ADHD vs Intellectual Disability: Key Differences | Cadabam’s CDC
As a parent, you know your child best. When attention is short or learning feels slow, it’s natural to ask: Is it ADHD or an intellectual disability? These two terms are often mixed up, yet they need very different support. This evidence-based guide walks you through ADHD vs intellectual disability, explains how Cadabam’s Child Development Center (CDC) pinpoints the difference, and shows exactly how we help every child thrive.
Why Parents Often Confuse ADHD and Intellectual Disability
Overlapping signs in young children
At first glance, both conditions can look like:
- Difficulty following instructions
- Trouble sitting still in class
- Slower academic progress
- Social challenges on the playground These shared red flags make early misdiagnosis common.
Impact of misdiagnosis on development
Getting it wrong can:
- Delay the right therapy
- Lower self-esteem when expectations are mismatched
- Strain family dynamics and school relationships Early, accurate identification matters. That’s why Cadabam’s CDC starts with a comprehensive neurodevelopmental assessment before any label is given.
ADHD vs Intellectual Disability: Side-by-Side Comparison
| Area | ADHD | Intellectual Disability |
|---|---|---|
| Core symptoms | Inattention, impulsivity, hyperactivity | Below-average IQ + limited daily living skills |
| IQ range | Usually average or above | IQ ≤ 70 |
| Attention span | Short, but can focus on high-interest tasks | Attention limited by overall cognitive load |
| Learning capacity | Can learn at grade level with support | Learns at a slower pace; may need modified curriculum |
| Adaptive skills | Age-appropriate self-care | Difficulty with dressing, money, time, or safety skills |
| Quick takeaway: ADHD affects how a child learns; intellectual disability affects how much they can learn. |
Can a Child Have Both ADHD and Intellectual Disability?
Yes—this is called comorbidity. Research shows:
- Up to 30–40 % of children with intellectual disability also meet criteria for ADHD
- Dual diagnosis is missed 50 % of the time without specialist assessment
Diagnostic process for dual conditions
Cadabam’s CDC runs separate evaluations for:
- Cognitive ability (IQ tests)
- Adaptive behaviour (daily living skills)
- ADHD-specific rating scales (parent, teacher, clinician) The result: a clear, layered picture that guides individualised support plans.
How Cadabam’s Child Development Center Diagnoses the Difference
Comprehensive neurodevelopmental assessment
We don’t rely on one test. Our process includes:
- Detailed developmental history (pregnancy to present)
- Standardised cognitive tests (e.g., WISC-V, Leiter-3)
- Adaptive behaviour scales (Vineland-3, ABAS-3)
- ADHD rating scales (Conners, SNAP-IV)
Multidisciplinary team approach
Your child is seen by:
- Child psychiatrists (diagnosis & medication)
- Clinical psychologists (IQ, behaviour)
- Special educators (learning profile)
- Speech & occupational therapists (language, motor, sensory) Team consensus ensures nothing is missed.
Support & Intervention Options at Cadabam’s CDC
Evidence-based therapies for ADHD
- Behaviour therapy—parent training, classroom strategies
- Cognitive training—working-memory games, organisational skills
- Medication reviews—when appropriate, closely monitored by our psychiatrists
Special education and life-skills training for intellectual disability
- Individualised Education Plan (IEP) tailored to the child’s pace
- Functional academics—money, time, shopping tasks
- Daily living skills modules—cooking, hygiene, road safety
Parent training and community resources
- Weekly parent workshops on behaviour management
- Sibling support groups
- Connections to NDIS planners for funding guidance
Success Stories & Family Testimonials
“My 8-year-old was called ‘lazy’ at school. Cadabam’s CDC found ADHD plus mild intellectual disability. With their plan, he can now read short stories and ride the school bus alone.” — Mrs. Lakshmi, Bengaluru “Our daughter’s attention improved so much after six months of behaviour therapy that the special school moved her to a mainstream class.” — Mr. & Mrs. Rao, Hyderabad