Standardized observation of temperament in Lebanese toddlers using the laboratory temperament assessment battery (Lab-TAB)

Abstract Background Temperament is the difference between individuals’ emotional and behavioral responses to diverse external events. It is a complex interplay between genetic and environmental factors. Hence, the need to assess temperament objectively and better understand its impact on developmental and interpersonal outcomes. Measuring temperament in early childhood can be challenging since parents will report their subjective perceptions about their toddlers. While surveys are quick instruments that require less clinical involvement, standardized laboratory assessments secure a relatively high level of objective observation. Since no published studies were conducted in Arab countries, the current research focuses on examining temperament in a sample of twenty mother-toddler dyads using the Laboratory Temperament Assessment Battery (Lab-TAB) locomotor version. Interrater reliability and validity were assessed. Higher-order temperament components were determined by principal component analysis. T test and one-way ANOVA examined the association between demographics and temperament components. Results The retained variables ranged between fair (> 0.43) and good ( .05, and Lab-TAB temperament component 3, r = .45, p > .05. Male toddlers (M = .55, SD = 1.055) had significantly higher levels of temperament component 3 compared to female (M = − .45, SD = .718), t(18) = 2.52, p < .05. There was a significant effect of time spent with mother on temperament component 3, F(2,17) = 7.01, p < .05. Conclusion After exploring the temperament factor structure, we found that the Lab-TAB locomotor version was a valid tool to be used to observe temperament in toddlers living in Lebanon, a Middle Eastern culture. Some gender significant differences would deserve deeper exploration in future research. A replication of this study would also strengthen its findings

Intellectual developmental disorders: towards a new name, definition and framework for "mental retardation/intellectual disability" in ICD-11

Although "intellectual disability" has widely replaced the term "mental retardation", the debate as to whether this entity should be conceptualized as a health condition or as a disability has intensified as the revision of the World Health Organization (WHO)'s International Classification of Diseases (ICD) advances. Defining intellectual disability as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. This paper presents the consensus reached to date by the WHO ICD Working Group on the Classification of Intellectual Disabilities. Literature reviews were conducted and a mixed qualitative approach was followed in a series of meetings to produce consensus-based recommendations combining prior expert knowledge and available evidence. The Working Group proposes replacing mental retardation with intellectual developmental disorders, defined as "a group of developmental conditions characterized by significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills". The Working Group further advises that intellectual developmental disorders be incorporated in the larger grouping (parent category) of neurodevelopmental disorders, that current subcategories based on clinical severity (i.e., mild, moderate, severe, profound) be continued, and that problem behaviours be removed from the core classification structure of intellectual developmental disorders and instead described as associated features

Intellectual developmental disorders: towards a new name, definition and framework for "mental retardation/intellectual disability" in ICD-11

Although "intellectual disability" has widely replaced the term "mental retardation", the debate as to whether this entity should be conceptualized as a health condition or as a disability has intensified as the revision of the World Health Organization (WHO)'s International Classification of Diseases (ICD) advances. Defining intellectual disability as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. This paper presents the consensus reached to date by the WHO ICD Working Group on the Classification of Intellectual Disabilities. Literature reviews were conducted and a mixed qualitative approach was followed in a series of meetings to produce consensus-based recommendations combining prior expert knowledge and available evidence. The Working Group proposes replacing mental retardation with intellectual developmental disorders, defined as "a group of developmental conditions characterized by significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills". The Working Group further advises that intellectual developmental disorders be incorporated in the larger grouping (parent category) of neurodevelopmental disorders, that current subcategories based on clinical severity (i.e., mild, moderate, severe, profound) be continued, and that problem behaviours be removed from the core classification structure of intellectual developmental disorders and instead described as associated features