Can HF label coexist with Intellectual Disability

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is it possible to have i.q. above 70 but have intelectual disability in autism?

like i have an i.q. above 70 but learning issues like with math and more advanced reading.

i still read mostly picture books and also very picky about what i read if it dosen't strictly adhere to my interest and my math skills are so poor anything above 1st grade addition and subtraction is too hard for me.

Regarding IQ: Classic IQ tests will never be discontinued since they provide a baseline, but they have decided in modern testing that there are three separate measures of intelligence and some may lean stronger to one of the three.
But the consensus of many in the field that they wish to get away from a standard unifying score because it leave out high score in one fashion. But really IQ tests were invented by Binet so a GOVERNMENT could look for which children would have most difficulty learning a complete and balanced curriculum at same speed as majority could perform.
Mandatory education meant they had to adjust for the slower children. It wasn't made to measure who was smartest but measure who had disconnects in learning enough to score low in totals. Scores under 71 were considered unable to mainstream (aka retardation) in classes so given a pass. And since then there have been periodic reassessments of how to make a test reflect close. I think the WAIS is used most nowdays and the CAS.

That said I have no idea what diagnosis of the day HF is. I am kinda behind on all the present acronyms.

My last IQ test was in 2005 (so X could say I was smarter so he should get alimony).

ie. My mom was a math genius from young age and great machinist yet was illiterate until she was well over 40. Still has comprehension problems if stressed if a document has too much complicated verbiage and concepts

This is an issue of terminology, but learning disorders are ALWAYS independent of IQ, if it was the result of low IQ it wouldn't be considered a learning disorder, just intellectual disability.

It's possible for someone to have a specific "learning disability" (a US term) while having average, or above average intelligence.

Dyslexia is an example of a specific learning disability.

Intellectual disability means having an IQ below 70. What you're describing is called a learning disability, not an intellectual disability.

I am not sure if you are looking for an answer to the questions in your original post or the question in your thread title as they are asking different things. It looks like people have given thoughts and answers to the questions in your original post so I will try to answer the question in your thread title.

Before the DSM 5 was published, an Autism diagnosis could either be LFA, HFA or Asperger's. Asperger's meant that you were HFA, me the criteria for an Autism diagnosis, but you did not have a language learning delay as a toddler. HFA meant that you had High Functioning Autism which meant that you met the Autism diagnostic criteria and your IQ was about 70 or 75, whatever the actual number was, I don't remember off hand, but you had a language learning delay as a toddler, and LFA meant that you met the Autism diagnostic critera and that your IQ was lower than the designated cutoff so you pretty much would have had speech issues with that as a given. Nowm I may be wrong in this but if intellectual disability means that your IQ is less than 70 or whatever the cutoff number was, than according to that technical definition, no you cannot be HFA and have an IQ lower than 70.

But now it has changed. Now with the DSM5, everything is diagnosed Autism Spectrum Disorder and now you are given a number level to indicate how well functioning you are. So in that regard, I do not know the details of the new level numbering system. I will look them up now though because now I am curious and it is going to bug me until I find out.

Level One ASD means you require minimal support

Level Two means you require a moderate amount of support

Level Three means you're quite dependent on others.

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Intellectual Disability/
Definition

Definition of Intellectual Disability

Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.
Intellectual Functioning

Intellectual functioning—also called intelligence—refers to general mental capacity, such as learning, reasoning, problem solving, and so on.

One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a limitation in intellectual functioning.
Adaptive Behavior

Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.

Conceptual skills—language and literacy; money, time, and number concepts; and self-direction.
Social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.
Practical skills—activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

Standardized tests can also determine limitations in adaptive behavior.

source
http://aaidd.org/home
http://aaidd.org/intellectual-disability/definition

Thank you Kraftie! And here is the chart. I just found it, now it can stop bugging me!

Level 3
"Requiring very substantial support”

Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches

Inflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres. Great distress/difficulty changing focus or action.


Level 2
"Requiring substantial support”

Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited to narrow special interests, and how has markedly odd nonverbal communication.

Inflexibility of behavior, difficulty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts. Distress and/or difficulty changing focus or action.


Level 1
"Requiring support”

Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to- and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

Inflexibility of behavior causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.

What level would you be if you were at different levels in communication vs repetitive behavior? Like this one guy I knew who was pretty much nonverbal but only had intense interests and a bit of stimming, no insistence on routine? He sounds like level 3 in communication but only level 1 in repetitive behaviour.

That is a really good question. Maybe they would just give him both numbers with specific notes attached to each. That way he could get the help that he needs in the area that he needs help in. But I don't know how they would determine if they had to pick one. I know that I am a level 1 but my diagnosis says that in certain areas I need substantial support and it has examples of those areas listed. So maybe depending on what he needs to do they determine what his severity level is for that thing.

I am not even close to being slow nor having a intellectual disability but I often feel like I do have one. Even people online have thought I was slow and one of them thought I had brain damage. I used to get this strange question on the bus when I was 13 if my mother dropped me. I was probably acting unusual. My husband says it's just anxiety so it makes me appear I am slow. My mom has said it's part of AS but I have seen many aspies that appear smarter than me and can do more.

And I always hated boxes doctors do because everyone is different and some people are going to be all over and in between. Just imagine if someone had symptoms of autism, symptoms of OCD, symptoms of ADHD not yet none of them fit because they don't have enough of the symptoms for either diagnoses. But yet all their symptoms together causes them an impairment and makes their life harder and because of that they have anxiety as the result of it. I am sure there are people out there like that and I often wonder what happens to them.

I actually know some people whose kids are like that. The doctors could not narrow it down or figure it out specifically so they gave them Autism diagnoses so that they could at least get the special help they needed at school.