Clinical features of children and adolescents with "borderline intellectual functioning"

Aim: This study aims to compare psychiatric disorders, symptoms, and communication skills of children and adolescents with Borderline Intellectual Functioning (BIF) to those with normal intelligence. Additionally, we aimed to compare these features between subgroups based on intelligence quotients of our study group. Materials and methods: 62 participants, aged 8-16 years, diagnosed with BIF after the WISC-R intelligence test at Ankara University Faculty of Medicine, Department of Child and Adolescent Psychiatry, were included in the study group. 62 cases with clinically normal intelligence and in the same age range were also included in the control group. Both groups underwent a semi-structured psychiatric diagnosis interview using the K-SADS-PL-DSM-5-T. The Revised Child Anxiety and Depression Scale-Child Version was given to children and adolescents, while their parents completed the Sociodemographic Information Form, the Revised Child Anxiety and Depression Scale-Parent Version, Conners Parent Rating Scale-Revised Short Form and the Children's Communication Checklist-2. Results: No significant gender difference was found between the study and control groups. However, significant differences were observed in age, monthly household income, parents' age, preschool education, duration of preschool education, week of birth, parents' education levels and occupational groups, mothers' working rate, and presence of medical disease in siblings. ADHD and specific phobia prevalence was significantly higher in the study group, as were comorbidity rates. The control group had significantly higher RCADS-Child GA scores. The study group showed significantly higher general communication composite, general pragmatic index, and use of context scores on CCC-2. Cognitive problems/inattention, hyperactivity, ADHD index scale scores, and total Conners score were significantly higher in the study group. No significant difference was found in the oppositional scale between groups. There was a significant difference between the study group and the control group in terms of bullying behavior. Exposure to bullying was associated with total Conners scores for the study group. Bullying behavior and frequency were related to total CCC-2 scores for the study group. For both groups, being bullied was associated with RCADS total internalizing scale scores, and bullying was associated with total Conners scores. Bullying behavior was found to be associated with being bullied for both groups. Conclusions: Children with BIF represent a vulnerable group who face multiple challenges such as socioeconomic disadvantage and increased risk for mental health problems. Early interventions in childhood are important to reduce risks. More research and information is needed in terms of mental health problems, communication skills and other clinical features in BIF children and adolescents. Comparative studies may be useful in determining the characteristics of BIF, and in determining the standards of approach to these cases. Increasing our knowledge of BIF and developing preventive-supportive interventions will help these children to better meet their unique needs and reach their full potential. As a result, the quality of life of these cases may improve.