{"formatVersion":"1.1","id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/library/intellectual-disability-severity-codes","path":"/library/intellectual-disability-severity-codes","url":"https://mentalhealth-v2.workspace-454808.chatgpt.site/library/intellectual-disability-severity-codes","title":"Classification of Intellectual Disability by Severity","family":"Library detail","description":"Discover how severity codes in intellectual disability help classify functional needs and guide appropriate interventions and support.","language":"en-US","access":{"audience":"custom-shared-preview","indexable":true},"provenance":{"sourceUrl":"https://www.mentalhealth.com/library/intellectual-disability-severity-codes","wordpressId":"5066","contentCompleteness":"complete","dateScope":"original-source"},"authors":[{"@type":"Person","@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/people/erin-george#person","name":"Erin L. George","url":"https://mentalhealth-v2.workspace-454808.chatgpt.site/people/erin-george"}],"reviewer":{"@type":"Person","@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/people/brittany-ferri#person","name":"Brittany Ferri, Ph.D.","url":"https://mentalhealth-v2.workspace-454808.chatgpt.site/people/brittany-ferri"},"dates":{"datePublished":"2025-05-31T15:48:50Z","dateModified":"2026-05-13T15:00:17Z","lastReviewed":"2025-05-31"},"content":{"html":"

Classification of Intellectual Disability by Severity

Written by \"\"Erin L. GeorgeMedically reviewed by \"\"Brittany Ferri, Ph.D.

Published on · Updated on

Intellectual disability severity codes in the DSM-5 categorize support needs across conceptual, social, and practical domains, guiding interventions for clinicians, caregivers, and policymakers. This framework helps tailor services to individuals’ needs while addressing societal implications of support structures. Understanding how this coding system works is key to diagnosing and treating intellectual disabilities.

\"A

Key takeaways

  • Intellectual disability severity is assessed through conceptual, social, and practical functioning alongside intellectual abilities.
  • Mild, moderate, severe, and profound categories help describe differing levels of support needs.
  • Individualized assessment remains essential because severity labels can oversimplify a person’s strengths and changing circumstances.

What is Intellectual Disability?

Intellectual disability (ID) is a developmental disability characterized by below–average intellectual functioning. Key symptoms include delayed development, learning difficulties, and difficulty socializing, and the condition can result in an inability to provide for one’s own basic needs, such as food, shelter, and clothing.

Individuals with intellectual disability experience deficits in adaptive behavior from the onset of developmental processes, which continue throughout their lifespan. However, the symptoms of intellectual impairment must have developed before age 18 to be characteristic of ID.

Intellectual functioning is typically assessed using standardized IQ tests alongside evaluations of adaptive skills—practical, social, and conceptual abilities essential for everyday life [1]. Unlike a disease or mental illness, intellectual disability (ID) is a developmental condition that varies in severity and the level of support required. 

About 1% of the population is affected by ID, with most cases classified as mild. The condition can result from various causes, including genetic factors such as Down syndrome or Fragile X syndrome, as well as environmental influences like prenatal toxin exposure or complications during birth [2].

The DSM-5 Approach to Severity Coding of Intellectual Disability

The DSM-5 offers a widely adopted framework for diagnosing mental and developmental disorders. One key update is its emphasis on adaptive functioning, which goes beyond IQ scores to assess the severity of intellectual disability. This shift recognizes that intelligence tests alone cannot fully capture individuals' real-world challenges. By focusing on how a person functions in daily life, socially, practically, and conceptually, the DSM-5 provides a more comprehensive and meaningful evaluation of intellectual disability.

The DSM-5 categorizes intellectual disability into four severity levels:

    \n
  • Mild
    • \n
  • Moderate
    • \n
  • Severe
    • \n
  • Profound
    • \n

Each level is defined by impairments across three domains:

    \n
  1. Conceptual Domain: Pertains to learning skills, problem-solving skills, memory, and academic performance.
    2. \n
  2. Social Domain: Maintenance of good interpersonal skills, communication, relational skills, etc.
    3. \n
  3. Practical Domain: It is also referred to as self-care, money management, job responsibility, or the ability to complete other daily living activities [3].
    4. \n

When approached multidimensionally, a clearer view of an individual’s strengths and needs is gained, which leads to more effective interventions.

Mild Intellectual Disability

Most cases of ID are mild intellectual disability. People with mild ID often learn social and practical skills more slowly than their peers.

    \n
  • Characteristics: Some with mild ID may have problems with abstract thinking, planning, and academic learning. However, they usually learn to read, write, and do simple arithmetic. Socially, they may be poor at nuanced interactions but can have friendships and socialise.
    • \n
  • Capabilities: People with mild ID can become very independent with proper support. Most have done jobs in structured environments, and they can live independently and handle their daily routines.
    • \n
  • Support needs: If working with finances, academia, or social etiquette is too complicated, assistance may be needed. Both work and social settings can be better managed by those with mild ID when their education and training have been customized to their needs [4].
    • \n

Moderate Intellectual Disability

People with moderate intellectual disability can learn practical skills to make them more independent, but they usually require ongoing support.

    \n
  • Characteristics: Sensory processing is slowed, from emotional responses to the world around them to sound localization. Although they may be poor at reading and math, they can be taught to communicate and to attain concrete goals.
    • \n
  • Capabilities: With targeted teaching, those with moderate ID can complete basic self-care and housework tasks, such as cooking simple food or managing hygiene. Their work is limited to supervised environments where tasks are presented clearly.
    • \n
  • Support needs: Managing finances, adapting to new situations, and caring for their health are often lifelong support needs, especially if they have other health conditions [3].
    • \n

Severe Intellectual Disability

Intellectual functioning is significantly limited at this level, with developmental delays becoming apparent in early childhood.

    \n
  • Characteristics: Language skills are minimal, usually only single words or phrases. A narrow conceptual understanding is available only for simple, immediate tasks, and learning is highly constrained by structured guidance.
    • \n
  • Capabilities: With intensive teaching, many basic self-care activities, including feeding or dressing, are often possible. The primary focus of social interactions consists of concrete and routine-based exchanges.
    • \n
  • Support needs: Most of the time, daily help is needed for personal care, safety, and community involvement. Physical and occupational therapies, incorporated into support systems, often improve quality of life by embracing small but significant steps to successful living [3].
    • \n

Profound Intellectual Disability

The most severe form of ID is marked by profound intellectual disability with possible physical or sensory impairment.

    \n
  • Characteristics: Individuals with profound ID have limited intellect and adaptive skills. Motor impairments are common, and those with profound ID typically only interact with others using nonverbal communication. All forms of engagement can be enriched through sensory tools and experiences such as soothing music or plush animals.
    • \n
  • Capabilities: Profound ID restricts freedom, but sensory stimulation and one-on-one activities focusing on comfort and communication benefit those with ID.
    • \n
  • Support needs: To ensure full-time care, caregivers perform daily tasks such as feeding, bathing, and mobility assistance. Tailored interventions such as assistive technologies and related therapies addressing physical and other sensory needs also improve quality of life [4].
    • \n

Assessing Intellectual Disability Severity

To accurately assess intellectual disability, professionals use various tools and methodologies that evaluate intellectual and adaptive functioning.

    \n
  1. IQ testing: A measure of intellectual functioning is provided by standardized tests such as the Wechsler Adult Intelligence Scale (WAIS) or the Stanford-Binet Intelligence Scales. Most of the time, scores below 70 reflect such individuals who have an intellectual disability.
    2. \n
  2. Adaptive behavior scales: The Vineland Adaptive Behavior Scales measure a child’s daily living skills, communication abilities, and social interactions. They are a more all-encompassing view of how people perform in their environment.
    3. \n
  3. Developmental history: Through this information, clinicians obtain detailed information on an individual’s developmental milestones, medical history, and development of behavior patterns in childhood.
    4. \n
  4. Observational assessments: Observations of functioning in real-world settings, such as schools or homes, directly offer rich sources of information about real-world functioning [5].
    5. \n

These methods help professionals diagnose and develop individualized support plans.

How Severity Codes Impact Support for Individuals with Intellectual Disability

Severity codes provide a structured way to match individuals with intellectual disabilities to tailored educational, healthcare, and social services that enhance independence, skill development, and community inclusion. By focusing on adaptive functioning and support needs, these frameworks help empower individuals to achieve meaningful participation in daily life.

    \n
  • Education: Using severity codes, schools create Individualized Education Programs (IEPs) that specify particular learning and academic targets and accommodations. An example would be a child with moderate ID who needs hands-on learning and life skills training, and a child with mild ID who needs some extra academic support in a mainstream classroom.
    • \n
  • Healthcare: The severity of intellectual disability determines precisely what treatments and therapies will be directed to the patient. For instance, counseling for those with mild ID would address social challenges, whereas physical therapy is needed for those with profound ID who have motor involvement.
    • \n
  • Social services: Severity levels often determine eligibility for government programs, vocational training, and housing assistance. This helps prevent unnecessary allocation of resources [2].
    • \n

The goal is to maximize independence, participation, and quality of life for all severity levels of individuals.

Potential Challenges of Intellectual Disability Codes

Severity codes are valuable for organizing needs, but have shortcomings. For example, there is the issue of oversimplification, which can lead to more nuanced cases being overlooked. There is also a risk of stigmatization, which can impact a person’s self-worth by feeling “labeled” with a code. Assessments must account for evolving needs and cultural variations in defining skills and shortcomings.

    \n
  1. Overgeneralization: It may oversimplify a diverse range of experiences of various individuals into broad categories. For example, two people with very mild ID could have different strengths and challenges based on their environment and available resources.
    2. \n
  2. Stigma: Inadvertently assigning severity labels can reinforce stereotypes and create social stigma. In other words, these codes should be used as a guideline, not a measure of potential. In addition, no one should assume a person’s ID severity without sufficient clinical justification (i.e., from a qualified professional) to support it.
    3. \n
  3. Evolving needs: If someone’s intellectual and adaptive functioning isn’t consistent across history and fluctuations are observed over time, they might have a disability. With the right interventions and support, a child diagnosed with moderate ID can reach more levels of independence as an adult.
    4. \n
  4. Cultural contexts: Cultural norms and expectations influence adaptive functioning. For example, the skill considered necessary in one culture may be unnecessary for another, making the assessment process hard [6].
    5. \n

Overcoming these challenges requires an individualized and dynamic approach to diagnosis and intervention.

Final Takeaways

Intellectual disability severity codes are a critical framework for approaching and responding to the varied needs of individuals with ID. Intellectual disability is best categorized as mild, moderate, severe, and profound, so clinicians’ and care providers’ interventions promote maximum independence and quality of life. 

However, that requirement needs to be balanced with the realization that these codes are not perfect and that each person needs to be looked at as an individual with unique needs. 

Applied thoughtfully, severity codes can be a powerful tool for promoting inclusion and supporting individuals with intellectual disabilities, whether at home, in the workplace, in education, or in their community.

References

    \n
  1. Tassé, M. J., & Kim, M. (2023). Examining the Relationship between Adaptive Behavior and Intelligence. Behavioral Sciences, 13, 252. MDPI. Accessed June 4 2025.
    2. \n
  2. Ilyas, M., Mir, A., Efthymiou, S., & Houlden, H. (2020). The genetics of intellectual disability: advancing technology and gene editing. F1000Research, 9, 22. f1000research.com. Accessed June 4 2025.
    3. \n
  3. Bolt, M., Ikking, T., Baaijen, R., & Saenger, S. (2019). Occupational therapy and primary care. Primary Health Care Research & Development, 20(27). Cambridge University Press. Accessed June 4 2025.
    4. \n
  4. Jacob, U. S., Edozie, I. S., & Pillay, J. (2022). Strategies for enhancing social skills of individuals with intellectual disability: A systematic review. Frontiers in Rehabilitation Sciences, 3(1). Frontiers. Accessed June 4 2025.
    5. \n
  5. Tan, M., Reich, J., Hart, L., Thuma, P. E., & Grigorenko, E. L. (2012). Examining the Specific Effects of Context on Adaptive Behavior and Achievement in a Rural African Community: Six Case Studies from Rural Areas of Southern Province, Zambia. Journal of Autism and Developmental Disorders, 44(2), 271–282. Springer. Accessed June 4 2025.
    6. \n
  6. Karam, S. M., Riegel, M., Segal, S. L., Félix, T. M., Barros, A. J. D., Santos, I. S., Matijasevich, A., Giugliani, R., & Black, M. (2015). Genetic causes of intellectual disability in a birth cohort: A population‐based study. American Journal of Medical Genetics. Part A, 167(6), 1204–1214. Wiley. Accessed June 4 2025.
    7. \n

Medical Content

The Clinical Affairs Team at MentalHealth.com is a dedicated group of medical professionals with diverse and extensive clinical experience. They actively contribute to the development of content, products, and services, and meticulously review all medical material before publication to ensure accuracy and alignment with current research and conversations in mental health. For more information, please visit the Editorial Policy.

About MentalHealth.com

MentalHealth.com helps people understand themselves, build healthier relationships, and access the right care. We bring together mental health education, diagnostics, and care management to support well-being throughout every phase of life.

\"\"

Author

Erin L. George

MFT

Erin L. George, MFT, holds a master's degree in family therapy with a focus on group dynamics in high-risk families. As a court-appointed special advocate for children, she is dedicated to helping families rebuild relationships and improve their mental and behavioral health.

Published
Updated
\"\"

Medical Reviewer

Brittany Ferri, Ph.D.

OTR/L

Brittany Ferri, Ph.D., is a medical reviewer and subject matter expert in behavioral health, pediatrics, and telehealth.

Reviewed

Subject matter expert

\"\"

Dr. Roy Sugarman

Neuroscience and clinical mental health

View experience
\"\"

Related communities

Lifespan Development

Explore growth, transitions, and mental health through the different stages of life.

Explore community
","text":"HomeLibraryAssessments & DiagnosisClassification of Intellectual Disability by SeverityClassification of Intellectual Disability by SeverityWritten by Erin L. GeorgeMedically reviewed by Brittany Ferri, Ph.D.Published on May 31, 2025 · Updated on May 13, 2026Intellectual disability severity codes in the DSM-5 categorize support needs across conceptual, social, and practical domains, guiding interventions for clinicians, caregivers, and policymakers. This framework helps tailor services to individuals’ needs while addressing societal implications of support structures. Understanding how this coding system works is key to diagnosing and treating intellectual disabilities.Key takeawaysIntellectual disability severity is assessed through conceptual, social, and practical functioning alongside intellectual abilities.Mild, moderate, severe, and profound categories help describe differing levels of support needs.Individualized assessment remains essential because severity labels can oversimplify a person’s strengths and changing circumstances.What is Intellectual Disability?Intellectual disability (ID) is a developmental disability characterized by below–average intellectual functioning. Key symptoms include delayed development, learning difficulties, and difficulty socializing, and the condition can result in an inability to provide for one’s own basic needs, such as food, shelter, and clothing.Individuals with intellectual disability experience deficits in adaptive behavior from the onset of developmental processes, which continue throughout their lifespan. However, the symptoms of intellectual impairment must have developed before age 18 to be characteristic of ID.Intellectual functioning is typically assessed using standardized IQ tests alongside evaluations of adaptive skills—practical, social, and conceptual abilities essential for everyday life [1]. Unlike a disease or mental illness, intellectual disability (ID) is a developmental condition that varies in severity and the level of support required. About 1% of the population is affected by ID, with most cases classified as mild. The condition can result from various causes, including genetic factors such as Down syndrome or Fragile X syndrome, as well as environmental influences like prenatal toxin exposure or complications during birth [2].The DSM-5 Approach to Severity Coding of Intellectual DisabilityThe DSM-5 offers a widely adopted framework for diagnosing mental and developmental disorders. One key update is its emphasis on adaptive functioning, which goes beyond IQ scores to assess the severity of intellectual disability. This shift recognizes that intelligence tests alone cannot fully capture individuals' real-world challenges. By focusing on how a person functions in daily life, socially, practically, and conceptually, the DSM-5 provides a more comprehensive and meaningful evaluation of intellectual disability.The DSM-5 categorizes intellectual disability into four severity levels: Mild Moderate Severe Profound Each level is defined by impairments across three domains: Conceptual Domain: Pertains to learning skills, problem-solving skills, memory, and academic performance. Social Domain: Maintenance of good interpersonal skills, communication, relational skills, etc. Practical Domain: It is also referred to as self-care, money management, job responsibility, or the ability to complete other daily living activities [3]. When approached multidimensionally, a clearer view of an individual’s strengths and needs is gained, which leads to more effective interventions.Mild Intellectual DisabilityMost cases of ID are mild intellectual disability. People with mild ID often learn social and practical skills more slowly than their peers. Characteristics: Some with mild ID may have problems with abstract thinking, planning, and academic learning. However, they usually learn to read, write, and do simple arithmetic. Socially, they may be poor at nuanced interactions but can have friendships and socialise. Capabilities: People with mild ID can become very independent with proper support. Most have done jobs in structured environments, and they can live independently and handle their daily routines. Support needs: If working with finances, academia, or social etiquette is too complicated, assistance may be needed. Both work and social settings can be better managed by those with mild ID when their education and training have been customized to their needs [4]. Moderate Intellectual DisabilityPeople with moderate intellectual disability can learn practical skills to make them more independent, but they usually require ongoing support. Characteristics: Sensory processing is slowed, from emotional responses to the world around them to sound localization. Although they may be poor at reading and math, they can be taught to communicate and to attain concrete goals. Capabilities: With targeted teaching, those with moderate ID can complete basic self-care and housework tasks, such as cooking simple food or managing hygiene. Their work is limited to supervised environments where tasks are presented clearly. Support needs: Managing finances, adapting to new situations, and caring for their health are often lifelong support needs, especially if they have other health conditions [3]. Severe Intellectual DisabilityIntellectual functioning is significantly limited at this level, with developmental delays becoming apparent in early childhood. Characteristics: Language skills are minimal, usually only single words or phrases. A narrow conceptual understanding is available only for simple, immediate tasks, and learning is highly constrained by structured guidance. Capabilities: With intensive teaching, many basic self-care activities, including feeding or dressing, are often possible. The primary focus of social interactions consists of concrete and routine-based exchanges. Support needs: Most of the time, daily help is needed for personal care, safety, and community involvement. Physical and occupational therapies, incorporated into support systems, often improve quality of life by embracing small but significant steps to successful living [3]. Profound Intellectual DisabilityThe most severe form of ID is marked by profound intellectual disability with possible physical or sensory impairment. Characteristics: Individuals with profound ID have limited intellect and adaptive skills. Motor impairments are common, and those with profound ID typically only interact with others using nonverbal communication. All forms of engagement can be enriched through sensory tools and experiences such as soothing music or plush animals. Capabilities: Profound ID restricts freedom, but sensory stimulation and one-on-one activities focusing on comfort and communication benefit those with ID. Support needs: To ensure full-time care, caregivers perform daily tasks such as feeding, bathing, and mobility assistance. Tailored interventions such as assistive technologies and related therapies addressing physical and other sensory needs also improve quality of life [4]. Assessing Intellectual Disability SeverityTo accurately assess intellectual disability, professionals use various tools and methodologies that evaluate intellectual and adaptive functioning. IQ testing: A measure of intellectual functioning is provided by standardized tests such as the Wechsler Adult Intelligence Scale (WAIS) or the Stanford-Binet Intelligence Scales. Most of the time, scores below 70 reflect such individuals who have an intellectual disability. Adaptive behavior scales: The Vineland Adaptive Behavior Scales measure a child’s daily living skills, communication abilities, and social interactions. They are a more all-encompassing view of how people perform in their environment. Developmental history: Through this information, clinicians obtain detailed information on an individual’s developmental milestones, medical history, and development of behavior patterns in childhood. Observational assessments: Observations of functioning in real-world settings, such as schools or homes, directly offer rich sources of information about real-world functioning [5]. These methods help professionals diagnose and develop individualized support plans.How Severity Codes Impact Support for Individuals with Intellectual DisabilitySeverity codes provide a structured way to match individuals with intellectual disabilities to tailored educational, healthcare, and social services that enhance independence, skill development, and community inclusion. By focusing on adaptive functioning and support needs, these frameworks help empower individuals to achieve meaningful participation in daily life. Education: Using severity codes, schools create Individualized Education Programs (IEPs) that specify particular learning and academic targets and accommodations. An example would be a child with moderate ID who needs hands-on learning and life skills training, and a child with mild ID who needs some extra academic support in a mainstream classroom. Healthcare: The severity of intellectual disability determines precisely what treatments and therapies will be directed to the patient. For instance, counseling for those with mild ID would address social challenges, whereas physical therapy is needed for those with profound ID who have motor involvement. Social services: Severity levels often determine eligibility for government programs, vocational training, and housing assistance. This helps prevent unnecessary allocation of resources [2]. The goal is to maximize independence, participation, and quality of life for all severity levels of individuals.Potential Challenges of Intellectual Disability CodesSeverity codes are valuable for organizing needs, but have shortcomings. For example, there is the issue of oversimplification, which can lead to more nuanced cases being overlooked. There is also a risk of stigmatization, which can impact a person’s self-worth by feeling “labeled” with a code. Assessments must account for evolving needs and cultural variations in defining skills and shortcomings. Overgeneralization: It may oversimplify a diverse range of experiences of various individuals into broad categories. For example, two people with very mild ID could have different strengths and challenges based on their environment and available resources. Stigma: Inadvertently assigning severity labels can reinforce stereotypes and create social stigma. In other words, these codes should be used as a guideline, not a measure of potential. In addition, no one should assume a person’s ID severity without sufficient clinical justification (i.e., from a qualified professional) to support it. Evolving needs: If someone’s intellectual and adaptive functioning isn’t consistent across history and fluctuations are observed over time, they might have a disability. With the right interventions and support, a child diagnosed with moderate ID can reach more levels of independence as an adult. Cultural contexts: Cultural norms and expectations influence adaptive functioning. For example, the skill considered necessary in one culture may be unnecessary for another, making the assessment process hard [6]. Overcoming these challenges requires an individualized and dynamic approach to diagnosis and intervention.Final TakeawaysIntellectual disability severity codes are a critical framework for approaching and responding to the varied needs of individuals with ID. Intellectual disability is best categorized as mild, moderate, severe, and profound, so clinicians’ and care providers’ interventions promote maximum independence and quality of life. However, that requirement needs to be balanced with the realization that these codes are not perfect and that each person needs to be looked at as an individual with unique needs. Applied thoughtfully, severity codes can be a powerful tool for promoting inclusion and supporting individuals with intellectual disabilities, whether at home, in the workplace, in education, or in their community.References Tassé, M. J., & Kim, M. (2023). Examining the Relationship between Adaptive Behavior and Intelligence. Behavioral Sciences, 13, 252. MDPI. Accessed June 4 2025. Ilyas, M., Mir, A., Efthymiou, S., & Houlden, H. (2020). The genetics of intellectual disability: advancing technology and gene editing. F1000Research, 9, 22. f1000research.com. Accessed June 4 2025. Bolt, M., Ikking, T., Baaijen, R., & Saenger, S. (2019). Occupational therapy and primary care. Primary Health Care Research & Development, 20(27). Cambridge University Press. Accessed June 4 2025. Jacob, U. S., Edozie, I. S., & Pillay, J. (2022). Strategies for enhancing social skills of individuals with intellectual disability: A systematic review. Frontiers in Rehabilitation Sciences, 3(1). Frontiers. Accessed June 4 2025. Tan, M., Reich, J., Hart, L., Thuma, P. E., & Grigorenko, E. L. (2012). Examining the Specific Effects of Context on Adaptive Behavior and Achievement in a Rural African Community: Six Case Studies from Rural Areas of Southern Province, Zambia. Journal of Autism and Developmental Disorders, 44(2), 271–282. Springer. Accessed June 4 2025. Karam, S. M., Riegel, M., Segal, S. L., Félix, T. M., Barros, A. J. D., Santos, I. S., Matijasevich, A., Giugliani, R., & Black, M. (2015). Genetic causes of intellectual disability in a birth cohort: A population‐based study. American Journal of Medical Genetics. Part A, 167(6), 1204–1214. Wiley. Accessed June 4 2025. Medical ContentThe Clinical Affairs Team at MentalHealth.com is a dedicated group of medical professionals with diverse and extensive clinical experience. They actively contribute to the development of content, products, and services, and meticulously review all medical material before publication to ensure accuracy and alignment with current research and conversations in mental health. For more information, please visit the Editorial Policy.About MentalHealth.comMentalHealth.com helps people understand themselves, build healthier relationships, and access the right care. We bring together mental health education, diagnostics, and care management to support well-being throughout every phase of life.AuthorErin L. GeorgeMFTErin L. George, MFT, holds a master's degree in family therapy with a focus on group dynamics in high-risk families. As a court-appointed special advocate for children, she is dedicated to helping families rebuild relationships and improve their mental and behavioral health.PublishedMay 31, 2025UpdatedMay 13, 2026Medical ReviewerBrittany Ferri, Ph.D.OTR/LBrittany Ferri, Ph.D., is a medical reviewer and subject matter expert in behavioral health, pediatrics, and telehealth.ReviewedMay 31, 2025Subject matter expertDr. Roy SugarmanNeuroscience and clinical mental healthView experienceRelated communitiesLifespan DevelopmentExplore growth, transitions, and mental health through the different stages of life.Explore communityTable of contentsChoose a sectionWhat is Intellectual Disability?DSM-5 intellectual disability severity codesAssessing Intellectual Disability SeverityHow severity codes shape disability supportPotential Challenges of Intellectual Disability CodesFinal TakeawaysView moreSubject matter expertDr. Roy SugarmanNeuroscience and clinical mental healthView experienceRelated communitiesLifespan DevelopmentExplore growth, transitions, and mental health through the different stages of life.Explore community","wordCount":2088},"schema":{"@context":"https://schema.org","@graph":[{"@type":"Organization","@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/#organization","name":"MentalHealth.com","url":"https://mentalhealth-v2.workspace-454808.chatgpt.site/"},{"@type":"WebSite","@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/#website","url":"https://mentalhealth-v2.workspace-454808.chatgpt.site/","name":"MentalHealth.com","inLanguage":"en-US","publisher":{"@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/#organization"}},{"@type":"BreadcrumbList","@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/library/intellectual-disability-severity-codes#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https://mentalhealth-v2.workspace-454808.chatgpt.site/"},{"@type":"ListItem","position":2,"name":"Library","item":"https://mentalhealth-v2.workspace-454808.chatgpt.site/library"},{"@type":"ListItem","position":3,"name":"Assessments & Diagnosis","item":"https://mentalhealth-v2.workspace-454808.chatgpt.site/library/assessments-diagnosis"},{"@type":"ListItem","position":4,"name":"Classification of Intellectual Disability by Severity","item":"https://mentalhealth-v2.workspace-454808.chatgpt.site/library/intellectual-disability-severity-codes"}]},{"@type":"ImageObject","@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/library/intellectual-disability-severity-codes#primaryimage","url":"https://mentalhealth-v2.workspace-454808.chatgpt.site/assets/optimized/94105d75e40f92f2c4f63da4.webp","contentUrl":"https://mentalhealth-v2.workspace-454808.chatgpt.site/assets/optimized/94105d75e40f92f2c4f63da4.webp","width":1200,"height":600,"encodingFormat":"image/webp","caption":"A woman listens thoughtfully to another person in a counseling room."},{"@type":"Person","@id":"https://mentalhealth-v2.workspace-454808.chatgpt.site/people/erin-george#person","name":"Erin L. 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