CONDITIONS WE TREAT

Let us simplify what may otherwise seem complicated.

We realize you and your loved ones are more than a label. Using common diagnostic terms can aid understanding and help guide treatment solutions.

Borderline Intellectual Functioning

In the previous version of the DSM-IV, borderline intellectual functioning was defined as an intelligence quotient or IQ score between 71-84; however, the most current version of the DSM-V no longer includes IQ parameters for classification. The population of individuals who are considered to have borderline intellectual functioning are somewhat in between having normal intellectual functioning and a what is considered an intellectual disability. Approximately 13.6% of the population falls in the borderline range of intellectual functioning. (Wieland et al., 2016). Borderline intellectual functioning is not a disorder but those with this classification of IQ tend to be more vulnerable for perinatal problems, poorer health, lower socioeconomic status, little social support, poor parenting, and less positive engagement with caregivers (Wieland et al., 2016). This population is also more at risk to develop additional psychiatric disorders such as depression, anxiety, antisocial disorders, personality disorders, or substance abuse problems.

Children with borderline intellectual functioning are likely to exhibit more difficulties with working memory, problem solving, executive functions, and attention and be at increased risk for dropping out of school, social isolation, and lack of interpersonal relationships with others. These children tend to have less theory of mind abilities, meaning the ability to recognize or understand another person’s mental beliefs, attitudes, or thoughts (Baglio et al., 2016). Often those with borderline intellectual functioning are deemed to have too high of an IQ to receive special services in school; however, additional services are often needed to help improve overall functioning and improve quality of life.

In our experience, children who are struggling in school have been tested but the importance of IQ is not addressed and these children often don’t fall within categories that receive services, such as specific learning disabilities,

Wieland, J., & Zitman, F. G. (2016). It is time to bring borderline intellectual functioning back into the main fold of classification systems. BJPsych Bulletin, 40(4), 204–206. http://doi.org/10.1192/pb.bp.115.051490

Baglio, G., Blasi, V., Sangiuliana, F., Castelli, I., Massaro, D., Baglio, F., Valle, A., Zanette, M., & Marchetti, A. (2016). Social competence in children with borderline intellectual functioning: Delayed development of theory of mind across all complexity levels. Frontiers in Psychology, 7, 1-10. Doi:10.3389/fpsyg.2016.01604

What We Don’t Treat

We are not an emergency clinic. We are an outpatient provider so we do not have inpatient facilities. We are not a hospital and do not provide detox services for addictions. We do not treat schizophrenia or brain disorders related to advancing age such as dementia or Alzheimer’s. We are not contracted with any court system and do not provide court ordered services related to child custody or other matters.

ADHD affects 11% of school-age children (4-17) and symptoms continue into adulthood in more than 75% of children. Boys are over twice as likely to be diagnosed with ADHD (13.3%) compared to girls (5.6%)

Source: National Resource Center on ADHD

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