Brue’s Essentials Intellectual Disability is a concise, up-to-date overview of intellectual disability evaluation and assessment. This text offers a practical, concise overview of the nature of intellectual disability and adaptive skills functioning in children, adolescents, and adults. Coverage includes the latest information on prevalence, causes, differential diagnoses, behavioral and social concerns, test instruments, and the new DSM-5 diagnostic criteria. The discussion promotes a deeper understanding of the use of assessment data to inform interventions in clinical practice.
Designed for easy navigation, each chapter highlights important points and key cautions to allow quick reference without sacrificing depth. A sample assessment report illustrates how findings should be communicated to better inform treatment, giving you a practical reference to ensure comprehensive reporting. In 2013, the DSM-5 conceptualization of intellectual disabilities was significantly changed. It's important for professionals to have access to the most current guidelines from a variety of sources, and this book compiles them all into a single reference.
ALAN W. BRUE, PHD, is a nationally certified school psychologist. He provides a wide range of school psychological services to metro-Atlanta school districts.
LINDA WILMSHURST, PHD, is an associate professor of psychology at Elon University and a licensed clinical (ABPP) and school psychologist. She authored six books, including Essentials of Child Psychopathology and Clinical and Educational Child Psychology.
Alan and Linda co-authored A Parent's Guide to Special Education and The Complete Guide to Special Education.
Series Preface xiii
Acknowledgments xv
One History of Intellectual Disability 1
Early Beginnings 1
The Turn of the Century: 1900 to 1950 4
The Age of Assessment: Late 1950s to 1970 6
1980s to the Present 8
Summary 14
Test Yourself 15
Two Prevalence, Causes, Issues, and Comorbid Disorders 17
Etiology of Intellectual Disabilities: Subtypes 17
Differential Diagnoses 27
Comorbidity 27
Test Yourself 28
Three Current Intellectual Disability Diagnostic and Federal Education Criteria 30
The DSM–5 30
American Association on Intellectual and Developmental Disabilities 34
Individuals with Disabilities Education Improvement Act of 2004 37
Differential Diagnoses and Comorbid Conditions 44
Specific Learning Disabilities 46
Test Yourself 46
Four Legal Issues and Concerns 49
Education and the Law: Issues and Concerns 49
Test Yourself 60
Five Theories of Intelligence and the Flynn Effect 63
Spearman’s Two-Factor Theory 63
Thurstone’s Primary Mental Abilities 64
Cattell-Horn-Carroll Theory 64
TriarchicTheory of Intelligence 66
Planning, Attention-Arousal, Simultaneous, and Successive Theory of Intelligence 66
Theory of Multiple Intelligences 67
Flynn Effect 68
Intellectual Disability and Capital Punishment Cases 70
Test Yourself 72
Six Assessment of an Intellectual Disability 74
Designing a Test Battery 76
Areas to Assess 78
Test Yourself 91
Seven Integration of Assessment Results 93
Report Sample #1 93
Report Sample #2 100
Test Yourself 108
Eight Postassessment Planning 110
Common Parent Reactions to Learning a Child has a Disability 111
Guidelines for Parents of Individuals with Developmental Disabilities 112
Transition Planning 113
Self-Determination and Individuals with Developmental Disabilities 115
Application of Self-Determination Practices 117
Results ofThe Arc Survey: FINDS 2011 120
Test Yourself 122
Appendix A State Departments of Special Education 124
Appendix B AAIDD and The Arc Position Statement on the Criminal Justice System 133
Appendix C American Association on Intellectual and Developmental Disabilities (AAIDD) 138
Appendix D The Arc Position Statement on Self-Determination 140
Appendix E AAIDD andThe Arc Position Statement on Self-Advocacy 142
Appendix F The Arc Position Statement on Education 146
Appendix G The Arc Position Statement on Employment 149
Appendix H Helpful Websites 153
References 157
About the Authors 166
Index 169
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