National Academy Press. Retrieved November 30, 2023, from https://www.ncbi.nlm.nih.gov/books/NBK207535/ .

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