Final answer:
Lowered intelligence is characteristic of developmental disabilities, yet it is not considered a separate domain in developmental psychology. Learning disabilities are distinguished from developmental disabilities and are neurologically based impairments specifically affecting cognition, such as language and reading. Autism spectrum disorder, an example of a developmental disability, includes distinct social and behavioral challenges.
Step-by-step explanation:
Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. Among the diagnostic criteria for developmental disabilities, lowered intelligence is indeed a characteristic; however, when discussing developmental disorders within the framework of developmental psychology, there are three specific domains in which human growth and development are studied: cognitive, physical, and social/emotional. In the multiple-choice question presented, 'lowered intelligence' is a possible indicator of a developmental disorder but is not considered a separate domain of development in the context of the question.
Learning disabilities are distinct from developmental disabilities and are considered to be neurological disorders that affect brain function in ways that impact one or more cognitive processes related to learning. These are specific impairments in cognition, prominently in language and reading, such as dyslexia, which is a reading disorder. It is important to distinguish between learning disabilities and intellectual disabilities or global developmental delays.
In the context of the presented case (Larry P. v. Riles), the misuse and misinterpretation of intelligence tests to place children are highlighted, emphasizing that learning disabilities should not be confused with a lack of intelligence but understood as specific neurological impairments. Evaluating for conditions like autism spectrum disorder requires careful consideration of social skills and behavior, which can include challenges with social cues and eye contact.