scholarly journals Adaptive Functioning (AF) Evaluations of Foreign Nationals Facing Capital Punishment

2019 ◽  
Vol 34 (7) ◽  
pp. 1285-1285
Author(s):  
A Chacon ◽  
A Barragan ◽  
T Judd ◽  
D Safi
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Death Penalty ◽  
Capital Punishment ◽  
American Psychiatric Association ◽  
Adaptive Functioning ◽  
American Association ◽  
Multiple Informants ◽  
Washington Dc ◽  
Intellectual And Developmental Disabilities

Abstract Objective The US Supreme Court ruled against the application of the death penalty to individuals with intellectual disability (ID) (Atkins v. Virginia, 2002). Diagnostic criteria for ID require subnormal adaptive functioning (AF) in addition to IQ test scores (American Psychiatric Association [APA], 2013). The American Association on Intellectual and Developmental Disabilities (AAIDD) (2010, 2012) and APA (2013) recommend using culturally sensitive approaches. Assessing AF in immigrants is a challenge because their cultural backgrounds are different than those of the standardization samples of United States AF measures. When typical AF measures are not appropriate, AAIDD (2010) offers guidelines about appropriate sources such as school, work, and medical records, prior psychosocial evaluations, and qualitative adaptive behavior interviews with multiple informants. However, defendants facing the death penalty are often raised in impoverished areas with a paucity of pertinent documentation. This study identifies and discusses issues related to the use of self-report, selection of respondents, questions, collateral information, and clinical judgment in AF evaluations of immigrants facing the death penalty. Case Description We present a case study of an AF evaluation of a Mexican national seeking ID exemption from capital punishment. Discussion We offer a framework for developing and judging the quality of an AF evaluation that adheres to the (AAIDD) (2010, 2012) and APA (2013) guidelines, and includes 1) strengths and limitations of adaptive functioning in relation to others of his age group and culture; 2) reliable evidence concerning the individual’s history in specific periods of time; 3) an account of the individual’s cultural and linguistic differences; and 4) an account for potential bias on the respondents’ side. References Atkins v. Virginia, 536 U.S. 304 (2002). American Psychiatric Association. Diagnostic and statistical manual of mental disorders. fifth ed. Washington, DC: APA; 2013. American Psychological Association. (2016). Revision of ethical standard 3.04 of the “Ethical Principles of Psychologists and Code of Conduct” (2002, as amended 2010). American Psychologist, 71, 900. Schalock, R.L., Borthwick-Duffy, S.A.,Bradley, V. J., Buntix, W.H.E.,.Coulter, D.L., Craig, E.M…..Yeager, M.H. (2010). Intellectual disability: Definition, classification, and systems of supports. (11th ed.).Washington, DC: American Association on Intellectual and Developmental Disabilities. doi:978-1-935304-04-3. Schalock, R.L., Luckasson, R.A., Bradley, V., Buntinx, W.H.E., Lachapelle, Y., Shogren, K.A…Wehmeyer, M.L. (2012). Intellectual disability: Definition, classification, and system of supports: User's Guide. Washington, DC: American Association on Intellectual and Developmental Disabilities.

scholarly journals A desconstrução do conceito de Deficiência Mental e a construção do conceito de Incapacidade Intelectual: de uma perspetiva estática a uma perspetiva dinâmica da funcionalidade

2012 ◽  
Vol 18 (4) ◽  
pp. 553-568
Author(s):  
Manuela Sanches-Ferreira ◽  
Pedro Lopes-dos-Santos ◽  
Miguel Augusto Santos
Keyword(s):  
Mental Retardation ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
American Association ◽  
Intellectual And Developmental Disabilities

As questões em torno da deficiência, da incapacidade e da funcionalidade tornaram-se, nas últimas décadas, importante foco de discussão e de elaboração conceitual, com a produção de um corpo de saberes que confere legitimidade científica a uma visão mais positiva e dignificante das condições de deficiência e de incapacidade. A premissa base dessa produção de conhecimento é a assunção da reciprocidade das relações indivíduo/meio, enquanto unidade nuclear de análise, onde a incapacidade é encarada, não como característica intrínseca da pessoa, mas como o resultado do desajustamento entre as funcionalidades do indivíduo e as solicitações dos cenários onde ele é chamado a participar. É nesta base que, neste artigo, nos propomos examinar as implicações que tais posicionamentos tiveram na desconstrução do construto de deficiência mental (mental retardation) e subsequente mudança para a designação incapacidade intelectual (intellectual disability), pela American Association of Intellectual and Developmental Disabilities. Para atingir esse propósito discutiremos a evolução do conceito de deficiência mental, explorando o território conceitual que o instituiu e aquele que contribui para a sua desconstrução. Por último, a enunciação teórica deste artigo pretende contribuir para demonstrar a interdependência existente entre modos de pensamento e modos de ação, e que no caso da Educação Especial é corporizado na aceitação progressiva do paradigma da inclusão.

Applying the Universal Design for Learning Framework for Individuals With Intellectual Disability: The Future Must Be Now

2017 ◽  
Vol 55 (1) ◽  
pp. 48-51 ◽  
Author(s):  
Sean J. Smith ◽  
K. Alisa Lowrey
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Universal Design ◽  
American Association ◽  
Universal Design For Learning ◽  
Action Plan ◽  
Intellectual And Developmental Disabilities ◽  
Learning Framework ◽  
The Future ◽  
Design For Learning

Abstract The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.

Active Aging for Individuals with Intellectual Disability: Meaningful Community Participation Through Employment, Retirement, Service, and Volunteerism

2012 ◽  
Vol 117 (6) ◽  
pp. 497-508 ◽  
Author(s):  
Sheila Lynch Fesko ◽  
Allison Cohen Hall ◽  
Jerrilyn Quinlan ◽  
Catherine Jockell
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Community Participation ◽  
Retirement Planning ◽  
Future Research ◽  
Active Aging ◽  
Intellectual And Developmental Disabilities ◽  
Work Commitment ◽  
Policy Consideration ◽  
Aging Workers

Abstract As individuals with intellectual and developmental disabilities become more engaged in community employment, it will be critical to consider how their employment experience changes as they age. Similar to other seniors, individuals will need to consider whether they want to maintain their employment, reduce their work commitment, or retire completely. If they do choose to retire, what activities will they choose to engage in, and what service or supports might be necessary? This article considers the issues faced by all aging workers in regard to retirement planning and active aging as well as specific strategies for individuals with intellectual and developmental disabilities to remain active and engaged. Recommendations for service options, policy consideration, and future research are also discussed.

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