Mental retardation classification

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Editor-In-Chief: C. Michael Gibson, M.S., M.D. [1]; Associate Editor(s)-in-Chief:  Chelsea Mae Nobleza, M.D.[2]

## Overview

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There is no established system for the classification of [disease name].

[Disease name] may be classified according to [classification method] into [number] subtypes/groups: [group1], [group2], [group3], and [group4].

[Disease name] may be classified into [large number > 6] subtypes based on [classification method 1], [classification method 2], and [classification method 3]. [Disease name] may be classified into several subtypes based on [classification method 1], [classification method 2], and [classification method 3].

Based on the duration of symptoms, [disease name] may be classified as either acute or chronic.

If the staging system involves specific and characteristic findings and features: According to the [staging system + reference], there are [number] stages of [malignancy name] based on the [finding1], [finding2], and [finding3]. Each stage is assigned a [letter/number1] and a [letter/number2] that designate the [feature1] and [feature2].

The staging of [malignancy name] is based on the [staging system].

There is no established system for the staging of [malignancy name].

## Classification

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The DSM 5 Classification of Severity for Intellectual disability has veered away from IQ scores and now considers adaptive functioning as the basis for classification.[1] [2]

Classification of Intellectual Disability  Severity Level | Conceptual Skills | Social Skills | Practical Skills

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Mild  | Individuals can grasp simple mathematical operations like multiplication and division, write letters and lists; however, they have difficulty with complex tasks such as planning, strategizing, and abstract thinking. | They have difficulty interpreting social cues, and there is risk for manipulation. | They can do essential self-care and home activities as well as job applications but may require some support in banking, transportation and even raising a family.
Moderate  | Academic skill development is markedly slowed compared to peers and adults attain elementary level of knowledge. They can do basic skills like copy address and basic reading. | There is a considerable gap in social skills compared to peers. They need constant support to succeed in communications in the work setting. | There is some independence in self-care and house chores with constant reinforcement.
Severe  | Language, arithmetic, the concept of time, and money are markedly limited, and they need constant support in life. | Speech is characterized by simple phrases and words. | Constant support in all  ADL is needed as they may also have motor comorbidities.
Profound  | Very limited communication skills but may acquire visuospatial skills such as matching and sorting. | The individual communicates through non-verbal means and there may also be co-morbid motor and sensory impairments. | Require daily supervision across a lifetime.

## References

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1. ↑ Patel, Dilip R.; Apple, Roger; Kanungo, Shibani; Akkal, Ashley (2018). "Intellectual disability: definitions, evaluation and principles of treatment". Pediatric Medicine. 1: 11–11. doi:10.21037/pm.2018.12.02. ISSN 2617-5428.
2. ↑ "Neurodevelopmental Disorders". 2013. doi:10.1176/appi.books.9780890425596.dsm01.

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