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Handbook of Psychopathology in Intellectual Disability pp 43–61Cite as

Integrating Assessment Instruments within the Diagnostic Process

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Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

The aim of this chapter is to consider the potential benefits (and problems) of using structured assessments in clinical practice and to give some guidance on how to choose them. While there are various dimensions to mental health assessment, the main focus is on psychiatric instruments because their use in people with intellectual disability presents particular challenges. A selection of assessments is compared and contrasted in relation to a number of fundamental dimensions. Choosing appropriate assessments requires a consideration, not just of their psychometric properties but also how they fit with existing staff skills and models of assessment. Guidance is given, both on enhancing the quality of individual assessments and on their strategic use for improving the overall efficiency of assessment within a service.

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Authors and Affiliations

  1. Estia Centre & Institute of Psychiatry, King’s College London, London, UK

    Steve Moss

  2. University of New Hampshire/Institute on Disability, Tufts University School of Medicine, Boston, MA, USA

    Anne Desnoyers Hurley

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  1. Steve Moss
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  2. Anne Desnoyers Hurley
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Correspondence to Steve Moss .

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Editors and Affiliations

  1. Department of Psychology, Roehampton University, London, United Kingdom

    Elias Tsakanikos

  2. King's College London Institute of Psychiatry, London, United Kingdom

    Jane McCarthy

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Moss, S., Hurley, A.D. (2014). Integrating Assessment Instruments within the Diagnostic Process. In: Tsakanikos, E., McCarthy, J. (eds) Handbook of Psychopathology in Intellectual Disability. Autism and Child Psychopathology Series. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8250-5_4

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