Intellectual Disability Part 1: Understanding the Construct and Its Assessment

 

The American Association on Intellectual and Developmental Disabilities (AAIDD) stands at the forefront of defining what constitutes intellectual disability. AAIDD promotes the vision that with appropriate supports, you can enhance a person with an intellectual disability’s ability to function in society of a person with intellectual disability. This course is part one of three parts on this topic, all of which are based on the book Intellectual Disability: Definition, Classification, and Systems of Support from AAIDD. The purpose of this course is to assist you in achieving a broad understanding of intellectual disability and its assessment. It covers the historical approaches to defining intellectual disability, as well as the current definition with its five essential assumptions. Also included in this course is an overview of the evolution of the construct’s boundaries, the multidimensional model of human functioning, the contextual basis of individualized supports, and the assessment framework and criteria. The ideal audience for this course includes psychologists, faculty, lawyers, physicians, service providers, special education teachers, and other disability professionals who seek information on defining, classifying, and diagnosing intellectual disability. Interactive exercises and case examples throughout the course will assist your learning so that you can apply these concepts when you need them most.

$19.95

Hours: 1.75
REL-IDD-AAIDD-ID1

Certificates

Certificates provided by accrediting body (1 Match)

National Alliance for Direct Support Professionals

1.75 HOURS


This activity is approved for 1.75 contact hours.

Course Details

Course Code: REL-IDD-AAIDD-ID1
Hours: 1.75
Type: Online Course
Content Expiration Date: 2/28/2022
Learning Objectives:
Define the term “intellectual disability.”
Name the five parts of the framework of human functioning.
Describe the three criteria that need to be met for assessment of intellectual disability.

Outline:
SECTION 1: Introduction
A. About this Course
B. Learning Objectives
SECTION 2: Defining Intellectual Disability
A. Meet Rosa
B. The Definition of Intellectual Disability
C. Why It Is Important to Define Intellectual Disability
D. Historical Approaches to Defining Intellectual Disability
E. Social Approach
F. Clinical Approach
G. Intellectual Approach
H. Dual-Criterion Approach
I. Current Definition and Its Assumptions
J. Consistency of Definition
K. A Comparison of Two Definitions
L. Defining the Boundaries of Intellectual Disability
M. The Importance of Consistency for Defining ID
N. Meet Hakim
O. Section Summary
SECTION 3: Multidimensional Framework for Understanding Intellectual Disability
A. Conceptual Framework of Human Functioning
B. Dimension I: Intellectual Abilities
C. Dimension II: Adaptive Behavior
D. Dimension III: Health
E. Dimension IV: Participation
F. Dimension V: Context
G. Dimension V: A Look at Contextual Factors
H. Supports
I. Context of Supports
J. Environment and Supports
K. Egalitarian Basis of Supports
L. Exercise: A Review of the Five Dimensions
M. Vince’s Assessment for Jorge
N. Section Summary
SECTION 4: Role of Assessment in Diagnosis, Classification, and Systems of Supports
A. Role of Assessment
B. Assessment Framework
C. A Closer Look at the Assessment Framework
D. Assessing to Diagnose Intellectual Disability
E. Assessing to Classify
F. Assessing for Planning and Developing Supports
G. Assessment Criteria
H. Match between Assessment Purpose and Process
I. Validity
J. Benefit
K. Benefit
L. Exercise: Understanding the Assessment Framework and Criteria
M. Erica’s New Program
N. Section Summary
SECTION 5. Conclusion
A. Summary
B. Course Contributor
C. References
D. Congratulations!

Staff Writer: Myra Lavenue, M.A.
Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University. Disclosure: Myra Lavenue, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: American Association on Intellectual and Developmental Disabilities
The American Association on Intellectual and Developmental Disabilities (AAIDD) stands at the forefront of defining what constitutes intellectual disability. AAIDD promotes the vision that with appropriate supports, you can enhance a person with an intellectual disability’s ability to function in society of a person with intellectual disability. Disclosure: American Association on Intellectual and Developmental Disabilities has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: entry and intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.
Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.
All courses offered by Relias Learning, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support by calling (800) 381-2321 or emailing support@relias.com