Essentials of Intellectual Disability Assessment and Identification E-Book

Alan W. Brue

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: Essentials of Psychological Assessment
• Sprache: Englisch

Seitenzahl: 291

Veröffentlichungsjahr: 2016

Beschreibung

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.

Leseprobe

Table of Contents

Title Page

Copyright

Dedication

Series Preface

Acknowledgments

Chapter One: History of Intellectual Disability

Early Beginnings

The Turn of the Century: 1900 to 1950

The Age of Assessment: Late 1950s to 1970

1980s to the Present

Summary

Test Yourself

Chapter Two: Prevalence, Causes, Issues, and Comorbid Disorders

Etiology of Intellectual Disabilities: Subtypes

Differential Diagnoses

Comorbidity

Test Yourself

Chapter Three: Current Intellectual Disability Diagnostic and Federal Education Criteria

The

DSM–5

American Association on Intellectual and Developmental Disabilities

Individuals with Disabilities Education Improvement Act of 2004

Differential Diagnoses and Comorbid Conditions

Specific Learning Disabilities

Test Yourself

Chapter Four: Legal Issues and Concerns

Education and the Law: Issues and Concerns

Test Yourself

Chapter Five: Theories of Intelligence and the Flynn Effect

Spearman's Two-Factor Theory

Thurstone's Primary Mental Abilities

Cattell-Horn-Carroll Theory

Triarchic Theory of Intelligence

Planning, Attention-Arousal, Simultaneous, and Successive Theory of Intelligence

Theory of Multiple Intelligences

Flynn Effect

Intellectual Disability and Capital Punishment Cases

Test Yourself

Chapter Six: Assessment of an Intellectual Disability

Designing a Test Battery

Areas to Assess

Test Yourself

Chapter Seven: Integration of Assessment Results

Report Sample #1

Report Sample #2

Test Yourself

Chapter Eight: Postassessment Planning

Common Parent Reactions to Learning a Child has a Disability

Guidelines for Parents of Individuals with Developmental Disabilities

Transition Planning

Self-Determination and Individuals with Developmental Disabilities

Application of Self-Determination Practices

Results of The Arc Survey: FINDS 2011

Test Yourself

Appendix A: State Departments of Special Education

Appendix B: AAIDD and The Arc Position Statement on the Criminal Justice System

Criminal Justice System

Appendix C: American Association on Intellectual and Developmental Disabilities (AAIDD): Guidelines to Professional Conduct

Position Statement of AAIDD

Appendix D: The ARC Position Statement on Self-Determination

Self-Determination

Appendix E: AAIDD and The Arc Position Statement on Self-advocacy

Self-Advocacy

Appendix F: The ARC Position Statement on Education

Education

Appendix G: The ARC Position Statement on Employment

Employment

Appendix H: Helpful Websites

References

About the Authors

Index

End User License Agreement

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Guide

Cover

Table of Contents

Begin Reading

Essentials of Intellectual Disability Assessment and Identification

A Field Guide for Applied Research

Alan W. BrueLinda Wilmshurst

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

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Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

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Library of Congress Cataloging-in-Publication Data

Names: Brue, Alan W., author. | Wilmshurst, Linda, author.

Title: Essentials of intellectual disability assessment and identification / Alan W. Brue, Linda Wilmshurst.

Description: Hoboken, New Jersey : John Wiley & Sons, Inc., 2016 | Series: Essentials of psychological assessment | Includes index.

Identifiers: LCCN 2015051194| ISBN 9781118875094 (paperback) | ISBN 9781118875643 (ePDF) ISBN 9781118875537 (epub)

Subjects: LCSH: Mental retardation. | Developmental disabilities. | Intelligence tests. | Educational tests and measurements. | BISAC: PSYCHOLOGY / Assessment, Testing & Measurement.

Classification: LCC RC570 .B78 2016 | DDC 362.3—dc23 LC record available at http://lccn.loc.gov/2015051194

Cover design by Wiley

Cover image: © Greg Kuchik/Getty Images

This book is dedicated to the memory of my mentor and friend, Dr. Thomas Oakland, who has been and continues to be an inspiration to many around the world.

—Alan W. Brue

Series Preface

In the Essentials of Psychological Assessment series, we have attempted to provide the reader with books that will deliver key practical information in the most efficient and accessible style. Many books in the series feature specific instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. Other books, like Essentials of Intellectual Disability Assessment and Identification, focus on crucial topics for professionals who are involved in any way with assessment—topics such as specific reading disabilities, evidence-based interventions, and ADHD assessment. For the experienced professional, books in the series offer a concise yet thorough review of a test instrument or a specific area of expertise, including numerous tips for best practices. Students can turn to series books for a clear and concise overview of the important assessment tools and of key topics in which they must become proficient to practice skillfully, efficiently, and ethically in their chosen fields.

Wherever feasible, visual cues highlighting key points are utilized alongside systematic, step-by-step guidelines. Chapters are focused and succinct. Topics are organized for an easy understanding of the essential material related to a particular test or topic. Theory and research are continually woven into the fabric of each book, but the aim always is to enhance the practical application of the material rather than to sidetrack or overwhelm readers. With this series, we aim to challenge and assist readers interested in psychological assessment to aspire to the highest level of competency by arming them with the tools they need for knowledgeable, informed practice. We have long been advocates of “intelligent” testing—the notion that numbers are meaningless unless they are brought to life by the clinical acumen and expertise of examiners. Assessment must be used to make a difference in the child's or adult's life, or why bother to test? All books in the series—whether devoted to specific tests or general topics—are consistent with this credo. We want this series to help our readers, novice and veteran alike, to benefit from the intelligent assessment approaches of the authors of each book.

We are delighted to include Essentials of Intellectual Disability Assessment and Identification in our series. This book offers a concise overview of the nature of an intellectual disability and adaptive skills functioning in children, adolescents, and adults. Providing an in-depth look at intellectual disability assessment and identification, the authors discuss the history of intellectual disability, its causes, comorbid disorders, diagnostic criteria and special education eligibility criteria, legal issues such as capital punishment, theories of intelligence, test instruments used in the assessment of an intellectual disability, and postassessment planning. In addition, they illustrate in sample reports how assessment data can be integrated in a brief report in order to inform treatment and guide interventions.

Alan S. Kaufman, PhD, and Nadeen L. Kaufman, EdD, Series EditorsYale Child Study Center, Yale University School of Medicine

Acknowledgments

We would like to thank Marquita Flemming, Senior Editor at Wiley, for all of her assistance. She provided a great deal of help and support – from project inception to the final manuscript – and always offered great feedback. We are grateful to have worked with her.

Chapter OneHistory of Intellectual Disability

This introductory chapter provides a brief but significant discussion concerning how intellectual disability (ID) has been defined and conceptualized historically by the different classification systems: ), American Association on Mental Retardation/American Association on Intellectual and Developmental Disabilities (AAMR/AAIDD), and Individuals with Disabilities Education Act (IDEA). This background information lays the foundation for a more complete understanding of issues associated with the diagnosis of intellectual disability and the evolution that has occurred in the ways the disorder is conceptualized today. This chapter will discuss the shift in conceptualization from variations in the degree to which the disorder is manifested (: mild, moderate, severe, profound) to variations in the intensity of services needed (AAIDD: intermittent, limited, extensive, pervasive). The 2010 is addressed.