Heterogeneity of Cognitive Profiles in Children and Adolescents with Mild Intellectual Disability (MID)

Urszula Sajewicz-Radtke, Paweł Jurek, Michał Olech, Ariadna B. Łada-Maśko, Anna M. Jankowska and Bartosz M. Radtke
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Urszula Sajewicz-Radtke: Laboratory of Psychological and Pedagogical Tests, Czarnieckiego 5A, 80-239 Gdańsk, Poland
Paweł Jurek: Institute of Psychology, University of Gdansk, Bażyńskiego 4, 80-952 Gdańsk, Poland
Michał Olech: Institute of Psychology, University of Gdansk, Bażyńskiego 4, 80-952 Gdańsk, Poland
Ariadna B. Łada-Maśko: Institute of Psychology, University of Gdansk, Bażyńskiego 4, 80-952 Gdańsk, Poland
Anna M. Jankowska: Institute of Psychology, University of Gdansk, Bażyńskiego 4, 80-952 Gdańsk, Poland
Bartosz M. Radtke: Laboratory of Psychological and Pedagogical Tests, Czarnieckiego 5A, 80-239 Gdańsk, Poland

IJERPH, 2022, vol. 19, issue 12, 1-12

Abstract: Mild Intellectual Disability (MID) is a neurodevelopmental disorder that begins in childhood and is characterized by limitations in intellectual functioning (IQ = 55–69) and adaptive behavior that manifests in everyday living. In addition to these specific criteria, clinical practice shows that the population of children with MID has heterogeneous deficits in cognitive functioning. Thus, the aim of this study was to identify groups of homogenous cognitive profiles within a heterogeneous population of students with MID. The cognitive profiles of 16,411 participants with Mild Intellectual Disability were assessed based on their performance on the Stanford–Binet Intelligence Scales–Fifth Edition. Prior to the assessment, participants were divided into three age groups corresponding to the levels of the Polish education system: (1) 7;00–9;11, (2) 10;00–14;11, and (3) 15;00–18;11 years old. Using cluster analysis, we identified three distinct cognitive profiles (clusters) in each age group. These clusters differed from each other within and between each age group. Distinguishing cognitive profiles among children and adolescents with MID is important both in the context of diagnosis as well as the development of research-based interventions for these students.

Keywords: Mild Intellectual Disability (MID); intelligence; psychological diagnosis; children; adolescents; cognitive functioning; Stanford-Binet 5 (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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