Thinking Beyond Clinical Assessments and Igniting the Dormant Spark: A Case Study on the Impact of Intervention on Under-Stimulation in Intellectual Disability in India

Background: This study presents the case of a 15-year-old girl child with behavioural, social, and academic challenges. Clinical observations revealed significant learning gaps and an initial IQ score of 57. She was rejected from various therapy centres. Clinical observations with the girl indicated the possibility of a typical case of under stimulation, i.e. lack of exposure and the need to delve deeper than the IQ test results. This study from India attempts to address this gap by showcasing the effectiveness of a structured intervention program on personal, social, occupational and other areas of life.

Method: A single-case quasi-experimental design was adopted for an exclusive intervention program which included cognitive skill training, special education, behaviour modification, individual counselling and parental counselling for a period of 11 months. A total of 170 sessions were conducted in a clinical setup, in a room with minimum distractions. Pre- and post-test assessments, including IQ and educational tests, were administered. Additionally, in-depth interviews were conducted with the parents to gather information about the participant's pre and post-intervention behaviour and experiences.

Results: The results showed significant improvement in IQ score, that increased from 57 to 70. The participant demonstrated remarkable improvements in various cognitive, social and academic domains such as enhanced comprehension, writing, mathematical aptitude, functional math skills, perception skills, reaction time and social behaviour. Notably, the participant progressed from using fingers for single-digit addition to solving four-digit word problems with improved comprehension, logic, and reasoning.

Conclusion: This case study underscores that a structured intervention program can effectively identify and address under-stimulation in individuals with intellectual disability (ID). The findings emphasise the importance of clinical observations, challenging the limitations of standardised evaluations. Diagnostic evaluation reports are often viewed as definitive assessments of a child's capability. However, this research demonstrates that clinical insights can reveal untapped potential.