Intellectual Disability Part 3: Diagnosing Intellectual Disability and Planning for Supports

Intellectual Disability Part 3: Diagnosing Intellectual Disability and Planning for Supports 

This is part three of three courses 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 address the role of etiology in diagnosing intellectual disability and detail the parts of an etiologic assessment. You will not only review the current approaches to evaluating intellectual disability, but will also gain an introduction to a new model, the multi-dimensional classification system. You will gain an overview of the role that clinical judgment plays in diagnosing, classifying, and developing systems of support. This course contains interactive exercises and case examples that will help reinforce your learning and quiz you on key concepts.

$32.50

Hours: 3.25
REL-IDD-AAIDD-ID3

Certificates

Certificates provided by accrediting body (2 Match)

National Alliance for Direct Support Professionals

3.25 HOURS


This activity is approved for 3.25 contact hours.

Accreditation Council for Continuing Medical Education

3.25 HOURS


Relias LLC is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Relias LLC designates this enduring material activity for a maximum of 3.25 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Course Details

Course Code: REL-IDD-AAIDD-ID3
Hours: 3.25
Type: Online Course
Content Expiration Date: 2/28/2022
Learning Objectives:
Name the four factors that help determine the etiology of intellectual disability.
Explain the primary purpose of classification in the field of intellectual disability.
Define how clinical judgment differs from ethical and professional judgment.

Outline:
SECTION 1: Introduction About This Course Learning Objectives SECTION 2: Role Of Etiology In The Diagnosis Of Intellectual Disability Meet Lin and Joey Importance of Etiology Objections to Performing a Diagnostic Evaluation to Determine Etiology Two-Factorial vs. Multi-Factorial Nature of Etiology Risk Factors for Intellectual Disability Types and Timing of Factors Summary SECTION 3: Multifactorial Assessment Of Etiology Etiologic Assessment Medical History of the Individual Medical History of the Individual’s Family Psychosocial Evaluation Physical Examination Laboratory Investigation Exercise: Match the Risk Factor to Its Category Summary SECTION 4: Additional Etiological Considerations Etiologic Diagnosis Etiologic Classification Phenotype and Genotype Variation and Predictability Finding the Etiology of Lila’s Intellectual Disability Summary SECTION 5: Multi-Dimensional Approach To Classification The Purpose of Classification in the Field of Intellectual Disability Current Approaches to Classifying Persons with Intellectual Disability ICD-9, ICD-10, and ICD-11 Classification Systems The ICD-10 Description of Mental Retardation APA Multi-Axial System Rationale for a Multi-Dimensional Classification System Multi-Dimensional Classification System The Five Dimensions Exercise: A Quick Review Summary SECTION 6: Classification And Professional Responsibilities Classification Based on Intensity of Support Needs Advantages of the Proposed Multi-Dimensional Classification System Extension of Functional Uses Misuses of Classification More Misuses of Classification Professional Responsibilities in Assessment, Classification, and Planning Supports Professional Responsibilities in Assessment of Intellectual Functioning Professional Responsibilities in Assessment of Adaptive Behavior Professional Responsibilities in Classification Professional Responsibilities in Planning Supports Oscar’s Approach to Classification Summary SECTION 7: Role Of Clinical Judgment In Diagnosis, Classifications, And Supports Remember Lin and Joey? Clinical Judgment: Definition, Purpose, and Use A Definition of Clinical Judgment The Purpose of Clinical Judgment The Use of Clinical Judgment Role of Clinical Judgment Best Practices in ID Professional Standards Professional Ethics Clinical Judgment Strategies Making Use of Clinical Judgment Strategies Summary Section 8: Specific Strategies and Questions Clinical Judgment Strategy 1: Understanding the Question Questions Related to Diagnosis Questions Related to Classification Questions Related to Developing Support Clinical Judgment Strategy 2: Conducting or Accessing a Thorough History Social History Medical History Educational History Retrospective Diagnosis Clinical Judgment Strategy 3: Conducting or Accessing Broad-Based Assessments Alternate Assessment Strategies Direct Observation Evaluation of Social Competency Input from the Individual Input from Knowledgeable Informants Clinical Judgment Strategy 4: Synthesizing the Obtained Information Critical Thinking Skills Involved in Synthesizing Information Kevin’s Clinical Judgment Summary SECTION 9: Conclusion Summary Course Contributors References 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 will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
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.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.