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What is the "proper" name for Mental Retardation?
There are a number of different terms used to describe individuals with cognitive problems. These terms sometimes reflect different etiologies (or causes) and other times terms are changed due to political will or the noble desire to reduce their stigmatizing impact. Some of the terms for cognitive difficulties used in recent years include mental retardation, intellectual disabilities, intellectual disability, cognitive disability, developmental delay, developmental handicap, learning disabilities, borderline intellectual functioning, developmental delay (also pervasive developmental disorder or autistic spectrum disorders also sometimes include intellectual concerns), cognitive disorders, dementia, neurodevelopmental disorders and neurocognitive disorders. Difficulties related to acquired cognitive difficulties will be addressed on another site, with that article to be linked to here.
There is much debate about the terms mild, moderate and profound "Mental Retardation," and many government agencies have already been moving to stop using the term. While the Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR Fourth Edition (Text Revision)
This is in keeping with The American Association of Intellectual and Developmental Disabilities which was formerly known as the American Association of Mental Retardation.
The field has been moving away from "MR" for some time, and will continue to move towards different terms such as intellectual disability. Check back in the future for more references, resources and commentary. An article on adaptive behaviors and the less than specific cut off in cognitive abilities and functioning (functional abilities) between mild MR (intellectual disability) and borderline intellectual functioning will be posted soon.
Additional Information on Intellectual Disability (formerly Mental Retardation)
Check out the CDC's intellectual disability information page for facts about intellectual disability.US Department of Education's page on the IDEA: Individuals with Disabilities Education Act which is involved in regards to school accomodations issues and terms like: IEP (Individual Education Plan), MFE (Multifactored evaluation), ETR (evaluation team report), OHI (other health impairment) SLD (specific learning disability), etc.
Functional Capacity (abilities) in Mild Intellectual Disability versus Borderline Intelligence
While Borderline Intellectual Functioning (BIF) and Mild Mental Retardation (Mild MR aka Mild Intellectual Disability) are viewed as discrete, separate categories or diagnoses under DSM-IV and DSM-IV-TR, one should be careful when differentiating BIF from Mild MR as IQ scores are only one factor in the decision. The individual's overall IQ score can be misleading as they may have strengths or weaknesses, or there may have been measurement error on the test administration (such as getting questions correct by chance). An individual's Adaptive behaviors and functioning is of great importance when making this determination, as an IQ of 70 is not necessarily a reliable cut off or threshold. One person with a Mild MR IQ of 69 may potentially function better overall than someone with a borderline range IQ of 71. An assessment of adaptive behaviors is crucial to the diagnostic process. While a clinical interview with the individual and a collateral contact (3rd party) who knows them well can help understand adaptive functioning, there are also standardized measures of adaptive behaviors such as the Vineland Adaptive Behavior Scales, second edition (VABS-II). The VABS-II measures reports in functional domains such as Communication, Daily Living Skills, Socialization, Motor Skills, and also has an optional maladaptive behavior index. The Adaptive Behaviors Assessment System, 2nd edition (ABAS-II) is also a good measure from Pearson. There are others currently available and under development. For example, the AAIDD is promoting a new Diagnostic Adaptive Behavior Scale (DABS). The results of these measures relie heavily on how well the respondent knows the individual and their style of answering the questions, therefore having multiple sources of data (such as another individual like a teacher as well as the observations of a professional) can be beneficial.
For some interesting reading on the concept of general intelligence (g) or (IQ) and psychological / educational assessment- compare these two books:
| Bell Curve: Intelligence and Class Structure in American Life (A Free Press Paperbacks Book)  |
The Mismeasure of Man 
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