Is there disharmonic development?

Cognitive development itself can be disharmonic but there can also be a discrepancy between cognitive development and socio-emotional development.

Cognitive development is measured using an IQ test that produces a total IQ (TIQ). This breaks down into a verbal component (VIQ), which focuses on verbal knowledge and skills, and a non-verbal or visual-spatial component (PIQ). A significant discrepancy between the VIQ and the PIQ is considered to be a 'disharmonic intelligence profile'.

In people with intellectual disabilities, verbal skills are frequently stronger than their non-verbal skills. Clients may speak extensively, despite low levels of language understanding. Verbal ability can mask low intelligence. An exclusive focus on the VIQ makes high expectations more likely.

In people with a pervasive developmental disorder, we may see the opposite. These people may not be stimulated enough. In this context, the ambiguities of language, or the literal interpretation of language, can play an important role.

Cognitive development should be viewed in the context of the overall development of an individual. Differences between age and cognitive development and between age and socio-emotional development must be taken into account. In people with intellectual disabilities, cognitive and socio-emotional development often proceed at different rates, with socio-emotional development often lagging behind cognitive development.

Entering into and building up relationships are processes that are different from the outset in the lives of people with intellectual disabilities. People may be particularly vulnerable in socio-emotional terms early in life. It is no surprise that socio-emotional development can lag behind intellectual development. This only becomes a problem if the discrepancy continues to be severe. For example, a person with a developmental age of 10 years (in other words, a mild intellectual disability) and a socio-emotional age of about 3 or 4 years. The discrepancy can result in a psychological imbalance. People may focus on the cognitive level (what the client can do) without taking into account the socio-emotional level (what the client can cope with). This can lead to misplaced assessments of the client, who may be thought to lack motivation or the willingness or ability to do what is asked. And again, there is a serious risk of expecting too much from the client.

This imbalance and excessive expectations can explain why people with intellectual disabilities are susceptible to psychological and behavioural problems.