To ID or Not to ID? Changes in classification rates of intellectual disability using DSM-5

Aimilia Papazoglou, Lisa A. Jacobson, Marie McCabe, Walter Kaufmann, T. Andrew Zabel

    Research output: Contribution to journalArticlepeer-review

    11 Scopus citations


    The Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-5) diagnostic criteria for intellectual disability (ID) include a change to the definition of adaptive impairment. New criteria require impairment in one adaptive domain rather than two or more skill areas. The authors examined the diagnostic implications of using a popular adaptive skill inventory, the Adaptive Behavior Assessment System-Second Edition, with 884 clinically referred children (ages 6-16). One hundred sixty-six children met DSM-IV-TR criteria for ID; significantly fewer (n=151, p=.001) met ID criteria under DSM-5 (9% decrease). Implementation of DSM-5 criteria for ID may substantively change the rate of ID diagnosis. These findings highlight the need for a combination of psychometric assessment and clinical judgment when implementing the adaptive deficits component of the DSM-5 criteria for ID diagnosis.

    Original languageEnglish (US)
    Pages (from-to)165-174
    Number of pages10
    JournalIntellectual and Developmental Disabilities
    Issue number3
    StatePublished - 2014


    • Adaptive functioning
    • DSM-IV
    • Intellectual disability
    • Mental retardation
    • Prevalence

    ASJC Scopus subject areas

    • Pediatrics, Perinatology, and Child Health
    • Education
    • Developmental and Educational Psychology
    • Community and Home Care
    • Psychiatry and Mental health


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