International Review of Research in Mental Retardation: Handbook of Assessment in Persons with Intellectual Disability
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Table of contents
- Contentsv
- Contributorsxi
- Forewordxv
- Referencesxvi
- Prefacexvii
- Chapter 1: Historical Overview of Assessment in Intellectual Disability1
- I. Introduction1
- II. Assessment of ID, Intelligence, and School Performance3
- III. Assessment of Personality and Psychopathology in ID6
- IV. Assessment of Psychopharmacology in ID8
- V. Assessment of Behavior Problems and Skills Deficits in ID9
- VI. Assessment of Speech, Language, and Communication in ID11
- VII. Work-Related Assessment in ID14
- VIII. Assessment of Quality of Life and Family Adaptation in ID16
- IX. Interdisciplinary Team Assessment in ID16
- X. Summary and Future Directions17
- Acknowledgments18
- References18
- Chapter 2: Assessing Mental Retardation Using Standardized Intelligence Tests27
- I. Assessing Mental Retardation Using Standardized Intelligence Tests27
- II. Definitions of Mental Retardation28
- A. AAMR Definition29
- B. American Psychiatric Association Definition29
- C. Individually Administered Intelligence Test29
- III. Levels of Mental Retardation30
- A. Mild Mental Retardation31
- B. Moderate, Severe, and Profound Mental Retardation32
- IV. Standardized Intelligence (IQ) Testing33
- A. What Intelligence Tests Measure33
- B. Why IQ Are Administered and What IQ Tests Can Reveal34
- C. Stability and Change in IQ Scores for Mentally Retarded Children34
- V. Differentiating Children With Mental Retardation From Children With Other Handicaps36
- A. Distinguishing Between Mental Retardation and Developmental Delay36
- VI. Choosing An Intelligence Test for An Individual Suspected of Having Mental Retardation38
- VII. Intelligence Tests Employed for Assessing Mental Retardation39
- VIII. Verbal Intelligence Tests Frequently Used to Assess for Mental Retardation61
- A. Bayley Scales of Infant Development, Second Edition61
- B. Bayley Scales of Infant and Toddler Development, Third Edition63
- C. Differential Ability Scales64
- D. McCarthy Scales of Children's Abilities66
- E. Stanford-Binet Intelligence Scales, Fifth Edition69
- F. The Wechsler Scales72
- G. Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III)73
- H. Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)75
- I. Wechsler Adult Intelligence Scale, Third Edition (WAIS-III)76
- IX. Nonverbal Intelligence Tests Frequently Used to Assess for Mental Retardation78
- A. Leiter International Performance Scale78
- B. Leiter International Performance Scale-Revised80
- X. Special Considerations in Test Administration for Children With Mental Retardation82
- A. Test-Specific Considerations85
- XI. The Flynn Effect: IQ Scores and Mental Retardation Diagnoses87
- XII. Reporting Findings From Standardized Intelligence Tests90
- XIII. Summary91
- References93
- Chapter 3: Adaptive Behavior Scales99
- I. History and Definition99
- II. Structure of Adaptive Behavior102
- III. Review of Scales102
- A. The Vineland Adaptive Behavior Scales103
- B. AAMR Adaptive Behavior Scales104
- C. Scales of Independent Behavior-Revised104
- IV. Psychometric Concerns105
- A. Basal and Ceiling Effects106
- B. Item Sampling and Age Appropriateness106
- C. Indirect Assessments and Informant Validity/Reliability107
- D. Special Populations108
- E. Cultural Considerations108
- V. Review of Published Studies109
- A. Literature Search109
- B. Results110
- VI. Conclusion121
- References122
- Chapter 4: Educational Assessment141
- I. Introduction141
- II. Legislation and Educational Assessment142
- III. The Process of Assessment145
- A. Determining the Student's Current Strengths145
- B. Interviewing Parents146
- C. Incorparating Student Preference and Choice148
- D. Incorporating Adaptive Behavior Scales and Curriculum Acitivity Guides into the IEP Planning Proc151
- E. Conducting an Ecological Assessment152
- IV. Ongoing Assessment157
- V. Summary159
- References159
- Chapter 5: Autism and Pervasive Developmental Disorders163
- I. Introduction163
- II. Diagnostic Criteria and Clinical Presentation of the Pervasive Developmental Disorders166
- A. Autistic Disorder166
- B. Rett's Disorder169
- C. Childhood Disintegrative Disorder169
- D. Asperger's Disorder170
- E. Pervasive Developmental Disorder not Otherwise Specified (Including Atypical Autism)171
- III. Early Autism Identification and Potential Barriers172
- IV. Developmental Surveillance, Screening, and Diagnosis175
- A. Level 1 Investigation177
- B. Level 2 Investigation182
- V. Summary188
- References189
- Chapter 6: Psychopathology: Depression, Anxiety, and Related Disorders197
- I. Introduction197
- II. Depressive Disorders198
- A. Diagnosis198
- B. Application to People with ID200
- C. Diagnostic Interviews201
- D. Psychometric Instruments203
- E. Assessment of Mood-Related Cognitions204
- F. Functional Assessment and Analysis205
- G. Summary208
- III. Bipolar Disorders209
- A. Application to People with ID209
- B. Screening Questionnaires210
- C. Interviewing211
- D. Functional Assessment and Analysis211
- IV. Anxiety Disorders211
- A. Diagnosis211
- B. Applications to People with ID212
- C. Screening Questionnaires212
- D. Interviewing215
- E. Assessment of Anxiety-Related Cognitions215
- F. Behavioral Assessment216
- G. Functional Assessment and Analysis217
- H. Future Directions218
- V. Adjustment, Acute Stress, Posttraumatic Stress Disorders (PTSD)218
- VI. Concluding Remarks219
- References220
- Chapter 7: Psychotropic Medication Effects and Side Effects227
- I. Introduction227
- II. A Historical Context for Assessment of Medication Effects228
- III. Conceptualizations of Assessment of Medication Effects231
- IV. Psychotropic Medication Effect Assessment in Persons With Developmental Disabilities233
- A. Assessing Medication Therapeutic Effects234
- B. Quality of Life235
- C. Social Validity238
- D. Behavior Analysis and Therapeutic Effects238
- E. Assessing Medication Side Effects239
- V. Conclusion245
- References245
- Chapter 8: Memory Disorders253
- I. Introduction253
- II. Projected Rates and Importance of Early Identification of Dementia253
- III. Diagnostic Caveats256
- IV. Level of Id and Dementia257
- V. Types of Dementia258
- A. Dementia of the Alzheimer's Type260
- B. Dementia Due to Non-AD Causes263
- VI. Differential Diagnosis266
- A. Delirium and Amnestic Disorder266
- B. Mild Congnitive Impairment and Age-Related Congnitive Decline267
- C. Depression267
- VII. Assessment of Dementia268
- A. Direct Assessments270
- B. Indirect Assessments271
- C. Adaptive Behavior272
- VIII. Conclusions273
- References274
- Chapter 9: Assessment of Self-Injurious and Aggressive Behavior281
- I. Definition and Epidemiology281
- II. Structural Assessment Methods283
- A. Direct Behavior Assessment283
- B. Standardized Clinical Interviews286
- C. Specialized Structural Behavior Rating Scales289
- D. Psychopathology Assessment Instruments292
- E. Standardized Adaptive Behavior Scales296
- III. Functional Assessment and Analysis297
- A. Functional Assessment298
- B. Experimental Functional Analysis304
- C. Functional Diagnostics and Multimodal Functional Analyses309
- IV. Summary and Conclusions310
- References311
- Chapter 10: Social Skills321
- I. Social Skills321
- II. Defining Social Skills322
- III. Self-Care Skills323
- IV. Conversational Skills324
- A. Conversational Questions327
- B. Self-Disclosing Statements327
- C. Reinforcing or Acknowledging Comments327
- D. Speech Duration and Latency328
- E. Eye Contact328
- F. Affect and Tone328
- G. Conversational Content329
- V. Assertiveness Skills329
- A. Refusal Assertiveness330
- B. Request Assertiveness332
- C. Commendatory Assertiveness332
- VI. Social Problem-Solving Skills333
- VII. Employment-Related Skills335
- A. Job-Finding Skills335
- B. Interviewing Skills336
- C. Employment-Related Interpersonal Skills337
- VIII. Heterosocial Skills338
- IX. Social Skills and Psychopathology341
- X. Methods of Assessing Social Skills344
- XI. Ratings Scales345
- A. MESSIER345
- B. SPSS347
- C. MESSY348
- D. SSRS348
- E. VABS350
- XII. Observation Techniques351
- XIII. Role-Play351
- XIV. Conclusions352
- References353
- Chapter 11: Self-Care Skills365
- I. Introduction365
- II. Assessing Self-Care Skills366
- III. Generalization and Maintenance Planning for Self-Care Skills with Individuals with Mental Retar375
- IV. Consideration of Caregiver/Trainer Variables376
- V. Initial and Ongoing Trainings for Caregivers377
- VI. Behavioral Challenges379
- VII. Conclusions382
- References383
- Chapter 12: Feeding Disorders387
- I. Introduction387
- II. Epidemiology388
- III. Etiology389
- A. Social390
- B. Medical392
- IV. Classification of Feeding Disorders393
- V. Assessment395
- A. Physicians395
- B. Diagnostic Testing398
- C. Nutritionists399
- D. Speech Pathologists/Occupational Therapists399
- E. Social Workers399
- F. Psychologists/Behavioral Therapists399
- VI. Case Examples406
- VII. Conclusions410
- References410
- Chapter 13: Pain Assessment415
- I. Pain: The Big Picture415
- II. Pain: Brief Review of Models415
- III. Pain: The Picture as It Applies to Persons With Developmental Disabilities417
- IV. Pain Prevalence in DD418
- V. Pain and Self-Injurious Behavior419
- VI. Assessment Approaches421
- VII. Self-report422
- VIII. Proxy Report424
- IX. Observational Methods426
- X. Physiological Measures430
- References431
- Index435
Autism Spectrum Disorder is one of the most researched and popular topics in the fields of psychology, psychiatry, and special education. In the last 30 years the amount of new information on assessment and treatment has been astounding. The field has moved from a point where many considered the condition untreatable to the current position that it may be curable in some cases and that all persons with this condition can benefit from treatment. Intervening with school age children continues to be a major focus of assessment or intervention. However, expanding the ages of those receiving more attention from younger children to older adults, is becoming more prevalent. The consensus is that intensive treatment at the earliest recognized age is critical and that many adults evince symptoms of the disorder and warrant care.
The field is full of many proposed treatments many of which offer promise but no data. Thus, a book on evidence-based assessments and interventions, across the life span should be of value in helping to sort out the more credible interventions as defined by the research and what methods have the best support. Given the popularity of the topic and the vst array of potential assessments and teratments available, this volume will be aimed at delineating what the researchers have shown has the best evidence to support particular methods.
International Review of Research in Mental Retardation is now available online at ScienceDirect — full-text online of volumes 23 onwards.
Elsevier book series on ScienceDirect gives multiple users throughout an institution
simultaneous online access to an important compliment to primary research. Digital
delivery ensures users reliable, 24-hour access to the latest peer-reviewed content. The
Elsevier book series are compiled and written by the most highly regarded authors in their
fields and are selected from across the globe using Elsevier’s extensive researcher
network.
For more information about the Elsevier Book Series on ScienceDirect Program, please visit:
http://www.info.sciencedirect.com/bookseries/
The field is full of many proposed treatments many of which offer promise but no data. Thus, a book on evidence-based assessments and interventions, across the life span should be of value in helping to sort out the more credible interventions as defined by the research and what methods have the best support. Given the popularity of the topic and the vst array of potential assessments and teratments available, this volume will be aimed at delineating what the researchers have shown has the best evidence to support particular methods.
International Review of Research in Mental Retardation is now available online at ScienceDirect — full-text online of volumes 23 onwards.
Elsevier book series on ScienceDirect gives multiple users throughout an institution
simultaneous online access to an important compliment to primary research. Digital
delivery ensures users reliable, 24-hour access to the latest peer-reviewed content. The
Elsevier book series are compiled and written by the most highly regarded authors in their
fields and are selected from across the globe using Elsevier’s extensive researcher
network.
For more information about the Elsevier Book Series on ScienceDirect Program, please visit:
http://www.info.sciencedirect.com/bookseries/