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.


Hours: 3.25


Certificates provided by accrediting body (1 Match)

National Alliance for Direct Support Professionals

3.25 HOURS

This activity is approved for 3.25 contact hours.

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.

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
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
SECTION 4: Additional Etiological Considerations
Etiologic Diagnosis
Etiologic Classification
Phenotype and Genotype
Variation and Predictability
Finding the Etiology of Lila’s Intellectual Disability
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
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
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
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
SECTION 9: Conclusion
Course Contributors

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.
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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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