Biopsychosocial Assessment Approach for Offenders with Intellectual Disabilities

The Wiley Handbook on What Works for Offenders with Intellectual and Developmental Disabilities ◽

10.1002/9781119316268.ch11 ◽

2019 ◽

pp. 219-237

Author(s):

Deborah Richards ◽

Tyler Oswald ◽

J. Paul Fedoroff

Keyword(s):

Intellectual Disabilities ◽

Assessment Approach ◽

Biopsychosocial Assessment

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Aging in Adults With Intellectual Disabilities

Perspectives on Gerontology ◽

10.1044/gero19.1.36 ◽

2014 ◽

Vol 19 (1) ◽

pp. 36-43

Author(s):

Tracy Lazenby-Paterson ◽

Hannah Crawford

Keyword(s):

Intellectual Disabilities ◽

Swallowing Disorders ◽

Speech And Language ◽

Adults With Intellectual Disabilities

The literature recognizes the important role of the Speech and Language Pathologist (SLP) in the treatment of communication and swallowing disorders in children with Intellectual Disabilities (ID). However there is also a need to emphasize the importance of specialist SLP input across the lifespan of people with ID, and to recognize the specific, ongoing and changing communication and swallowing needs of adults with ID as they get older.

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Recent Developments in the Assessment and Diagnosis of Child Psychopathology

European Journal of Psychological Assessment ◽

10.1027/1015-5759.11.3.203 ◽

1995 ◽

Vol 11 (3) ◽

pp. 203-212 ◽

Cited By ~ 3

Author(s):

Frank C. Verhulst

Keyword(s):

Problem Behaviors ◽

Child Psychopathology ◽

Developmental Differences ◽

Multiple Informants ◽

Cultural Research ◽

Assessment Approach ◽

Multicultural Knowledge ◽

Recent Developments ◽

Basic Characteristics ◽

Assessment And Diagnosis

In this article, recent developments in the assessment and diagnosis of child psychopathology are discussed with an emphasis on standardized methodologies that provide data that can be scored on empirically derived groupings of problems that tend to co-occur. Assessment methodologies are highlighted that especially take account of the following three basic characteristics of child psychopathology: (1) the quantitative nature of child psychopathology; (2) the role of developmental differences in the occurrence of problem behaviors, and (3) the need for multiple informants. Cross-cultural research is needed to test the applicability of assessment procedures across different settings as well as the generalizability of taxonomic constructs. Assessments of children in different cultures can be compared or pooled to arrive at a multicultural knowledge base which may be much stronger than knowledge based on only one culture. It is essential to avoid assuming that data from any single source reveal the significance of particular problems. Instead, comprehensive assessment of psychopathology requires coordination of multisource data using a multiaxial assessment approach.

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