Expressions like developmentally disabled, special, special needs, or challenged are sometimes used by, but have been criticized for "reinforc[ing] the idea that people cannot deal honestly with their disabilities".The term mental retardation, which stemmed from the understanding that such conditions arose as a result of delays or retardation of a childs natural development, was used in the American Psychiatric Associations DSM-IV (1994) and in the World Health Organizations ICD-10 (codes F70–F79). In the next revision, ICD-11, it was replaced by the term "disorders of intellectual development" (codes 6A00–6A04; 6A00.Z for the "unspecified" diagnosis code). The term "intellectual disability (intellectual developmental disorder)" is used in the DSM-5 (2013). The term "mental retardation" is still used in some professional settings such as governmental aid programs or health insurance paperwork, where "mental retardation" is specifically covered but not "intellectual disability" is not.Historical terms for intellectual disability eventually become perceived as an insult, in a process commonly known as the euphemism treadmill. The terms mental retardation and mentally retarded became popular in the middle of the 20th century to replace the previous set of terms, which included "imbecile", "idiot", "feeble-minded", and "moron", among others, and are now considered offensive. By the end of the 20th century, retardation and retard become widely seen as disparaging, politically incorrect, and in need of replacement.Usage has changed over the years and differed from country to country. For example, mental retardation in some contexts covers the whole field, but previously applied to what is now the mild MR group.
To measure adaptive behavior, professionals use structured interviews, with which they systematically elicit information about persons functioning in the community from people who know them well. There are many adaptive behavior scales, and accurate assessment of the quality of someones adaptive behavior requires clinical judgment as well. Certain skills are important to adaptive behavior, such as:

Daily living skills, such as getting dressed, using the bathroom, and feeding oneself
Communication skills, such as understanding what is said and being able to answer
Social skills with peers, family members, spouses, adults, and othersOther specific skills can be critical to an individuals inclusion in the community and to develop appropriate social behaviors, as for example being aware of the different social expectations linked to the principal lifespan stages (i.e., childhood, adulthood, old age). The results of a Swiss study suggest that the performance of adults with ID in recognizing different lifespan stages is related to specific cognitive abilities and to the type of material used to test this performance. Management
By most definitions, intellectual disability is more accurately considered a disability rather than a disease. Intellectual disability can be distinguished in many ways from mental illness, such as schizophrenia or depression. Currently, there is no "cure" for an established disability, though with appropriate support and teaching, most individuals can learn to do many things. Causes, such as congenital hypothyroidism, if detected early may be treated to prevent the development of an intellectual disability.There are thousands of agencies around the world that provide assistance for people with developmental disabilities.