Behavioral Observation and Screening (BOSR) Practice Test 2025 – The Comprehensive All-in-One Guide to Exam Success!

The diagnosis of cognitive or intellectual disabilities in children largely hinges on their ability to process and utilize information, as well as their competency in self-help skills. This approach recognizes that cognitive functioning encompasses various aspects of understanding, reasoning, and problem-solving, which are essential for daily living activities.

When assessing intellectual disabilities, evaluators typically look at adaptive functioning, which includes how well a child manages daily tasks, social interactions, and other self-care abilities. These elements directly reflect the child’s cognitive capabilities and their practical application in real-world scenarios. Therefore, the focus on information processing and self-help skills provides a comprehensive framework for understanding a child's intellectual functioning.

The other options do not align with the criteria for diagnosing cognitive or intellectual disabilities. Physical strength and endurance, for instance, relate more to physical health and fitness rather than cognitive ability. Similarly, academic achievement alone may not adequately capture the nuanced challenges faced by children with intellectual disabilities, as it does not encompass their adaptive skills or the multifaceted nature of cognitive processing. Lastly, participation in sports activities is unrelated to the cognitive assessment and does not serve as a criterion for diagnosing intellectual disabilities. Thus, the emphasis on processing information and self-help skills is the foundation for understanding cognitive and intellectual disabilities in children.