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Other Support Products

For more than a decade, the American Association on Intellectual and Developmental Disabilities (Formerly AAMR) has lead the way in advocating a supports-based approach to defining, diagnosing, and classifying the condition of mental retardation. Through this effort, the association has developed the following tools and materials to assist professionals in determining practical support needs of people with developmental and intellectual disabilities.

Guidelines for Including Persons with Disabilities: Supports Intensity Scale
Marc J. Tassé et al., 2005
This accompanying free Guide to the Supports Intensity Scale helps professionals understand how to best conduct interviews with people with disabilities and self-advocates in order to make the supports planning process inclusive and comprehensive.

Positive Behavior Support Training Curriculum
Dennis H. Reid and Marsha Parsons, Second edition 2007
This Curriculum teaches proactive positive behavior support strategies to direct support professionals, fostering the principles of supports and person-centered planning.

Intellectual Disability: Definition, Classification and Systems of Supports (11th edition)
Ruth A. Luckasson et al.
This Manual contains the most current and authoritative information and knowledge on intellectual disability, including best practice guidelines on diagnosing and classifying intellectual disability and developing a system of supports for people living with an intellectual disability.

User's Guide: Intellectual Disability: Definition, Classification and Systems of Supports (11th edition)
Ruth A. Luckasson et al.
This practical new Guide on the 2010 AAIDD Intellectual Disability: Definition, Classification, and Systems of Supports manual informs clinicians, educators, policy makers, and program managers how to implement the various components of the AAIDD definition system in their specific job settings. The authors discuss the contemporary relevance of the supports-based AAIDD definition in the context of issues ranging from special education practices and IDEA mandates, to diagnosing individuals with higher IQ and conducting retroactive diagnoses. Policy makers and program managers will benefit from discussions on how the supports paradigm can improve quality outcomes, and how the current system incorporates the consensus in the field to utilize a supportsbased approach. February 2012