Intellectual disabilities and child psychiatry: looking to the future.
We begin this article by examining the role of intellectual disabilities within child psychiatry, highlighting the relatively steady role of disabilities and the recent movement to examine behavior in specific genetic syndromes. We next propose five questions for future work. Questions relate to (1) specifying the nature of gene-brain-behavior connections; (2) delineating environmental effects and gene-environment interactions; (3) understanding behaviors, physical characteristics, health issues, and other personal characteristics by which children with intellectual disabilities influence others; (4) clarifying the roles of gender and aging in behavioral functioning; and (5) working to improve pharmacological, educational, and other interventions and supports for children and their families. Although great advances have occurred over the past 50 years, intellectual disability research lags behind other areas of child psychiatry; much remains to be discovered that might help these children.
Hodapp
Robert M
RM
Vanderbilt Kennedy Center for Research in Human Development, Vanderbilt University, Nashville, TN 37203, USA. robert.hodapp@vanderbilt.edu
Dykens
Elisabeth M
EM
D000223:Adaptation, Psychological; D001921:Brain / Q000503:physiopathology; D002648:Child; D002665:Child Psychiatry / Q000379:methods* / Q000639:trends*; D002675:Child, Preschool; D003072:Cognition Disorders / Q000453:epidemiology; D003448:Crying; D002658:Developmental Disabilities / Q000453:epidemiology* / Q000503:physiopathology; D005071:Evoked Potentials / Q000502:physiology; D005544:Forecasting; D006304:Health Status; D006801:Humans; D007223:Infant; D007508:Irritable Mood; D008279:Magnetic Resonance Imaging; D001523:Mental Disorders / Q000453:epidemiology*