For a child to be identified as having an intellectual disability, they must show significantly below-average cognitive functioning and:

To identify a child as having an intellectual disability, it is essential that the child demonstrates significantly below-average cognitive functioning along with deficits in adaptive behaviors. Adaptive behaviors refer to the skills necessary for daily living, including communication, self-care, social skills, and the ability to work. These skills are crucial for the child to effectively navigate everyday life and achieve personal independence.

Deficits in two or more adaptive behaviors indicate that the child has challenges in practical areas that impact their ability to function in society. This is a key factor for classification, as it reflects the real-life implications of cognitive impairments. Children who experience difficulties across multiple adaptive behavior domains are more likely to require support and interventions tailored to their specific needs.

Other options do not align with the criteria for diagnosing intellectual disabilities. For instance, exceeding abilities in adaptive behaviors contradicts the premise of having an intellectual disability. A lack of interest in daily activities or having normal social interaction skills does not provide a clear indication of whether a child has an intellectual disability, as these characteristics can vary widely among individuals and do not serve as definitive criteria for the diagnosis. Thus, identifying deficits in adaptive behaviors remains a fundamental requirement.