Intellectual Disability Part 1: Understanding the Construct and Its Assessment
Hours: 1.75
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.
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.
National Alliance for Direct Support Professionals
This activity is approved for 1.75 contact hours.
Accreditation Council for Continuing Medical Education
In support of improving patient care, Relias LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
Relias LLC designates this enduring activity for a maximum of 1.75 AMA PRA category 1 Credits™. Physicians should only claim credit commensurate with the extent of their participation in the activity.
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
About this Course
Learning Objectives
Section 2: Defining Intellectual Disability
Meet Rosa
The Definition of Intellectual Disability
Why It Is Important to Define Intellectual Disability
Historical Approaches to Defining Intellectual Disability
Social Approach
Clinical Approach
Intellectual Approach
Dual-Criterion Approach
Current Definition and Its Assumptions
Consistency of Definition
A Comparison of Two Definitions
Defining the Boundaries of Intellectual Disability
The Importance of Consistency for Defining ID
Meet Hakim
Section Summary
Section 3: Multidimensional Framework for Understanding Intellectual Disability
Conceptual Framework of Human Functioning
Dimension I: Intellectual Abilities
Dimension II: Adaptive Behavior
Dimension III: Health
Dimension IV: Participation
Dimension V: Context
Dimension V: A Look at Contextual Factors
Supports
Context of Supports
Environment and Supports
Egalitarian Basis of Supports
Exercise: A Review of the Five Dimensions
Vince’s Assessment for Jorge
Section Summary
Section 4: Role of Assessment in Diagnosis, Classification, and Systems of Supports
Role of Assessment
Assessment Framework
A Closer Look at the Assessment Framework
Assessing to Diagnose Intellectual Disability
Assessing to Classify
Assessing for Planning and Developing Supports
Assessment Criteria
Match between Assessment Purpose and Process
Validity
Benefit
Benefit
Exercise: Understanding the Assessment Framework and Criteria
Erica’s New Program
Section Summary
Section 5. Conclusion
Summary
Course Contributor
References
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.
The target audience for this course is: Entry, Intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All courses offered by Relias, 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.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
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.
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