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Intellectual Assessment and Intellectual Disability

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Handbook of Intellectual and Developmental Disabilities

Part of the book series: Issues on Clinical Child Psychology ((ICCP))

Abstract

Three decades ago, the American Association on Mental Deficiency (AAMD) proposed a definition of intellectual disability (ID) that not only emphasized the academic side of intelligence but also considered two other important factors—adaptive behavior and the time of occurrence of the disabling condition: “Mental Retardation refers to significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period” (Grossman, 1983, p. 1).

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Authors and Affiliations

  1. Department of Psychology, University of Notre Dame, Notre Dame, Indiana, 46556

    John G. Borkowski, Shannon S. Carothers, Kimberly Howard, Julie Schatz & Jaelyn R. Farris

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  1. John G. Borkowski
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  2. Shannon S. Carothers
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  3. Kimberly Howard
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  4. Julie Schatz
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  5. Jaelyn R. Farris
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Editor information

Editors and Affiliations

  1. NYS Office of Mental Retardation and Developmental Disabilities, Albany, New York

    John W. Jacobson

  2. Department of Pediatrics and Psychology, The Ohio State University, Columbus, OH, 43205, USA

    James A. Mulick

  3. Department of Psychology, George Mason University, Fairfax, VA, 22030, USA

    Johannes Rojahn

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Borkowski, J.G., Carothers, S.S., Howard, K., Schatz, J., Farris, J.R. (2007). Intellectual Assessment and Intellectual Disability. In: Jacobson, J.W., Mulick, J.A., Rojahn, J. (eds) Handbook of Intellectual and Developmental Disabilities. Issues on Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/0-387-32931-5_14

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