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E-grāmata: Essentials of Intellectual Disability Assessment and Identification

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(Elon University), Series edited by (University of Georgia), , Series edited by (Clinical Assessment and Training Institute, Ltd., Poway, CA)
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A concise, up-to-date overview of intellectual disability evaluation and assessment

Essentials of Intellectual Disability Assessment and Identification 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.

  • Understand the goals of assessment in terms of treatment and intervention
  • Delve into the legal issues resulting from the changes in diagnostic criteria
  • Provide feedback to parents and caregivers of intellectually disabled individuals
  • Learn the unique clinical applications of each assessment instrument

Understanding which test to use is not enough; students and professionals need a more comprehensive view of intellectual disabilities, informed by the most up-to-date body of knowledge available.Essentials of Intellectual Disability Assessment and Identification gives you the knowledge base and skill set you need for effective evaluation and assessment.

Series Preface xiii
Acknowledgments xv
One History of Intellectual Disability
1(16)
Early Beginnings
1(3)
The Turn of the Century: 1900 to 1950
4(2)
The Age of Assessment: Late 1950s to 1970
6(2)
1980s to the Present
8(6)
Summary
14(1)
Test Yourself
15(2)
Two Prevalence, Causes, Issues, and Comorbid Disorders
17(13)
Etiology of Intellectual Disabilities: Subtypes
17(10)
Differential Diagnoses
27(1)
Comorbidity
27(1)
Test Yourself
28(2)
Three Current Intellectual Disability Diagnostic and Federal Education Criteria
30(19)
The DSM--5
30(4)
American Association on Intellectual and Developmental Disabilities
34(3)
Individuals with Disabilities Education Improvement Act of2004
37(7)
Differential Diagnoses and Comorbid Conditions
44(2)
Specific Learning Disabilities
46(1)
Test Yourself
46(3)
Four Legal Issues and Concerns
49(14)
Education and the Law: Issues and Concerns
49(11)
Test Yourself
60(3)
Five Theories of Intelligence and the Flynn Effect
63(11)
Spearman's Two-Factor Theory
63(1)
Thurstone's Primary Mental Abilities
64(1)
Cattell-Horn-Carroll Theory
64(2)
Triarchic Theory of Intelligence
66(1)
Planning, Attention-Arousal, Simultaneous, and Successive Theory of Intelligence
66(1)
Theory of Multiple Intelligences
67(1)
Flynn Effect
68(2)
Intellectual Disability and Capital Punishment Cases
70(2)
Test Yourself
72(2)
Six Assessment of an Intellectual Disability
74(19)
Designing a Test Battery
76(2)
Areas to Assess
78(13)
Test Yourself
91(2)
Seven Integration of Assessment Results
93(17)
Report Sample #1
93(7)
Report Sample #2
100(8)
Test Yourself
108(2)
Eight Postassessment Planning
110(14)
Common Parent Reactions to Learning a Child has a Disability
111(1)
Guidelines for Parents of Individuals with Developmental Disabilities
112(1)
Transition Planning
113(2)
Self-Determination and Individuals with Developmental Disabilities
115(2)
Application of Self-Determination Practices
117(3)
Results of The Arc Survey: FINDS 2011
120(2)
Test Yourself
122(2)
Appendix A State Departments of Special Education 124(9)
Appendix B AAIDD and The Arc Position Statement on the Criminal Justice System 133(5)
Appendix C American Association on Intellectual and Developmental Disabilities (AAIDD) 138(2)
Appendix D The Arc Position Statement on Self-Determination 140(2)
Appendix E AAIDD and The Arc Position Statement on Self-Advocacy 142(4)
Appendix F The Arc Position Statement on Education 146(3)
Appendix G The Arc Position Statement on Employment 149(4)
Appendix H Helpful Websites 153(4)
References 157(9)
About the Authors 166(3)
Index 169
ALAN W. BRUE, PhD, is a nationally certified school psychologist. He provides a wide range of school psychological services to metro-Atlanta school districts.

LINDA WILMSHURST, PhD, is an associate professor of psychology at Elon University and a licensed clinical (ABPP) and school psychologist. She authored six books, including Essentials of Child Psychopathology and Clinical and Educational Child Psychology. Alan and Linda co-authored A Parent's Guide to Special Education and The Complete Guide to Special Education.
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