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| assessment for intellectual disability: Essentials of Intellectual Disability Assessment and Identification Alan W. Brue, Linda Wilmshurst, 2016-04-01 Brue’s Essentials Intellectual Disability is a concise, up-to-date overview of intellectual disability evaluation and assessment. This text offers a practical, concise overview of the nature of intellectual disability and adaptive skills functioning in children, adolescents, and adults. Coverage includes the latest information on prevalence, causes, differential diagnoses, behavioral and social concerns, test instruments, and the new DSM-5 diagnostic criteria. The discussion promotes a deeper understanding of the use of assessment data to inform interventions in clinical practice. Designed for easy navigation, each chapter highlights important points and key cautions to allow quick reference without sacrificing depth. A sample assessment report illustrates how findings should be communicated to better inform treatment, giving you a practical reference to ensure comprehensive reporting. In 2013, the DSM-5 conceptualization of intellectual disabilities was significantly changed. It's important for professionals to have access to the most current guidelines from a variety of sources, and this book compiles them all into a single reference. |
| assessment for intellectual disability: Camberwell Assessment of Need for Adults with Developmental and Intellectual Disabilities Kiriakos Xenitidis, Mike Slade, Graham Thornicroft, Nick Bouras, 2021-03-04 Modernises the CANDID, the widely used needs assessment tool for adults with intellectual disabilities and mental health problems. |
| assessment for intellectual disability: Assessing Adults with Intellectual Disabilities James Hogg, Arturo Langa, 2006-02-10 This handbook helps professionals working with adults with intellectual disabilities to establish the needs of individuals through systematic assessment and to monitor and evaluate the effectiveness of the service they provide. A comprehensive handbook for professionals working with adults with intellectual disabilities. Enables these professionals to establish the needs of individuals Helps them to monitor and evaluate the effectiveness of the service they provide. Expert contributions include conceptual chapters and descriptions of selected assessment instruments. Covers the full spectrum of need, including adults with mental health difficulties, behavioural problems, forensic needs and assessment of people with profound intellectual and multiple disabilities, and those suspected of developing dementia. |
| assessment for intellectual disability: Learning disabilities screening and evaluation guide for low- and middle-income countries Anne M. Hayes, Eileen Dombrowski, Allison H. Shefcyk, Jennae Bulat, 2018-04-29 Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools. |
| assessment for intellectual disability: Mental Disorders and Disabilities Among Low-Income Children National Academies of Sciences, Engineering, and Medicine, Institute of Medicine, Board on Children, Youth, and Families, Board on the Health of Select Populations, Committee to Evaluate the Supplemental Security Income Disability Program for Children with Mental Disorders, 2015-10-28 Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment. |
| assessment for intellectual disability: Assessing Adults with Intellectual Disabilities James Hogg, Arturo Langa, 2008-04-15 This handbook helps professionals working with adults withintellectual disabilities to establish the needs of individualsthrough systematic assessment and to monitor and evaluate theeffectiveness of the service they provide. A comprehensive handbook for professionals working with adultswith intellectual disabilities. Enables these professionals to establish the needs ofindividuals Helps them to monitor and evaluate the effectiveness of theservice they provide. Expert contributions include conceptual chapters anddescriptions of selected assessment instruments. Covers the full spectrum of need, including adults with mentalhealth difficulties, behavioural problems, forensic needs andassessment of people with profound intellectual and multipledisabilities, and those suspected of developing dementia. |
| assessment for intellectual disability: Neuropsychological Assessments of Dementia in Down Syndrome and Intellectual Disabilities Vee P. Prasher, 2009-04-29 This book reviews important neuropsychological measures currently used in the assessment of dementia by the principal clinicians and researchers associated with the test, offering practical guidance on each test along with an analysis of its limitations. |
| assessment for intellectual disability: Handbook of Intellectual Disabilities Johnny L. Matson, 2019-09-03 This handbook offers a comprehensive review of intellectual disabilities (ID). It examines historical perspectives and foundational principles in the field. The handbook addresses philosophy of care for individuals with ID, as well as parent and professional issues and organizations, staffing, and working on multidisciplinary teams. Chapters explore issues of client protection, risk factors of ID, basic research issues, and legal concerns. In addition, chapters include information on evidence-based assessments and innovative treatments to address a variety of behaviors associated with ID. The handbook provides an in-depth analysis of comorbid physical disorders, such as cerebral palsy, epilepsy and seizures, and developmental coordination disorders (DCD), in relation to ID. Topics featured in this handbook include: Informed consent and the enablement of persons with ID. The responsible use of restraint and seclusion as a protective measure. Vocational training and job preparation programs that assist individuals with ID. Psychological and educational approaches to the treatment of aggression and tantrums. Emerging technologies that support learning for students with ID. Key sexuality and relationship issues that are faced by individuals with ID. Effective approaches to weight management for individuals with intellectual and developmental disabilities. The Handbook of Intellectual Disabilities is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education. |
| assessment for intellectual disability: Traditional and Innovative Assessment Techniques for Students with Disabilities Festus E. Obiakor, Jeffrey P. Bakken, 2021-08-11 This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the field of the assessment of children with disabilities. They help us to properly understand and compare traditional and innovative assessment techniques for students with disabilities. |
| assessment for intellectual disability: Diagnostic and Statistical Manual of Mental Disorders (DSM-5) American Psychiatric Association, 2021-09-24 |
| assessment for intellectual disability: Writing Assessment and Instruction for Students with Learning Disabilities Nancy Mather, Barbara J. Wendling, Rhia Roberts, 2009-10-12 A hands-on guide for anyone who teaches writing to students with learning disabilities This valuable resource helps teachers who want to sharpen their skills in analyzing and teaching writing to students with learning disabilities. The classroom-tested, research-proven strategies offered in this book work with all struggling students who have difficulties with writing-even those who have not been classified as learning disabled. The book offers a review of basic skills-spelling, punctuation, and capitalization-and includes instructional strategies to help children who struggle with these basics. The authors provide numerous approaches for enhancing student performance in written expression. They explore the most common reasons students are reluctant to write and offer helpful suggestions for motivating them. Includes a much-needed guide for teaching and assessing writing skills with children with learning disabilities Contains strategies for working with all students that struggle with writing Offers classroom-tested strategies, helpful information, 100+ writing samples with guidelines for analysis, and handy progress-monitoring charts Includes ideas for motivating reluctant writers Mather is an expert in the field of learning disabilities and is the best-selling author of Essentials of Woodcock-Johnson III Tests of Achievement Assessment |
| assessment for intellectual disability: Handbook of Intellectual and Developmental Disabilities John W. Jacobson, James A. Mulick, Johannes Rojahn, 2007-03-15 This book provides easy-to-access, reliable, up-to-date information on the numerous advances in research, assessment, treatment, and service delivery for clinicians, academics, administrators and other mental health professionals. It examines issues surrounding intellectual and developmental disabilities in a real-world sociopolitical framework. In addition, the book summarizes the major domains and emerging subspecialties of this vast area into one useful reference and so offers a wide range of assessment and diagnostic tools and tactics, including cognitive and adaptive behavior assessments. |
| assessment for intellectual disability: Intellectual Disability , 2010 This Manual contains the most current and authoritative information and knowledge on intellectual disability, including best practice guidelines on diagnosing and classifying intellectual disability and developing a system of supports for people living with an intellectual disability. Written by a committee of 18 experts, Intellectual Disability: Definition, Classification, and Systems of Supports (11th edition) is based on seven years of work on: (1) a synthesis of current information and best practices regarding intellectual disability; (2) numerous reviews and critiques of the 10th edition of the American Association on Intellectual and Developmental Disabilities (aaidd) definition manual; and (3) feedback from the field regarding a series of articles published by the Committee. This is the first official aaidd definition manual with the terminology Intellectual Disability (formerly mental retardation). |
| assessment for intellectual disability: A Clinician's Guide to Learning Disabilities Carleen Franz, Lee Ascherman, Julia Shaftel, 2017-11-16 Intended for mental health professionals whose clients experience learning disabilities, this book succinctly describes the assessment and diagnostic process for learning disabilities using DSM-5(R) and IDEA. Extensive case studies illustrate learning disabilities from preschool through college. Psychoeducational reports and test scores are demystified. Clinicians will improve their ability to advocate on behalf of their clients' educational challenges. |
| assessment for intellectual disability: The Wiley Handbook on What Works for Offenders with Intellectual and Developmental Disabilities William R. Lindsay, Leam A. Craig, Dorothy Griffiths, 2019-12-16 Brings together the growing amount of evidence on the assessment and treatment of offenders with intellectual and developmental disabilities. Written by a team of international experts, this comprehensive and informative book provides a contemporary picture of evidence-based practice for offenders with intellectual and developmental disabilities. By adopting a scientist-practitioner position directed at an academic level with practitioner guidelines, it provides a valuable reference source for professionals from allied disciplines who are using or seeking to apply research for this client group. The Wiley Handbook of What Works for Offenders with Intellectual and Developmental Disabilities: An Evidence Based Approach to Theory, Assessment and Treatment is divided into five sections: Introduction, Phenotypes & Genotypes and Offending Behavior, Validated Assessments, Treatment, and Conclusions. The Introduction offers an overview of the entire book and is followed by a second overview covering the ethics of evidence-based practice. After that come chapters on protecting the rights of people with intellectual disabilities in correctional settings, and behavioral and cognitive phenotypes in genetic disorders associated with offending. The third part of the book studies the assessment of individuals with anger and violence issues, inappropriate sexual behavior, alcohol abuse, and emotional difficulties. Next comes a section that looks how to offenders can be treated. The final section discusses future directions and requirements for offenders with intellectual and developmental disabilities. Provides an overview of the ethical challenges and issues faced by those who work with intellectually and developmentally disabled offenders Focuses on proof of treatment effectiveness and validation of assessment methods to direct readers toward What Works Features contributions from authors across the entire English-speaking world including the UK, US, Canada, Australia, and New Zealand The Wiley Handbook of What Works for Offenders with Intellectual and Developmental Disabilities: An Evidence Based Approach to Theory, Assessment and Treatment will appeal to all who work in the field of offenders with intellectual and developmental disabilities, including nursing staff, social workers and probation officers, medical and psychology staff, and more. |
| assessment for intellectual disability: Psychological Testing in the Service of Disability Determination Institute of Medicine, Board on the Health of Select Populations, Committee on Psychological Testing, Including Validity Testing, for Social Security Administration Disability Determinations, 2015-06-29 The United States Social Security Administration (SSA) administers two disability programs: Social Security Disability Insurance (SSDI), for disabled individuals, and their dependent family members, who have worked and contributed to the Social Security trust funds, and Supplemental Security Income (SSSI), which is a means-tested program based on income and financial assets for adults aged 65 years or older and disabled adults and children. Both programs require that claimants have a disability and meet specific medical criteria in order to qualify for benefits. SSA establishes the presence of a medically-determined impairment in individuals with mental disorders other than intellectual disability through the use of standard diagnostic criteria, which include symptoms and signs. These impairments are established largely on reports of signs and symptoms of impairment and functional limitation. Psychological Testing in the Service of Disability Determination considers the use of psychological tests in evaluating disability claims submitted to the SSA. This report critically reviews selected psychological tests, including symptom validity tests, that could contribute to SSA disability determinations. The report discusses the possible uses of such tests and their contribution to disability determinations. Psychological Testing in the Service of Disability Determination discusses testing norms, qualifications for administration of tests, administration of tests, and reporting results. The recommendations of this report will help SSA improve the consistency and accuracy of disability determination in certain cases. |
| assessment for intellectual disability: The Wiley Handbook of What Works in Violence Risk Management J. Stephen Wormith, Leam A. Craig, Todd E. Hogue, 2020-02-10 A comprehensive guide to the theory, research and practice of violence risk management The Wiley Handbook of What Works in Violence Risk Management: Theory, Research and Practice offers a comprehensive guide to the theory, research and practice of violence risk management. With contributions from a panel of noted international experts, the book explores the most recent advances to the theoretical understanding, assessment and management of violent behavior. Designed to be an accessible resource, the highly readable chapters address common issues associated with violent behavior such as alcohol misuse and the less common issues for example offenders with intellectual disabilities. Written for both those new to the field and professionals with years of experience, the book offers a wide-ranging review of who commit acts of violence, their prevalence in society and the most recent explanations for their behavior. The contributors explore various assessment approaches and highlight specialized risk assessment instruments. The Handbook provides the latest evidence on effective treatment and risk management and includes a number of well-established and effective treatment interventions for violent offenders. This important book: Contains an authoritative and comprehensive guide to the topic Includes contributions from an international panel of experts Offers information on violence risk formulation Reveals the most recent techniques in violence risk assessment Explains what works in violence intervention Reviews specialty clinical assessments Written for clinicians and other professionals in the field of violence prevention and assessment, The Wiley Handbook of What Works in Violence Risk Management is unique in its approach because it offers a comprehensive review of the topic rather than like other books on the market that take a narrower view. |
| assessment for intellectual disability: Psychiatry of Intellectual Disability Julie P. Gentile, Paulette Marie Gillig, 2012-03-22 Patients with intellectual disability (ID) can benefit from the full range of mental health services. To ensure that psychiatric assessment, diagnosis and treatment interventions are relevant and effective; individuals with ID should be evaluated and treated within the context of their developmental framework. Behavior should be viewed as a form of communication. Individuals with ID often present with behavioral symptoms complicated by limited expressive language skills and undiagnosed medical conditions. Many training programs do not include focused study of individuals with ID, despite the fact that patients with ID will be seen by virtually every mental health practitioner. In this book, the authors present a framework for competent assessment and treatment of psychiatric disorders in individuals with ID. Psychiatry of Intellectual Disability is a resource guide for psychiatrists, nurse practitioners, and other prescribers treating patients with ID. It is a supplemental text for psychiatry residents, medical students, psychology graduate students, psychotherapists, counselors, social workers, behavior support specialists and nurses. To assist the practicing clinician the book includes: Clinical vignettes Clinical pearls Charts for quick reference Issues concerning medications and poly-pharmacy Altered diagnostic criteria specific for use with individuals with ID There are no evidence-based principles dedicated to psychotropic medication use in ID, but consensus guidelines address the high prevalence of poly-pharmacy. Altered diagnostic criteria have been published which accommodate less self-report and incorporate collateral information; this book reviews the literature on psychotropic medications, consensus guidelines, and population-specific diagnostic criteria sets. Psychiatry of Intellectual Disability also includes: Interviewing techniques and assessment tips for all levels of communicative ability as well as for nonverbal individuals Assessment of aggression to determine etiology and formulate a treatment plan Overview of types of psychotherapy and suggested alterations for each to increase efficacy Relevant legal issues for caregivers and treatment providers The detective work involved in mental health assessment of individuals with ID is challenging yet rewarding. The highest quality mental health treatment limits hospital days, improves quality of life and often allows individuals to live in the least restrictive environments. Psychiatry of Intellectual Disability is a must have resource for clinicians treating the ID population. |
| assessment for intellectual disability: Functional Assessment for Adults with Disabilities National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Health Care Services, Committee on Functional Assessment for Adults with Disabilities, 2019-08-31 The U.S. Social Security Administration (SSA) provides disability benefits through the Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) programs. To receive SSDI or SSI disability benefits, an individual must meet the statutory definition of disability, which is the inability to engage in any substantial gainful activity [SGA] by reason of any medically determinable physical or mental impairment which can be expected to result in death or which has lasted or can be expected to last for a continuous period of not less than 12 months. SSA uses a five-step sequential process to determine whether an adult applicant meets this definition. Functional Assessment for Adults with Disabilities examines ways to collect information about an individual's physical and mental (cognitive and noncognitive) functional abilities relevant to work requirements. This report discusses the types of information that support findings of limitations in functional abilities relevant to work requirements, and provides findings and conclusions regarding the collection of information and assessment of functional abilities relevant to work requirements. |
| assessment for intellectual disability: Handbook of Dual Diagnosis Johnny L. Matson, 2020-07-24 This handbook addresses behavior problems and mental health disorders in persons with intellectual disabilities. It provides an overview of the history of dual diagnosis and related theories, ethics, diagnostic systems, mental health disorders, and challenging behaviors. The handbook examines general clinical issues, such as the effects of cognitive performance on the choice of assessment and treatment methods, service delivery systems, education models, risk factors, functional assessment, and structured interviews. Chapters provide a much-needed reference for practitioners and practitioners in training. The applied focus of the book continues with assessment/diagnosis sections of mental health disorders, and challenging behaviors. In addition, chapters describe treatments for discrete mental health and behavior problems, such as intellectual disabilities, severe psychopathology, autism, ADHD, substance abuse, and aggression. Topics featured in this handbook include: Genetic disorders and dual diagnosis. Assessment of anxiety in persons with dual diagnosis. Aging with intellectual disabilities. Feeding problems and assessment in individuals with dual diagnosis. Pica in individuals with intellectual disability. Treatment of social skills in dual diagnosis. The Handbook of Dual Diagnosis is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, child and adolescent psychiatry, social work, developmental psychology, behavioral therapy/rehabilitation, pediatrics, and special education. |
| assessment for intellectual disability: Essentials of Specific Learning Disability Identification Vincent C. Alfonso, Dawn P. Flanagan, 2018-03-20 Practical, up-to-date guidance on identifying Specific Learning Disability Essentials of Specific Learning Disability Identification provides accessible, authoritative guidance on specific learning disability (SLD), with the most up-to-date information on assessment, identification, interventions, and more. Contributions by leading experts examine multiple theoretical orientations and various identification approaches for dyslexia, dyscalculia, dysgraphia, and other common SLDs. Emphasizing real-world utility, this book provides important information for professionals who work with children and youth at risk; many of the SLD identification practices can be put to work immediately, and the expert coverage offers many strategies and interventions for student support in the classroom. This new second edition has been updated to align with the most current understanding of SLD manifestations, diagnostic assessment, and evidence-based interventions, and includes new material covering nonverbal learning disability, speech-language impairment, general learning difficulties, and differentially diagnosing SLD from other conditions. Early SLD identification and the right kind of help can raise the trajectory of a child's life. This book provides in-depth information to facilitate accurate identification and appropriate intervention to help you help the children in your care. Understand how SLD manifests in academic performance Learn theory- and research-based approaches to SLD identification Examine the latest information about new aspects of SLD determination Utilize appropriate and effective intervention strategies for student support If a child's learning disability is caught early, and the correct type of support is provided, that child gets the chance to develop the skills that lead to achievement in school and beyond. As a high-incidence disorder, SLD affects 10-15 percent of the general population, making successful identification an essential skill for those who work with children. Essentials of Specific Learning Disability Identification provides authoritative guidance and practical methods that can help you start changing children's lives today. |
| assessment for intellectual disability: InterRAI Intellectual Disability (ID) Assessment Form and User's Manual John P. Hirdes, 2013-01-01 The interRAI Intellectual Disability Assessment System (ID) is a comprehensive, standardized instrument for evaluating the needs, strengths, and preferences of persons with intellectual or developmental disabilities. It is intended to be used with adults of all ages in community, residential, and institutional settings--Provided by publisher. |
| assessment for intellectual disability: Intellectual Disability James C. Harris, M.D., 2010-06-24 Approximately 2.5 million people in the United States--one percent of the population--have an intellectual disability (previously referred to as mental retardation). These conditions range from genetic disorders such as Down syndrome to disabilities caused by infectious diseases and brain injury. Intellectual Disability: A Guide for Families and Professionals, by one of the country's foremost authorities on intellectual disability, is a comprehensive resource that will be of importance to anyone with a personal connection to a child or adult with a neurodevelopmental disorder. Emphasizing the humanity of persons with intellectual and related developmental disabilities, psychiatrist and pediatrician James Harris provides essential information on assessment and diagnosis of intellectual disability, treatments for specific disorders, and ways to take advantage of the wide array of services available today. The focus throughout is on the development of the person, the positive supports necessary for self-determination, and, to the extent possible, independent decision making. Harris also surveys historical attitudes toward intellectual disability, the medical community's current understanding of its causes and frequency, and the associated physical, behavioral, and psychiatric conditions (such as seizure disorder, depression, and autism) that often accompany particular types of intellectual disability. The book addresses legal, medical, mental health, and research-related issues as well as matters of spirituality, highlighting the ways in which individuals with intellectual disability can meaningfully participate in the spiritual lives of their families and their communities. Each chapter ends with a series of key points to remember, and the book concludes with a list of additional resources of further interest. Intellectual Disability is a must-read for parents and families of those with neurodevelopmental disorders, providing guidance and essential information to help their family members effectively, and to make a significant, positive difference in their lives now and in the future. |
| assessment for intellectual disability: Frankish Assessment of the Impact of Trauma in Intellectual Care in Intellectual Disability Fait Pat Frankish, 2020-02-10 The FAIT is a simple assessment tool that helps staff working with people with intellectual disabilities to determine the level of emotional development of the distressed individual, thereby allowing for an intervention to be provided at the right level within an emotionally nurturing environment.Based on a 40 minute observation of the individual, and accompanying gradings, the FAIT tool enables identification of the stage of emotional development at which the person's development has become arrested. Once this is established, it becomes possible to work out what kind of interventions will be appropriate to address their emotional needs.The expectation is that individuals who follow this manual will be able to effectively allocate a stage to the person they are assessing and be able to design an appropriate intervention, following up with a reassessment as the intervention progresses. Work with the specific trauma will usually happen in individual or group therapy. |
| assessment for intellectual disability: Developmental Challenges and Societal Issues for Individuals With Intellectual Disabilities Gopalan, Rejani Thudalikunnil, 2019-08-30 Intellectual disability is a generalized disorder appearing before adulthood characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors. With the current limitations in curative treatment for intellectual disabilities, the rehabilitation and management of affected individuals remains a major factor in the management and treatment of symptoms and for the improvement of daily life. Developmental Challenges and Societal Issues for Individuals With Intellectual Disabilities is a comprehensive academic resource that examines treatment and rehabilitation options for those who have intellectual disabilities and examines educational, vocational, and psychosocial needs that can improve quality of life for these individuals. Featuring a range of topics such as comorbidities, epidemiology, and stigma, this book is ideal for psychologists, psychiatrists, pediatricians, psychiatric nurses, clinicians, special ed teachers, social workers, hospital administrators, mental health specialists, managers, academicians, rehabilitation centers, researchers, and students. |
| assessment for intellectual disability: Mental Retardation National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Disability Determination for Mental Retardation, 2002-08-09 Current estimates suggest that between one and three percent of people living in the United States will receive a diagnosis of mental retardation. Mental retardation, a condition characterized by deficits in intellectual capabilities and adaptive behavior, can be particularly hard to diagnose in the mild range of the disability. The U.S. Social Security Administration (SSA) provides income support and medical benefits to individuals with cognitive limitations who experience significant problems in their ability to perform work and may therefore be in need of governmental support. Addressing the concern that SSA's current procedures are consistent with current scientific and professional practices, this book evaluates the process used by SSA to determine eligibility for these benefits. It examines the adequacy of the SSA definition of mental retardation and its current procedures for assessing intellectual capabilities, discusses adaptive behavior and its assessment, advises on ways to combine intellectual and adaptive assessment to provide a complete profile of an individual's capabilities, and clarifies ways to differentiate mental retardation from other conditions. |
| assessment for intellectual disability: Essentials of Intellectual Disability Assessment and Identification Alan W. Brue, Linda Wilmshurst, 2016-04-25 Brue’s Essentials Intellectual Disability is a concise, up-to-date overview of intellectual disability evaluation and assessment. This text offers a practical, concise overview of the nature of intellectual disability and adaptive skills functioning in children, adolescents, and adults. Coverage includes the latest information on prevalence, causes, differential diagnoses, behavioral and social concerns, test instruments, and the new DSM-5 diagnostic criteria. The discussion promotes a deeper understanding of the use of assessment data to inform interventions in clinical practice. Designed for easy navigation, each chapter highlights important points and key cautions to allow quick reference without sacrificing depth. A sample assessment report illustrates how findings should be communicated to better inform treatment, giving you a practical reference to ensure comprehensive reporting. In 2013, the DSM-5 conceptualization of intellectual disabilities was significantly changed. It's important for professionals to have access to the most current guidelines from a variety of sources, and this book compiles them all into a single reference. |
| assessment for intellectual disability: Education of Students with an Intellectual Disability Phil Foreman, 2009-07-01 This book is designed as a college-level textbook introducing readers to all aspects of intellectual disability in children, from birth to the end of schooling, with an educational focus. The book will be of interest to persons training as special education teachers or who are training as regular teachers with a focus on special education. It will also be relevant reading for parents of children with intellectual disability, for practicing teachers, and for other professionals working with such children (psychologists, social workers, nurses, therapists). The field of special education and intellectual disability practice has been strongly influenced by legislation in the United States. The United States is also the source of most research in the disability field. For this reason, there is an emphasis in this book on research and practice in the United States. However, there is also coverage of research and practice in Australia (where the author is located); the UK, where there are several leading research groups; and other parts of the world. Instructors may wish to use the book as the basis of a one-semester unit on the education of students with intellectual disability. Each chapter could be treated over 1 or 2 weeks, depending on the focus of the group and the particular interest of the instructor. A group with an early childhood focus would spend more time on early intervention. A secondary-focused group might spend more time on postschool options. Each major chapter section has questions for discussion or reflection, and there are also discussion questions about the case studies provided in each chapter. This book provides readers with up-to-date information on the latest research on the identification and definition of intellectual disability, assessment of intellectual disability and adaptive behavior, causes of intellectual disability, educational options and alternatives, early intervention for young children with intellectual disability, and practical approaches to teaching and intervention. In the final chapter, the author reviews options for students at the end of their formal schooling. |
| assessment for intellectual disability: Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders Celine A. Saulnier, Cheryl Klaiman, 2018-05-01 A practical guide to adaptive behaviors across a range of neurodevelopmental disorders Adaptive behavior assessment measures independent living skills, including communication, social skills, personal care, and practical work skills. For individuals with intellectual disabilities, evaluation of these skills is a critical tool for measuring eligibility and can identify specific skills that must be learned before effective educational interventions can be implemented. Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders describes the role of adaptive behavior in assessment and treatment, and provides clear guidance for measurement. Case samples provide real-world illustration of behaviors and assessment, and systematic comparison of various measures are presented and explained to better inform planning. Individual chapters outline specific adaptive behaviors across a range of neurodevelopmental disorders, giving clinicians, practitioners, students, and researchers a better understanding of diagnostic differentials and how to place independent skill programming in treatment and intervention. Plan intervention and treatment based on accessible measurement guidelines across a range of disorders Gain a deeper understanding of adaptive functioning specific to ADHD, autism spectrum disorders, disruptive behavior disorders, and genetic disorders Compare and contrast current measures to evaluate their strengths, weaknesses, and areas of overlap Quickly locate essential information with Rapid Reference and Caution boxes For individuals with neurodevelopmental disorders, adaptive behaviors are the keys to independence; without them, these individuals will perpetually struggle with achieving optimum independence without the basic skills needed to function at home, in school, and in the community. Assessment allows these skills to be factored in to treatment and intervention planning, and can help improve the outcomes of other intervention methods. Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders clarifies the assessment of these important behaviors, helping clinicians make more informed decisions around diagnosis, education, and treatment planning. |
| assessment for intellectual disability: Alternate Assessment for Students with Significant Cognitive Disabilities Harold L. Kleinert, Jacqui Farmer Kearns, 2010 Develop effective alternate assessment based on alternate achievement standards (AA-AAS). With this practical guidebook, K-12 educators will modify assessments and ensure high-quality instruction that leads to better outcomes. |
| assessment for intellectual disability: Contemporary Intellectual Assessment, Third Edition Dawn P. Flanagan, Patti L. Harrison, 2012-01-24 In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today's educational settings. New to This Edition*Incorporates major research advances and legislative and policy changes.*Covers recent test revisions plus additional tests: the NEPSY-II and the Wechsler Nonverbal Scale of Ability.*Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.*Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools. |
| assessment for intellectual disability: Intellectual Disability in Health and Social Care Stacey Atkinson, Joanne Lay, Su McAnelly, Malcolm Richardson, 2014-09-16 Many practitioners within health and social care come into contact with people with intellectual disabilities and want to work in ways that are beneficial to them by making reasonable adjustments in order to meet clients’ needs and expectations. Yet the health and wellbeing of people with learning disabilities continues to be a neglected area, where unnecessary suffering and premature deaths continue to prevail. This text provides a comprehensive insight into intellectual disability healthcare. It is aimed at those who are training in the field of intellectual disability nursing and also untrained practitioners who work in both health and social care settings. Divided into five sections, it explores how a wide range of biological, health, psychological and social barriers impact upon people with learning disability, and includes: Six guiding principles used to adjust, plan and develop meaningful and accessible health and social services Assessment, screening and diagnosis of intellectual disability across the life course Addressing lifelong health needs Psychological and psychotherapeutic issues, including sexuality, behavioural and mental health needs, bereavement, and ethical concerns. The changing professional roles and models of meeting the needs of people with intellectual and learning disabilities. Intellectual Disability in Health and Social Care provides a wide-ranging overview of what learning disability professionals’ roles are and provides insight into what health and social care practitioners might do to assist someone with intellectual disabilities when specific needs arise. |
| assessment for intellectual disability: Intellectual Disability James C. Harris, 2006 It is estimated that 7.2 million people in the United States have mental retardation or associated impairments - a spectrum now referred to as intellectual disability. This book provides professionals with the latest and most reliable information on these disabilities. It utilizes a developmental perspective and reviews the various types of intellectual disabilities, discusses approaches to classification, diagnosis, and appropriate interventions, and provides information on resources that may offer additional help. Case examples are included in each section to highlight specific diagnostic and treatment issues. The emphasis in this book is on the development of the person, the provision of interventions for behavioral and emotional problems associated with intellectual disability, and the positive support necessary for self-determination. It discusses the facilitation of transitions throughout the lifespan from infancy to maturity and old age. Additionally, the book reviews evaluations for behavioral and emotional problems, genetic factors, appropriate psychosocial, medical, and pharmacological interventions, and family and community support. |
| assessment for intellectual disability: The Oxford Handbook of Intellectual Disability and Development Jacob A. Burack, 2012 We know considerably more about persons with intellectual disability than we did even a decade ago. Seeking to improve and increase upon this knowledge, this book provides a map to continue sophisticated and precise research, to inspire professionals involved with intellectual disability, and to better the lives of persons affected by it. |
| assessment for intellectual disability: Behavioural Phenotypes Gregory O'Brien, William Yule, 1995 Increasing interest over recent years in the study of the influences of environment and genetic factors on behavioural disorder has come from a wide range of disciplines. These studies have subsequently been focused through the foundation of the Society for the Study of Behavioural Phenotypes, which forms the basis for assimilating new information and coordinating future research in this field. This volume from founder members of the society presents a distillation of thinking and reviews appropriate measurement schedules. Including research findings, explanation of concepts, genetic scientific techniques and methodological issues, this work will be welcomed by those with an interest in behavioural disorder at every level. |
| assessment for intellectual disability: Clinical Psychology and People with Intellectual Disabilities Eric Emerson, Chris Hatton, Kate Dickson, Rupa Gone, Amanda Caine, Jo Bromley, 2012-03-14 Clinical Psychology & People with Intellectual Disabilities provides trainee and qualified clinical psychologists with the most up-to-date information and practical clinical skills for working with people with intellectual disabilities. Represents an invaluable training text for those planning to work with people with intellectual disabilities Includes coverage of key basic concepts, relevant clinical skills, and the most important areas of clinical practice All chapters have been fully updated with the latest evidence. New chapters cover working professionally, working with people with autism and addressing aspects of the wider social context within which people with learning disabilities live. Beneficial to related health and social care staff, including psychiatrists, nurses, and social workers |
| assessment for intellectual disability: Camberwell Assessment of Need for Adults with Developmental and Intellectual Disabilities Kiriakos Xenitidis, Mike Slade, Graham Thornicroft, Nick Bouras, 2021-03-04 The Camberwell Assessment of Need for adults with Developmental and Intellectual Disabilities (CANDID) is a widely used tool for the assessment of health and social needs of people with intellectual disabilities and mental health problems. It uses the assessment approach adopted by CAN, the world's leading mental health needs assessment measure. Two versions of the CANDID are available: CANDID-S (short version) and CANDID-R (research version). Both versions are aimed at researchers and practitioners working with people with intellectual disabilities, and are suitable for clinical use in community and hospital-based services. Fully updated based on current policy, practice and terminology, this second edition introduces a more intuitive need rating system and an accessible rating algorithm. Guidance on how to use the measures is provided, as well as an overview of research developments since the first edition. The assessment forms are freely available to download from the CAN website (researchintorecovery.com/can) and cambridge.org. |
| assessment for intellectual disability: Guide to Intellectual Disabilities Julie P. Gentile, Allison E. Cowan, David W. Dixon, 2019-02-07 This book covers a curriculum of topics for treating patients with co-occurring intellectual disabilities and mental illness, better known as dual diagnosis (DD). Though these patients represent approximately three percent of the population, they are largely underserved due to a huge gap in the literature and limited training on this topic among non-psychiatric practitioners. They are often medically fragile and have co-occurring seizure disorders and other neurologic conditions, frequently presenting to psychiatrists with behavior problems when in fact they have undiagnosed, under-diagnosed or undertreated medical conditions. A medical professional who is not trained to spot the nuanced symptoms can therefore be unprepared to work with such patients. They may misdiagnose, inappropriately prescribe medications, and fail to employ the best practices as a result. This is particularly problematic because such patients often function at significantly higher levels when accurately diagnosed and appropriately treated. Written by experts in the field, this text covers the psychiatric and medical assessment of DD patients, neurologic conditions, interviewing techniques, medications, and other topics that DD patients may present with. The book also covers a myriad of other issues surrounding DD patients that physicians often struggle with, including DD patients at the interface of the legal system, human rights concerns, tips for working with families and caregivers, and general ethical considerations. The text is specifically designed for physicians who may need quick access to information in either print or digital form. Each chapter opens with case vignettes to easily demonstrate each particular scenario and is followed up with concise, practical information. All chapters include tables that summarize the clinical pearls as well as the DSM-5 and DM-ID diagnostic criteria that is most vital to care, making this an excellent resource in both the classroom and in a treatment setting. This book offers a pathway to accurate diagnosis and treatment, leaving psychiatrists and trainees better prepared to offer the full range of mental health treatment for their dual diagnosis patients. |
| assessment for intellectual disability: Profound Intellectual and Multiple Disabilities Jillian Pawlyn, Steven Carnaby, 2009-01-28 Children and adults with profound and multiple learningdisabilities (PMLD) are among the most marginalised people insociety. They have some of the highest support needs and are mostreliant on services. This accessible text presents and promotescurrent best practice regarding interventions to meet the complexhealth needs of a person with profound & multiple learningdisabilities. Practical in focus, this text provides evidence-basedguidance on meeting the complex needs of a person with PMLD. The text presents a range of complex health needs that apractitioner may face, such as communication, nutrition, epilepsy,vision and mobility. Each practice-focused chapter provides cleardefinitions of the condition, with current evidence-basedbest-practice supporting the intervention. Written by a team of professionals who have wide experience andinterest in this subject area, this text will be invaluable for allthose working with, and caring for those with profound and multiplelearning disabilities. |
| assessment for intellectual disability: Wrightslaw Melissa Lee Farrall, Pamela Darr Wright, Peter W. D. Wright, 2014 |
Understanding psychological testing and assessment
Nov 10, 2013 · A psychological assessment can include numerous components such as norm-referenced psychological tests, informal tests and surveys, interview information, school or …
Testing, assessment, and measurement
Testing, assessment, and measurement Psychological tests, also known as psychometric tests, are standardized instruments that are used to measure behavior or mental attributes. These …
APA Guidelines for Psychological Assessment and Evaluation
sure. These PAE guidelines apply to all assessment procedures whether or not the tests are referenced by psychological terminol-ogy (e.g., psychological testing) and apply to any …
Pre-K to 12 Teaching Principle: Assessment
Assessment includes three key principles that highlight the importance and distinctiveness of formative and summative assessments; the effectiveness of assessment processes rooted in …
Testing and Assessment - American Psychological Association …
Statement on Third Party Observers in Psychological Testing and Assessment: An Updated Framework for Decision Making (PDF, 80 KB) Statement on the Use of Secure Psychological …
PATIENT HEALTH QUESTIONNAIRE-9 (PHQ-9)
PATIENT HEALTH QUESTIONNAIRE-9 (PHQ-9) Over the last 2 weeks, how often have you been bothered by any of the following problems?
PTSD Assessment Instruments - American Psychological …
Initial assessments can help determine possible treatment options, and periodic assessment throughout care can guide treatment and gauge progress. The following instruments (or earlier …
BASC-3 Brochure - American Psychological Association (APA)
Comprehensive Assessment Help children thrive in their school and home environments with effective behavior assessment. The BASC™ holds an exceptional track record for providing a …
Standardized Assessment and Testing in PreK-12 Education
If assessment is to be used in high-stakes decisions such . as which students will advance and what subjects will be taught, it is vital that we understand how to measure student learning and …
Patient Health Questionnaire (PHQ-9 & PHQ-2)
Description of Measure: The PHQ-9 and PHQ-2, components of the longer Patient Health Questionnaire, offer psychologists concise, self-administered tools for assessing depression.
Practice Parameter for the Assessment and Treatment of …
lectual Disability (Intellectual Developmental Disorder) (ID/ IDD) refers to intellectual disability as an intellectual developmental disorder. This parameter uses the term Global Developmental …
A Guide for Adults with Intellectual and Developmental …
Disability Determinations: Once Social Security determines that the person meets the basic eligibility requirements for Social Security disability beneft programs, the agency sends the …
General Practitioner’s Kit - Inclusion Australia
people with intellectual disability seeing their GP for their Annual Health Assessment. People with intellectual disability may also call this a ‘yearly health check’. It’s Doctor Time! has been …
Chapter 10: The Basics of Intellectual Assessment for
intellectual assessment process should be to ensure the student receives appropriate interventions to help them learn. To make unbiased decisions, it is critical to systematically …
Guidelines for Diagnosis and Assessment of Children ... - Psych
Consensus Statement on Diagnosis and Assessment of Children, Adolescents and Adults with Learning Disabilities Purpose This paper presents a standard, step-wise process for …
Dementia in people with Intellectual Disability: Guidelines …
Prevalence and incidence of dementia in Intellectual Disability • People with intellectual disability (ID) are at higher risk of dementia than the general population. • Down syndrome carries a …
Assessment of Quality of Life in People with an Intellectual …
Journal of Intellectual Disability Research, 2005. 49(10): p. 766-769 ii WHOQOL group, The World Health Organization quality of life assessment (WHOQOL): Position paper from the World …
Tennessee Department of Education | Revised November 2018
present alongside intellectual disability; the intention of addressing factors is to prevent teams from misidentifying disability if they were to fail to consider the impact of them on daily …
Adaptive Behavior Assessment System -II (ABAS-II) ABAS III
developmental delays, autism spectrum disorder, intellectual disability, learning disabilities, neuropsychological disorders, and sensory or physical impairments. The ABAS-3 covers three …
CAIDS–Q Screening for intellectual disabilities in children …
intellectual disability were significantly lower than those without. The CAIDS-Q scores correlated significantly with scores on an intellectual assessment (WISC IV, Wechsler, 2003). The CAIDS …
Annual Health Assessment for People with Intellectual …
People with intellectual disability generally have poor health. Their healthcare is generally of a lower standard. The Comprehensive Health Assessment Program (CHAP) was designed to …
How we chose what tools to use - National Disability …
with disability • do your independent assessment with you. Page 6. What are independent assessment tools? Independent assessors will use some documents ... An intellectual …
Intellectual Disability and Problems in Sexual Behaviour
Intellectual Disability and Problems in Sexual Behaviour Assessment, Treatment, and Promotion of Healthy Sexuality A guidebook by Robin J. Wilson, Ph.D., ABPP Michele Burns, B.Sc. with …
Case Examples of Evaluation and Intervention within the …
Case 1: Chris, a Young Man with a Developmental Disability in a Community Setting: Modifying valued activities to support safe and successful performance in context Case Summary: This …
CAIDS–Q Screening for intellectual disabilities in children …
Intellectual Disability in Adults: A Mokken Scaling Analysis of the Learning Disability Screening Questionnaire’. Psychological Assessment, 25(3), 1002-1006. Murray, A.L. & McKenzie, K. …
Introducing the WAIS–IV - Pearson Assessments
• Intellectual Disability: Mild Severity • Intellectual Disability: Moderate Severity • Borderline Intellectual Functioning • Gifted Intellectual Functioning redros Dic i t s i t•Au • Asperger’s …
Volume 14, Issue 5, September 2020 EBP - Pearson Assessments
Search Terms: speech and language assessment AND mild intellectual disability AND transition placement AND speech and language sample Number of Included Studies: 4 Primary Results: …
Intellectual Disability Health Capability Framework …
Question 7 – People with intellectual disability may have atypical clinical presentations. Why do these occur? Give two (2) examples of atypical presentations. Answer – People with …
B. Ed. Spl. Ed. (M. R. / H. I. / V. I)- - wbnsou.ac.in
Unit - 1 Intellectual Disability—Nature and Needs Structure : 1.1Introduction 1.2Objectives 1.3Historical Perspective of Intellectual Disability 1.4 Definition of Intellectual …
Primary health care for adults with intellectual disability
testing. Health assessment tools offer a useful guide to which conditions to look out for. Early identification and treatment enhances quality of life for both people with intellectual disability …
Child Psychiatry: Disorders, Assessment and Management …
in intellectual functioning and adaptive behaviours. Currently, it is widely referred to as ‘intellectual disability’ and ‘intellectual developmental disorders’. In India, the Rights of Persons with …
Assessment and Treatment of Sexual Offenders with …
4. Adolescents with Intellectual Disability and Family Sexual Abuse 47 Kevin D. Browne and Michelle McManus 5. Applying the Self-Regulation Model to Sexual Offenders with Intellectual …
OPWDD Eligibility Guidelines
other than intellectual disability. For persons qualifying due to intellectual disability only, a recent medical summary report may be provided, if available. 2. A psychological report that includes …
Risk Assessment for Adults with Intellectual and …
Risk Assessment for Adults with Intellectual and Developmental Disabilities in Crisis Introduction This tool helps primary care providers determine whether a patient with intellectual and …
The recognition and assessment of pain in people with …
Assessment, awareness, pain, profound intellectual disabilities, tool Accepted 4 November 2024 Background People with profound intellectual disabilities make up 2% of the worldwide …
Needs Assessments for People with an Intellectual Disability …
Intellectual Disability Mental Health Core Competency Framework: A Practical Toolkit for Mental Health Professionals Mental and ... iii Xenitidis, K., et al., CANDID: Camberwell Assessment of …
Approaches to communication assessment with children and …
used to understand intellectual disability are as follows: ordinary liv-ing/normalization, behavioural, functional and developmental. These ... Assessment of language and communication is a core …
Evaluation of executive functioning in people with …
Evaluation of executive functioning in people with intellectual disabilities jir_1249 366..379 P. Willner,1,2 R. Bailey,1 R. Parry1 & S. Dymond2 1 Abertawe Bro Morgannwg University Health …
The Assessment of Risk in Intellectually Disabled Sexual …
The Assessment of Risk in Sexual Offenders with Intellectual Disabilities . The assessment of risk is a complex process that involves identifying factors associated with recidivism and predicting …
Developing behavioural indicators for intellectual …
Developing behavioural indicators for intellectual functioning and adaptive behaviour for ICD-11 disorders of intellectual development M. J. Tassé,1 G. Balboni,2 P. Navas,3 R. Luckasson,4 …
Medicare Benefits Schedule (MBS) Health Assessment for …
The health assessment provides a structured clinical framework for medical practitioners to comprehensively assess the physical, psychological and social function of patients with an …
Quick guide for GPs: Comprehensive Health Assessment …
for people with intellectual disability. Key Strengths • The CHAP allows the GP to gather a complete health history of the patient (including unmet and often overlooked health needs). • …
Falls Prevention Health & Safety Alert - Virginia Department …
do not have a seizure disorder, the potential risk factors included: severity of intellectual disability, arthritis, heart condition, back pain, urinary incontinence, use of walking aids, ... Obtain a fall …
Intellectual Disability/Related Condition Assessment
Intellectual Disability/Related Condition Assessment . 1. Facility/Provider Name . 2. Contract No. 3. Mailing Address. 4. Name (Last/First/Middle) ... ABL Assessment Date. 71. Level of …
Evaluating fine perceptual-motor skills in children with mild ...
total of 43 children (7-9-years-old) with mild intellectual disability. As an assessment tool of fine perceptual-motor skills we used a battery of tasks constructed in accordance with other …
Intellectual Disability Assessment Documentation - TN.gov
Intellectual Disability Assessment Documentation. Title: Intellectual Disability Assessment Documentation Author: Dept. of Education Subject: Assessment Template Created Date: …
Clinical Practice Guidelines for Assessment and Management …
adaptive behaviors. Currently, it is widely referred to as “intellectual disability (ID)” and “intellectual developmental disorders (IDDs).” In India, the Rights of Persons with Disabilities Act (2016) …
National Needs Assessment: Mental Health Services for …
National Needs Assessment: Mental Health Services for People with Intellectual and Developmental Disabilities National Summary of Results for States March 2020 Roxann R. …
A SYSTEMATIC REVIEW OF QUALITY OF LIFE ASSESSMENT …
systems level to support QOL assessment implementation from a public administration perspective. There are two systematic reviews of QOL assessment tools for adults with I/DD in …
Assessment Assessment ofSpecificLearning TheAuthor(s) …
assessment procedures and identification are controver-sial, with no clearly established guidelines. After review-ing the empirical evidence for different approaches to the assessment …
DSM-IV Diagnostic Criteria Intellectual Disability - College …
11/22/2013 1 Intellectual Disability DSM-IV Diagnostic Criteria A: Significantly sub-average intellectual functioning (an IQ of approximately 70 or below on an individually administered IQ …
Pain Assessment of Adults With Intellectual and Surrey …
ABOUT PAIN ASSESSMENT AND IDD: Pain is often missed in people with Intellectual and Developmental Disabilities. Although self-report is often a Although self-report is often a …
DEP Brief Interventions to address trauma among people with ...
4. Totsika V, Liew A, Absoud M, Adnams C, Emerson E. Mental health problems in children with intellectual disability. Lancet Child Adolesc Health. 2022 Jun 1;6(6):432–44. 5. Walton C, …
PECS' Example Intellectual Disability Report 28.02
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Ecological Inventory: An Approach for 1 Assessment of …
Assessment of a child with intellectual disability\ intellectual disability is necessary for assessing eligibility for special educational services at a minimum; the assessment
American Journal on Intellectual and Developmental Disabilities
Anxiety Self-Report in Autistic Adolescents with Intellectual Disability: Predictors of Parent-Youth Agreement--Manuscript Draft--Manuscript Number: AJIDD-D-24-00072R1 Article Type: …
A Comprehensive Health Assessment of Adults with …
A Comprehensive Health Assessment of Adults with Intellectual and Developmental Disabilities Introduction ... assessment may be appropriate, given the developments in genetics. If none …
Assessment of Feigned Cognitive Impairment: A Cautious …
Assessment of feigned cognitive impairment: A cautious approach to the use of the Test of Memory Malingering for individuals with intellectual disability. Open Access Journal of …
MANAGING DYSPHIGA IN ADULTS WITH INTELLECTUAL …
•Based on current clinical assessment, swallowing skills remained unchanged in the past year •Feeding and swallowing impairment is multifactorial ... Journal of Intellectual Disability …
Procedures used to Diagnose a Disability and to Assess …
of a disability, followed by an assessment of the SENs that arise from that disability. The conceptual appropriateness and practicality of this approach is under review. Reasons for this …
