How to diagnose borderline intellectual functioning?

Most children with this issue find it difficult to cope with their studies at school. Most of them are “slow learners”. The majority of them even fail to pass out from high school. As a result, their social status remains low.

Borderline intellectual functioning children suffer from learning disabilities. These disabilities are, however, not limited to any specific domain, such as reading or writing. They also have a problem with attention and fine motor abilities.

It can affect a child’s learning capability. Therefore, those students must be given supplementary aids in the classroom.

It refers to the level of intellectual cognition in people. It is unlike any psychiatric/psychological disorder. The problem with people having BIF is that their intellectual disability does not get diagnosed but their intelligence quotient or IQ is low.

BIF people experience a lot of physical and psychiatric problems. Having this issue after high school makes it difficult to achieve success in life, leading to potential poverty. They find it difficult to exercise independent judgment, and as a result, struggle in workplaces. They face many challenges and receive few job opportunities. Consequently, they suffer from anxiety, depression, and low self-esteem.

Recent studies have made changes to the definition of BIF. Borderline intellectual functioning DSM 5 code says that the IQ bracket of 70-85 has been removed as an intellect marker.

If anything occurs that interrupts a person’s normal brain development it might lead to this problem. It can be caused at any time before you attain the age of eighteen because of injury, any disease, or abnormality of the brain. It may be caused by genetic liability, biological factors, socioeconomic status, and maternal stress.

The borderline intellectual functioning symptoms or signs are as follows:

It is diagnosed through problems in the intellectual and adaptive functioning of people. It is assessed through an exam by a doctor and also through standardized testing.

Full-scale IQ testing is no longer required for diagnosing borderline intellectual functioning. An IQ score of 70-75 indicates borderline intellectual functioning but the score has to be interpreted in context with the person’s general mental abilities. In most cases, the scores differ. As a result, a full-scale IQ score may not give perfect results.

Adaptive functioning is tested through standardized measures with three areas under consideration:

Borderline intellectual functioning is a lifelong condition but timely intervention can improve functioning and help a person to thrive. Once you are diagnosed with this issue, the person’s strengths and weaknesses will be evaluated. With timely support, people with intellectual disabilities can be fully included in the community.

The strategies adopted to help people with borderline intellectual functioning are:

Special education and related services should be free for every eligible child with this issue.  Moreover, people with this problem should get support from friends, family, community members, and co-workers. Employers can provide job coaching. With proper support and strategies, people with this problem can become successful with productive societal roles.

Various therapies can improve this problem. Some of them have been discussed below

Difficulty managing emotions and aggression, with moods swings and low frustration tolerance. Naiveté, gullibility, or poor common sense. Social inappropriateness. Poor ability to concentrate and slow response time.

Although as much as 13.6% of the population may qualify as having borderline intellectual functioning, the condition has a low recognition rate. People with BIF may try to mask cognitive challenges with an appearance of normalcy, and in any event may not qualify for public services without a diagnosis of ID. As a result, people with BIF are an under-recognized and vulnerable group that faces increased obstacles and risks.

Persons with BIF frequently struggle to succeed in school as children and maintain employment as adults. Adults may struggle in workplaces where they receive no accommodations for challenges in concentrating, following complex instructions, multitasking, and exercising independent judgment. Individuals with BIF are more likely to succeed when supported and given concrete, predictable tasks.

Because individuals with borderline intellectual functioning face many challenges yet also receive little recognition and few services, many experience depression, anxiety, and low self-esteem. Persons with BIF may receive ADHD or learning disorder diagnoses in partial recognition of their symptoms, yet these diagnoses do not fully capture the impact of borderline intellectual functioning in many realms of life.

Some research has demonstrated correlations between low IQ levels and crime; however, any related conclusions are complicated and limited by the many sociological factors that contribute to why individuals commit crime. Criminal justice advocates have argued that cognitive impairment should be a significant mitigating factor in conviction and sentencing decisions, as persons with reduced intellectual functioning may have reduced understanding of and culpability for their actions in certain circumstances. Furthermore, persons with BIF have been shown to be  vulnerable to exploitation in criminal proceedings, possibly manifesting in outcomes such as in false confessions or unwise plea agreements.

Several changes were made to the definition of Borderline Intellectual Functioning in the DSM-5, the most significant of which was the removal of the specific IQ bracket from 71-84. There is now no specific IQ range attached to the condition: BIF is defined as when an individual’s reduced intellectual functioning is the focus of clinical attention or has an impact on the individual’s treatment or prognosis.

Modern research and treatment programs have revealed the importance of early intervention in improving outcomes for children experiencing BIF. However, children with BIF are less likely to be identified at a young age than those diagnosed with an intellectual disability, and these individuals’ struggles may be attributed to lack of motivation or effort. These children’s difficulties may become more apparent in a school setting, but many individuals with BIF may still not receive critical interventions if they are not diagnosed with an intellectual disability.

The connection between lead poisoning in children and low intellectual functioning has been the subject of recent research. Throughout the twentieth century, many American children, especially those of low socioeconomic status, were frequently exposed to lead, with many experiencing poisoning and reduced intellectual functioning as a result. The epidemic proportions of this problem were not well understood until the late 1960s and 1970s. Although the law and housing conditions have since improved, many older persons experienced harmful lead exposure, and the problem persists in American communities with high rates of poverty and environmental pollution potentially leading to decreased intellectual functioning.