Excerpts from an Analysis of the 1994 and 1995 NHIS-DS

Fact Sheet 2: Estimated Ages of People with MR/DD in US Non-Institutional Population from the 1994 and 1995 National Health Interview Survey

         
Age Group

N in Sample with MR/DD

Estimated N in Population w/MR/DD

Total N in Population

% of Population with MR/DD by Age

         
0-5 years

767

939,617

24,465,484

3.8%

6-16 years

1119

1,358,311

42,364,761

3.2%

17-24 years

296

424,645

28,625,499

1.5%

25-34 years

289

388,776

41,072,850

0.9%

35-44 years

272

356,187

41,930,078

0.8%

45-54 years

159

203,726

30,321,785

0.7%

55-64 years

78

101,023

20,742,253

0.5%

65+ years

96

114,875

31,406,065

0.4%

         
Total

3,076

3,887,158

260,763,015

1.5%

This table shows an analysis of the prevalence of mental retardation or developmental disabilities among non-institutionalized persons of various ages. As the table shows, the proportion of the population identified as having MR/DD is substantially higher among pre-school and school age children than among adults.

Analysis by Sheryl A. Larson, Ph.D., Research and Training Center on Community Living, University of Minnesota, 214B Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. For more information call Sherri at (612) 624-6024.

To see the definitions used for mental retardation or developmental disabilities or the methods used to identify those people in the NHIS see Larson, S.A., Lakin, K.C., Anderson, L., Kwak, N, and Lee, J.H. (2000). Prevalence of Mental Retardation or Developmental Disabilities: Analysis of the 1994/1995 NHIS-DS. MR/DD Data Brief, 1 (2). Minneapolis: Research and Training Center on Community Living, University of Minnesota.

Excerpts from Analysis of the 1994-1995 NHIS-D: Fact sheets are published periodically by the Research and Training Center on Community Living and Institute on Community Integration (UCEDD), College of Education and Human Development, University of Minnesota. Funding for this data analysis was provided by the National Institute on Disability and Rehabilitation Research, U.S. Department of Education through a NIDRR-funded Field Initiated project (Cooperative Agreement No. H133G020037). All analyses, interpretations, and conclusions are those of the authors.