PL4243 – INTELLECTUAL DEVELOPMENTAL DISORDER

Semester 2, AY2021/2022

MODULE DESCRIPTION

This module provides a deeper understanding on Intellectual Developmental Disorder. It is

intended for students who have an interest to learn more about special needs. The module will
cover key topics in the field, such as assessment, emotional and behavioural presentation,
intervention and specialist topics. The module will also adopt a life-span approach and
pertinent developmental issues will be presented.

LEARNING OUTCOMES

Upon completion of this module, students should be able to:

1. Identify the assessment process for diagnosing Intellectual Developmental Disorder
(IDD).
2. Acquire basic skills to interview a person with IDD.
3. Describe the common emotional and behavioural issues presented by persons with
IDD.
4. Determine relevant intervention approaches.
5. Identify relevant developmental issues across the life span.

CONTACT

Lecturer: Dr Lohsnah Jeevanandam Email: [email protected]

Note:
• This module will be offered totally online.
• Attendance at online seminars will be monitored.
• Only seminar 1 will be recorded and can be viewed on LumiNUS.

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 SCHEDULE
Seminars are held every Monday, 9.00 am.

Seminar / Date Topics

Seminar 1 Introduction 1
10.01.2022 Historical perspectives of IDD
Definition and clinical presentation
Classifications of IDD

Seminar 2 Introduction 2
17.01.2022 Etiology

Seminar 3 Assessment
24.01.2022 Overview of assessment process
Interviewing persons with IDD

Group Presentation A (Groups 1 – 8): Overview of IDD-related services & policies

Seminar 4 Integrating Assessment findings

31.01.2022 Formulation, Identify treatment goals, Treatment Planning
Role-Play interviewing skills

Seminar 5 Emotional Disorders

07.02.2022
Test
Seminar 6 Behavioural Disorders
14.02.2022
Guest Speaker: Dr Vimallan Manokora, MINDS

RECESS WEEK (19/02 – 27/02)

Seminar 7 Healthy & Safe Relationships
28.02.2022 &

Seminar 8
07.03.2022
Seminar 9 Vocational Training
14.03.2022

Seminar 10 Ageing
21.03.2022
Guest Speaker: Dr Donald Yeo

Seminar 11 Group Presentation B: Groups 1 - 4

28.03.2022

Seminar 12 Group Presentation B: Groups 5 - 8

04.04.2022

Seminar 13 Summary
11.04.2022
Exam preparation

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 WEEKLY READINGS

Key E-book references:

Gentile, J. P., Cowan, A. E., & Dixon, D. W. (2019). Guide to intellectual disabilities: A clinical handbook. Springer International Publishing.

Matson, J. L. (2019). Handbook of intellectual disabilities: Integrating theory, research, and practice (1st 2019. ed.). Springer International Publishing.

Prasher, V. P., Davidson, P. W., & Santos, F. H. (2021). Mental health, intellectual and developmental disabilities and the ageing process (2nd 2021. ed.).
Springer International Publishing.

Seminar Readings

1 Matson, J. L. (2019). Chapter 1.

Patel, D. R., Cabral, M. D., Ho, A., & Merrick, J. (2020). A clinical primer on intellectual disability. Translational Pediatrics, 9(Suppl 1), S23–S35.
https://doi.org/10.21037/tp.2020.02.02

Jeevanandam, L. (2009). Perspectives of intellectual disability in Asia: Epidemiology, policy, and services for children and adults. Current
Opinion in Psychiatry, 22(5), 462-468. https: doi:10.1097/YCO.0b013e32832ec056

2 Kishore, M., Udipi, G., & Seshadri, S. (2019). Clinical practice guidelines for assessment and management of intellectual disability. Indian
Journal of Psychiatry, 61(8), 194-210. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_507_18

Guidelines for assessment for and intervention with persons with disabilities, American Psychological Association, (2011).
https://www.apa.org/pi/disability/resources/assessment-disabilities
3 Gentile, J. P., Cowan, A. E., & Dixon, D. W. (2019). Chapters 2 and 6

Painter, J., Trevithick, L., Hastings, R. P., Ingham, B., & Roy, A. (2016). Development and validation of the learning disabilities needs
assessment tool (LDNAT), a HoNOS-based needs assessment tool for use with people with intellectual disability. Journal of Intellectual
Disability Research, 60(12), 1178-1188. https://doi:10.1111/jir.12340.

4 No readings.

5 Gentile, J. P., Cowan, A. E., & Dixon, D. W. (2019). Chapters 7 and 8.

3
Seminar Readings

6 Matson, J. L. (2019). Chapters 30, 31, 32, 35.

7&8 Jeevanandam, L. (2021). Sexuality development in persons with Intellectual Disability: A Singapore Perspective [E-book]. In M. E. Wong & L.
Lim (Eds.), Special needs in Singapore: Trends and Issues (1st ed., pp. 309–325). World Scientific Publishing Co. Pte. Ltd.
https://doi.org/10.1142/9546.

Institute of Policy Studies, Diversity Podcast, Sex and People with Disabilities, Jeevanandam, L (2020).
https://ipscommons.sg/ips-on-diversity-podcast-s1e5-sex-and-people-with-disabilities/

Matson, J. L. (2019). Chapter 52.

9 Matson, J. L. (2019). Chapter 25.

Enabling Masterplan (EMP3), Strategic Direction 4, Improved access to enhanced pathways for employment and lifelong learning opportunities.
Pg 52-65. https://www.sgenable.sg/pages/content.aspx?path=/about-us/enabling-masterplan/

10 Prasher, V. P., Davidson, P. W., & Santos, F. H. (2021). Chapters 3, 10, 17.

Lougheed D.C. (2019). Approach to providing care for aging adults with intellectual and developmental disabilities. Canadian family physician
Medecin de famille canadien, 65(Suppl 1), S14-S18.

11 - 13 No readings.

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 ASSESSMENT

A) Test (15%) – Closed Book

Date: 07.02.2022

Duration: 1 hour

Format: 2 structured questions

Total: 30 marks

Syllabus: Based on Seminars 1 - 4 (i.e., slides, relevant textbook chapters, any other
resources / references discussed in seminars)

B) Report (35%)

Overview of assignment
There are two parts to this assignment. Part A is done as a group of 5 where you will interview
the person with IDD and their caregiver or educator. Part B is an individual report based on the
information gathered from the interviews.

Aims of assignment
• Learn to interview a person with IDD and their caregiver/educator.
• Meaningfully categorise the obtained information into a report.
• Identify appropriate therapy goals.
• Propose evidence-based intervention.
• Promote self-reflective skills.

Part A
• In Weeks 2 and 3, lecturer will introduce each group to a special needs
organization/caregiver and will explain the interview process. Thereafter, it is the
responsibility of the group to follow-up and schedule the interviews (online).
• There will be 2 interviews – one with the client and the other with the caregiver or educator.
• Obtain a signed Letter of Consent (LOC-C) from the primary caregiver(s), irrespective of
whether the caregiver or the educator is being interviewed. If the educator is being
interviewed, they too need to fill out a (LOC-E). These templates will be provided.
• Interview should not proceed until LOCs have been signed.
• Completed LOCs to be uploaded on LumiNUS.

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 • Schedule interviews for after Week 4 as you will have a chance to role-play interviewing
in seminars before that.
• The duration of each interview session should be about 1 hour. Do offer a 5 minute break
half-way through the interview.
• The zoom interview sessions are NOT to be video or audio recorded.

Part B
Following the interview, write an individual report on the following:
I: Summarise any 2 domain areas (10%)
• Emotional
• Behavioural
• Psychosocial
• Daily living skills
• Family
• Employment/Vocational Training
II: Therapy Goal (5%)
• What in your opinion would be 1 relevant therapy goal for the client?
• Why have you selected this goal?
• Justify with literature
III: Proposed Intervention (10%)
• Based on the goal suggested, propose a brief intervention program.
• Present the evidence for the effectiveness of the selected intervention
approach/strategies.
IV: Self-Reflection (7%)
• How did you feel when you were interviewing? How did you cope with your feelings?
• How do you think you fared with your interviewing? What went well? What could have
been better? What are your plans to address your areas of need?
• Were there any other challenges during the interview? If yes, what were they, how did
you address them?
• Overall, what were your learning points?
V. Writing Style & Reference List (3%)
• Clear and organised writing style
• Included key and most updated references
• APA referencing

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Note:
• 2200 words, 10% plus/minus. In-text references are not included.
• Identifying information of the person should NOT be reported in the paper and not shared
with anyone else, other than your peers in your group.
• Plagiarism will be taken seriously and the student will be reported to the University.
• You can write in the first person ‘I’.
• You can refer to Clinical Case Studies journal to get a sense of how individual case reports
are written.
• Upload soft copy in word format (not pdf), on LumiNUS by 5.00 pm, 25.03.2022.
• Late submission will be penalized at 10% per day.

C) Group Presentation (20%)

In the same group as for the interviews, you will work on the following together.

Part A (5%)

• Embark on a research of “policies and frameworks to protect persons with ID”.

• 7-minute presentation
• Upload your slides onto LumiNUS after seminar 2.

Group Focus
1 Children - Singapore
2 Adults - Singapore
3 Children & Adults - UK
4 Children & Adults - USA
5 Children & Adults – Australia
6 Children & Adults - Norway & Sweden
7 Children & Adults - Hong Kong & China
8 Children & Adults - Japan & Korea

Marking Criteria

Content – 5%

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Part B (15%)

• Conduct a role-play on an applied skill. The live role-play will include a clinician and client
or caregiver(s) or teacher(s).
• 15-minute presentation & 5-minute Q&A – groups will be penalised for exceeding time
limit.
• Upload on LumiNUS the Friday before the presentation, three ppt slides on a summary of
the applied skill.
o What exactly are you presenting?
o Why did you focus on that particular aspect?
o What were some thought considerations in deciding what you should or should
not say/do in your role-play?
o The three slides do not include cover slide and references.
Group Applied Skill
1 Inform caregivers that their child has IDD.
2 Educate parent about a positive behaviour support skill to support their child with IDD.
3 Teach a client with IDD a coping strategy.
4 Teach a client with IDD the importance of exercise.
5 Educate staff about the considerations/ accommodations to be made to the curriculum
for persons with IDD.
6 Educate a client with IDD about the importance of having leisure in their life.
7 Teach a client with IDD a daily living skill.
8 What will you tell a group of parents of typically developing children/adolescents about
the importance of active inclusion?
With the exception of group 1, for groups 2 – 8, you can decide if your ‘client’ is a young person or an adult.
Please be respectful when playing the role of a client.

Marking Criteria
Summary of information on ppt slides – 5%
Quality of role-play – 10%

Note:
• Each student is expected to contribute equally. Some can do the research, while some
others prepare the slides, and others do the role-play.
• There will be one final mark for the group and the same mark for each group member.
• If there are any difficulties working in a group, highlight this to the Lecturer as soon as
possible.

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D) E-Final Test (30%) – Open Book

Date: TBA (during exam week and will be scheduled by the university)

Duration: 2 hours

Format: Case study and short-essay questions

Syllabus: Seminars 5 -13 (Slides, relevant textbook chapters, any other

resources/references discussed in seminars). General understanding of
Seminars 1-4.

THE END