We discuss intellectual disability (ID) with Jennifer Huffman, Ph.D., ABPP-CN, a board certified pediatric neuropsychologist. We discuss diagnosis of ID, including strengths and weaknesses of different test batteries, as well as the importance of adaptive functioning. We also cover etiology (e.g., genetic syndromes), cultural considerations, interventions, and much more.
A pdf of the transcript for this episode is available here.
If you’d like to receive APA-approved CE credit for listening to this episode, click here.
Dr. Jennifer L. Huffman holds board certification in Clinical Neuropsychology along with a Pediatric Neuropsychology Subspecialty from the American Board of Professional Psychology. She held a position performing neuropsychological assessments and supervising trainees at Henry Ford Allegiance Neurology in Jackson, Michigan for 13 years, serving as the Manager of the program for 9 years, before devoting all of her professional time to serving patients and conducting medicolegal examinations in private practice in East Lansing, Michigan (she established Huffman Psychology, PLLC in 2003). In addition, she served as an adjunct professor in the Department of Psychology at Michigan State University, providing supervision to clinical psychology graduate students conducting neuropsychological assessments at The Psychology Clinic at Michigan State University as well as offering practicum positions to graduate students in the School Psychology doctoral program at Michigan State University. Dr. Huffman’s interests in private practice include neuropsychological assessment and intervention of learning, memory, attention, and developmental disorders in children, adolescents, and adults as well as forensic consultation.
Anazi, S., Maddirevula, S., Salpietro, V., Asi, Y. T., Alsahli, S., Alhashem, A., … & Alkuraya, F. S. (2017). Expanding the genetic heterogeneity of intellectual disability. Human genetics, 136(11), 1419-1429.
Brock, M. E. (2018). Trends in the educational placement of students with intellectual disability in the United States over the past 40 years. American journal on intellectual and developmental disabilities, 123(4), 305-314.
Huffman, J. L. (2020). Intellectual Disability. In Stucky, K. J., Kirkwood, M. W., & Donders, J. (Eds.), Clinical Neuropsychology Study Guide and Board Review (pp. 231-242). Oxford University Press.
Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14.
Ouellette-Kuntz, H., Minnes, P., Garcin, N., Martin, C., Lewis, M. S., & Holden, J. J. (2005). Addressing health disparities through promoting equity for individuals with intellectual disability. Canadian Journal of Public Health, 96(2), S8-S22.
Schalock, R. L., Luckasson, R., Tassé, M. J., & Verdugo, M. A. (2018). A holistic theoretical approach to intellectual disability: Going beyond the four current perspectives. Intellectual and developmental disabilities, 56(2), 79-89.
Thurm, A., Farmer, C., Salzman, E., Lord, C., & Bishop, S. (2019). State of the field: differentiating intellectual disability from autism spectrum disorder. Frontiers in psychiatry, 10, 526-535.
Whittle, E. L., Fisher, K. R., Reppermund, S., Lenroot, R., & Trollor, J. (2018). Barriers and enablers to accessing mental health services for people with intellectual disability: a scoping review. Journal of Mental Health Research in Intellectual Disabilities, 11(1), 69-102.