Innovative Interventions for Adults with Intellectual and Developmental Disabilities provides insight into the impairments associated with the most common types of intellectual and developmental disabilities in adults including deficits in sensory motor, visual perceptual, and communication skills which impact every aspect of daily living. Adults with intellectual or developmental disabilities also present with maladaptive behaviors such as agitation or self-injury which impacts safety and learning functional skills.
This course introduces assessments and interventions that promote engagement, skill development, and quality of life. In-depth case studies and videos are provided to enhance the learning experience. The information gained from this course is invaluable for therapists who provide consultation or direct services either in residential or adult day programs. The course concludes with an examination of the special needs of individuals ranging in age from adolescence to geriatric, including those with dementia, visual impairments, and the deaf-blind population.
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- Conceptual, social and practical domains.
- 3 domains in the DSM-5 diagnostic criteria
- Changes in terms: “mental retardation”, “intellectual disabilities”,
- 5 diagnoses previously listed under the umbrella term of PDD in the DSM 4
- Terms listed as neurodevelopmental disorders in DSM 5l
- Health conditions
- Mental health disorders such as OCD
- Visual disorders
- Sensory motor assessment tools
- Assessment tools of functional and adaptive skills
- Assessment tools used to evaluate communication
- Assessment tools used with individuals with dementia
- Downs syndrome, Cerebral palsy, Fragile X syndrome, Williams syndrome, Fetal
- Alcohol Syndrome disorders, Prader-Willi syndrome, Angelman’s syndrome
- Intervention models of Skill based, cognitive, behavioral based, sensory based and physical/biomechanical approaches.
- Differences between teaching generalized and splinter skills and the remedial VS adaptive approaches.
- Different ways sensory input is used as reinforcement or as part of a sensory diet
- Strategies of Grading activities, use of reinforcement, adding sensory components, success only activities’, chaining/fading prompts, group activities, use of multisensor approach, use of the 80-20 rule, how to make practice inherent in set-up, other methods to adapt materials for success.
- Pacing strategies
- Research by Tomchek & Smith on sensory-based interventions used with individuals with autism
- Research on efficacy of weighted and pressure vests, dynamic seating and other sensory modalities
- Research on efficacy of sensory-based strategies to reduce self-injurious behaviors
- Strategies to promote safe eating pace including use of portion control and adaptive equipment
- Use of cueing to sequence actions such as wiping face, alternating drink with food or signing for more to slow down food intake
- Lighting, strategies to reduce glare, increase color contrast
- Use of object cues and symbols with the blind deaf population
- Benefits to enlarging, raising, angling materials.
- Strategies that utilize lightboxes
- The symptoms commonly seen in individuals with autism including that impact social, communication, fine and gross motor functioning and comfort
- Symptoms of visual impairments that indicate atypical sensory processing.
- Symptoms that are presented in the general population
- How presentation of dementia in the developmentally disabled population differs from the presentation in the general population
- What animal-assisted therapies are and types of animals used.
- Benefits of integrating animals into therapies
- Why Apps are beneficial in general (i.e. cost, portability, socially acceptable, variety)
- How specific Apps may be used to promote communication/ social, motor skills, teach cause and effect relationships and function
Course Goals & Objectives:
This course is intended to instruct the professional on a study of interventions and techniques to employ when working with adults with developmental disabilities.
- Select the 3 domains in the DSM- 5 criteria for intellectual disabilities.
- Identify the changes in terminology and diagnostic criteria in the DSM 5 compared to the DSM
- Select 7 disorders that frequently coexist with developmental disabilities.
- Select 8 assessment tools appropriate to use with the developmentally disabled population.
- Identify 8 diagnoses considered to be developmental disabilities.
- Identify 5 intervention models or approaches used with adults with developmental disabilities.
- Recognize the difference between “sensory reinforcement” and “sensory diet”.
- Identify 9 general teaching or training strategies.
- Identify 8 strategies to slow down eating pace.
- Identify 5 environmental adaptations for individuals with visual impairments or the deaf blind population
- Select 9 common symptoms of visual impairments seen in individuals with autism spectrum disorders.
- Recognize 5 symptoms of dementia in the developmentally disabled population.
- Identify 5 benefits to animal-assisted therapies.
"Seminar-On-Demand" course are streamed on your web browser if the online version if purchased. Our SODs are optimized for the most current versions of Safari, Google Chrome or Mozilla Firefox. A current version of Adobe Flashplayer is also required when viewing on a desktop or laptop computer. All SOD courses are mobile ready.
Contact Hours: 4 contact hours in length (check your state’s approval status in the state specific course catalog for your profession).
Target Audience: Physical Therapist, Physical Therapist Assistant, Occupational Therapist, Occupational Therapist Assistant, Speech Language Pathologist
Instructional Level: Intermediate
Criteria for Completion: Criteria for Completion: A score of 70% or more is considered passing. Scores of less than 70% indicate a failure to understand the material and the test will need to be taken again until a passing score has been achieved
This course is offered for 0.40 ASHA CEUs (Intermediate level, Professional area).
Financial – Barbara Smith is employed by Ironestone Farm and receives a salary. She receives payment from HomeCEU for the presentation of this course.
Nonfinancial - no relevant nonfinancial relationship exists.
Content Disclosure: This course does not focus solely on any specific product or service
Cancellation Policy: For activity cancellation, returns, or complaint resolution, please contact Anne Osborn by email Anne@HomeCEU or by phone at 1.800.55.4CEUS (2387). We have a 100% satisfaction guarantee. Refunds will be issued for courses that have not been completed (exam not taken), or for any course that has been rejected by your board of approval. Webinar attendance must be canceled 24 hours before the scheduled start time.