Abstract
The identification of mild Intellectual Disability (ID) usually occurs late when the demands intrinsic to literacy reveal the typical signs to the educators. The study had two phases. The first phase aimed at developing a computation system (framework), named DIagnosys, an instrument designed to help educators identify students with characteristics compatible with ID, and to describe the operational, tactical, and strategic levels. The second phase verified the framework predictive sensitivity, using an artificial intelligence algorithm. For that purpose, the framework was applied in 51 teachers and their 1,758 students of 2nd and 4th grade, and their respective parents. We collected data using a checklist of signs compatible with ID, the Brief Problem Monitor (teacher and parent versions), the Wechsler Abbreviated Scale of Intelligence, and medical evaluation. The statistical analysis using a Confusion Matrix showed an accuracy of 82 and 95% for teacher and parent checklists, respectively. The decision-making model showed high indexes of sensitivity, providing evidence that teachers can be protagonists of the teaching-learning process mobilizing the parents to use the health care services.
Highlights
Intellectual disability (ID) is characterized by deficits in intellectual functions such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning and learning from experience, as well as deficits in adaptive functions that hinder a variety of skills required to acquire personal independence and social responsibility in the various contexts in which a person lives (American Psychiatric Association—APA, 2013)
Items 4, 11 and 12 were checklist characteristics that showed a high probability of intellectual quotient (IQ) total score Wechsler abbreviated scale of intelligence (WASI)
These items describe, respectively, difficulty in abstract thinking, concrete and immature communication for their age, and difficulty in emotional regulation in relationships with other children through the expression of emotions and feelings—difficulties described as being in the social area according to the DSM-5 (American Psychiatric Association—APA, 2013)
Summary
Intellectual disability (ID) is characterized by deficits in intellectual functions such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning and learning from experience, as well as deficits in adaptive functions that hinder a variety of skills required to acquire personal independence and social responsibility in the various contexts in which a person lives (American Psychiatric Association—APA, 2013). It has a general prevalence in the population of approximately 1%, with variations according to age. Deficits in adaptive functioning are characterized by limitations in the performance of daily activities, difficulties in responding to environmental changes, as well as by their effects on social participation and independence in different contexts, such as at home, at school, at work and in the community (American Psychiatric Association—APA, 2013; Oakland et al, 2013)
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