Course Code: REL-IDD-AAIDD-ID2
Hours: 2.75
Type: Online Course
Content Expiration Date: 2/28/2022
Learning Objectives:
Name the criterion for a “significant limitation in intellectual functioning.”
Describe at least three challenging issues that should be noted when trying to measure IQ.
Define the term “adaptive behavior.”
Outline:
Section 1: Introduction
About This Course
Learning Objectives
Section 2: Assessment of Intellectual Functioning and Adaptive Behavior
Meet Andre
Definition and Nature of Intelligence
Intelligence as a Single Trait
Multi-Trait Hierarchical Phenomenon
Multiple Intelligences
Exercise: Testing Yourself on the Frameworks Used to Define Intelligence
Summary
Section 3: Limitations, Issues, and Guidelines
Significant Limitations in the Operational Definition of Intellectual Functioning
Issues and Guidelines Regarding the Measurement of Intelligence and the Interpretation of IQ Scores
Measurement Error
Test Fairness
The Flynn Effect
Comparability of Scores from Different Tests
Practice Effect
The Utility of Scores at the Extreme Ends of a Distribution
Extreme Scores
Diagnosis of ID is Protected from Extreme Scores
Determining a Cutoff Score
Evaluating the Role that an IQ Score Plays in Making a Diagnosis
Assessor Credentials
Test Selection
Assisting Christina
Summary
Section 4: Additional Assessment of Intellectual Functioning and Adaptive Behavior
A Definition of Adaptive Behavior
A Brief History of Why Adaptive Behavior is Included in the Diagnosis of ID
Adaptive Behavior and Standardized Measures
What to Consider When Assessing Adaptive Behavior
Summary
Section 5: Standardized Measures and Focus on Typical Performance
Use Standardized Measures
Focus on Typical Performance
Use Knowledgeable Respondents
When Standardized Assessments Cannot Be Used
Guidelines for When Standardized Assessments Cannot Be Used
Use of Standard Error of Measurement in Score Interpretation
Adaptive Versus Problem Behavior
Selection of Adaptive Behavior Measures
Summary
Section 6: Technical Adequacy and Standards
Technical Adequacy
Technical Standards for Adaptive Behavior Assessment Instruments
Appropriateness of the Measure for the Individual
Multi-Method Approaches to Measurement
Use of Self-Ratings
Individual’s Physical Condition and Mental Health
Identifying Factors that Influence Adaptive Behavior Scores
Guidelines for Selecting an Adaptive Behavior Scale for the Purpose of Diagnosing ID
Summary
Section 7. Future Considerations
Future Considerations
Exercise: Selecting the Appropriate Standardized Measure of Adaptive Behavior
Adele’s Adaptive Behavior Scale
Summary
Section 8: Conclusion
Summary
Course Contributors
Resources
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.
Target Audience:
The target audience for this course is: Entry, 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.