Identifying Intellectual Disability: Guidance for the School Psychologist


Stephen E. Brock, Ph.D., NCSP, LEP

After reviewing the historical definitions of, and criteria for, the identification of intellectual disability (ID), formerly known as mental retardation, this workshop will facilitate the understanding of the clinical, Federal (IDEA), and California definitions of/criteria for ID, the ability to conduct ID eligibility evaluations, and, the understanding of special issues associated with ID eligibility evaluations.

2.5 hours running time

SKU: WEB-7 Category:

The primary objectives of this discussion include:

  • To review the current DSM, IDEA, and California definitions of ID and be sensitized to the power/impact of the ID label.
  • To explore the American Association on Intellectual and Developmental Disabilities guidelines for the assessment of ID, and examines special assessment issues (i.e., the identification of etiology and dual diagnosis, and the assessment of pain).
  • To review of a psycho-educational report template, developed by the workshop author, which facilitates the writing of reports consistent with best practices in the identification of ID.

Stephen E. Brock, Ph.D., NCSP, LEP is an associate professor in the school psychology training program at California State University, Sacramento (CSUS), and the president of National Association of School Psychologists (NASP) 2014-2015.
LMFTs/LCSWs/LPCCs/LEPs: This course meets the qualifications for 2.5 hours of continuing education credit for LMFTs/LCSWs/LPCCs/LEPs licensed by the California Board of Behavioral Sciences. NCSPs: The course meets the qualifications for 2.5 hours of Continuing Professional Development for Nationally Certified School Psychologists, under Provider Number 1025, licensed by the National Association of School Psychologists. CASP is responsible for the content of this workshop.

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