5 differences between Intellectual Disability and Autism

These two phenomena may overlap, but they are linked to different mental abilities.

Within the category of Neurodevelopmental Disorders suggested by the DSM-V (Diagnostic and Statistical Manual of Mental Disorders-Fifth Version), we find two subcategories that are especially popular and sometimes confusing: Intellectual Disability (ID) and Autism Spectrum Disorder (ASD)..

While belonging to the same category, ADD and ID share some characteristics. For example, their origin is early childhood and they present limitations in specific or global areas of adaptive behavior. That is, in both cases, the person with the diagnosis has difficulties to develop in the personal, social, academic and occupational areas as expected for his or her chronological age. However, both their diagnosis and intervention have some important differences.

In this article we will review the differences between Intellectual Disability and autism (or rather, the Autism Spectrum Disorder (or, rather, the construct of Autism Spectrum Disorders).

5 Differences Between ADD and Intellectual Disability

Intellectual Disability and ASD often coexist, that is, after the corresponding evaluations are done, both can be diagnosed at the same time. both can be diagnosed at the same time (in this case we speak of a comorbidity between ADD and ID). In other words, it is very common that people with ASD also present some manifestations of Intellectual Disability, and vice versa.

However, both are experiences that differ in some issues, which is necessary to know in order to access a timely intervention.

1. Intellectual Abilities vs. Social Communication

Intellectual Disability manifests itself in tasks such as reasoning tasks such as reasoning, problem solving, planning, abstract thinking, decision making, academic learning, or learning by experience.decision making, academic learning or learning by experience. All of these are observed on a day-to-day basis, but can also be assessed by standardized scales.

In the case of Autism Spectrum Disorder, the main diagnostic criterion is not the intellectual area, but the is not the intellectual area, but the area of social communication and interaction.This is manifested as follows: poor social-emotional reciprocity; unwillingness to share interests, emotions or affections; the presence of a qualitative alteration of communication (e.g., lack of verbal or nonverbal communication, or language stereotypies); and a difficulty in adapting behavior to the norms of different contexts.

2. Adaptive behavior

In the case of Intellectual Disability, it is notorious the difficulty to reach the level of personal independence expected according to the chronological age. That is, without the necessary supports, the person has some difficulties to participate in daily life tasks, for example at school, at work and in the community.

This does not occur because of a lack of interest, but rather because the person with ID may need constant repetition of social codes and norms in order to acquire them and act in accordance with them. in order to acquire them and act in accordance with them.

On the other hand, the adaptive behavior of ASD is manifested through the following little interest in sharing imaginative play or a low willingness to engage in imitative play.. It is also reflected in a low interest in making friends (due to a low intention to interact with peers).

This lack of interest stems from the fact that many of the things in their immediate environment can cause them high levels of stress and anxiety. can cause them high levels of stress and anxiety, which they alleviate through restrictive, repetitive or stereotypedThey alleviate this through restrictive, repetitive or stereotyped patterns or interests and activities.

3. Rule-following.

Related to the above, following social norms in ASD may be hindered by the presence of restricted interestsThese can range from simple motor stereotypies to an insistence on keeping things the same, i.e., an inflexibility toward changing routines. Children with ASD often feel conflicted when their routines are modified.

On the other hand, in Intellectual Disability, following instructions or rules may be hindered by the way logical processing, planning or experiential learning works (e.g., there may be significant difficulty in recognizing at-risk behaviors or situations without the necessary supports).

4. Sensory experience

Also important in the diagnosis of ASD is the presence of hyporereactivity. the presence of sensory hyporereactivity or hyperreactivity.. For example, there may be negative responses to some sounds or textures, or behaviors of excessive fascination with smelling or touching objects, or observing with great attention and fixation objects with lights or repetitive movements.

In the case of Intellectual Disability, the sensory experience does not necessarily present itself in an exacerbated manner, since it is the intellectual experience that manifests itself more strongly.

5. The Evaluation

To diagnose Intellectual Disability, previously, quantitative scales measuring IQ were used to diagnose Intellectual Disability.. However, the application of these tests as diagnostic criteria is discarded by the DSM itself.

Currently it is recommended to assess intellectual abilities by means of tests that can provide a broad view of how they function, for example, memory and attention, visuospatial perception or logical reasoning; all this in relation to adaptive functioning, so that the ultimate goal of the assessment is to determine the need for supports (which according to the DSM, can be a mild, moderate, severe or profound need).

When the child is too young to assess through standardized scales, but his or her functioning is markedly different from what is expected for his or her age, clinical assessments are conducted and a diagnosis of Global Developmental Delay may be determined (if before age 5). (if before the age of 5 years).

In the case of ASD, diagnosis occurs primarily through observation and the clinical judgment of the professional. To standardize this, several diagnostic tests have been developed that require specific professional training and can be started as soon as the child is 2 years old.

They are currently very popular, for example, the Autism Diagnostic Interview-Revised (ADI-R), for example, are currently very popular. (ADI-R) or the Autism Diagnostic Observation Scale (ADOS).

Bibliographic references:

• Center for Documentation of Studies and Oppositions (2013). DSM-5: What's New and Diagnostic Criteria. Retrieved May 07, 2018. Available at http://www.codajic.org/sites/www.codajic.org/files/DSM%205%20%20Novedades%20y%20Criterios%20Diagnósticos.pdf.
• Martínez, B. and Rico, D. (2014). Neurodevelopmental disorders in the DSM-5. Jornadas AVAP. Retrieved May 07, 2018. Available at http://www.avap-cv.com/images/actividades/2014_jornadas/DSM-5_Final_2.pdf.
• WPS. (2017). (ADOS) Autism Diagnostic Observation Schedule. Retrieved 07 May 2018. Available at https://www.wpspublish.com/store/p/2647/ados-autism-diagnostic-observation-schedule.