SW 644: Issues in Developmental Disabilities Intellectual Disability Discussion Lecture Presenters: Lara S. Head, Post Doctorate Fellow Psychiatry, UW-Madison Waisman Center Don Anderson, MSSW

Supports Intensity Scale (SIS)  An adaptive behavior scale  Differs from other scales in that it focuses more on what an individual is able to do  Provides more specific information about what an individual can do with a particular skill and the supports that are needed  Used by professionals in community settings primarily with adolescents and adults

Clinical Assessments  Children with complex issues: Availability of and access to existing records as first step in evaluation process Next step is to process information and make essential hypotheses; understanding of child’s intellectual functioning is key foundation Adaptive behavior assessment(s) may be necessary in addition to intellectual or cognitive assessment

Clinical Assessments  Children with complex issues: May need to investigate medical issues May need to determine other environmental issues, i.e., family May need to ask more questions that deal with changes in the environment, i.e., a newborn sibling

Clinical Assessments  Children with complex issues: Need to ask, “How much information do I already have? How much information do I still need to know? What do I want the outcome of this evaluation to be? Example: Autism – need to make use of all available information and informants; need to determine patterns and regressions in behavior

Advocacy – Approaching the Professional Community for Assessment  Assessment usually sought when child is very young, i.e., infant or toddler  There is realization that there may be some developmental concerns  Assessment may also be sought during school-age years as children are seen in comparison to larger groups of children  Additionally, there may be a need for assessment when child finishes school

Advocacy – Approaching the Professional Community for Assessment  Initially, when approaching the professional community for assessment, parents often ask, “What is it that I need to find out? Why do I need this information? Why is this happening? What is this called? What are we going to do about it?”  Similar questions can be asked for someone entering early adulthood

Advocacy – Approaching the Professional Community for Assessment  For children, the first avenue presented is usually the school district  Evaluation of child under three is very much focused on developmental issues, and may be discipline specific  There may be medical issues to be addressed by pediatrician

Advocacy – Approaching the Professional Community for Assessment  Assessments/services across school districts can vary based on numerous factors  School district evaluations are free and may include outside evaluations  There may be a need to examine qualifications, i.e., certification, of outside evaluators  Need to communicate clearly what you want done and how you’re going to use the information

Advocacy – Approaching the Professional Community for Assessment  Intellectual testing is often a very good foundation  The long range plan is a key feature of the assessment  Evaluations may be very much focused on support needs

Advocacy – Approaching the Professional Community for Assessment  It’s essential for entry level case managers to think about purpose and need