AAMR/AAIDD: Diagnosis, Classification, and Systems of

Supports

FUNCTION 1: Diagnosis of Intellectual Disability

Use this form to determine a diagnosis of intellectual disability.
Name: Alahni R. Date: April 2017 DOB: July 7, 2006
Maria Bultsma, An
Kurosu, Tina DeWitt,
Sadie & Sean R., Marcia
Bour, Melissa VanTil,
Team Martin Trumbull, Maria
Members: Morin

Purpose(s) for Diagnosis, Classifying, & Planning Supports:

Moderate Cognitive Impairment 3-4.5 SD, ADD,
Speech/Language Impairment

I. Intellectual Functioning
IQ Test Test Assessor IQ Scores Standard Error
Date (include range) of
Measurement
Current Assessments
1. Differential Ability 3/30/20 Maria Bultsma Verbal 45 42-60
Scales, 2nd Edition, Early 15 Nonverbal 63 59-77
Years Spatial 43 40-52
GCA 44 41-53
Early # Concepts n/a
- 46
2. CELF - 5 Marcia Boer >40
Previous Assessments
1. Bayley Scales of Infant 4/12/20 Martin Trumbull 54
and Toddler Development 12
3rd edition
2. CELF 4/2012 Marcia Boer 51
Comments on Intellectual functioning
GCA Score of 44, extremely low range and below 1% of her peers. This test was given with 95%
certainty.
Verbal Cluster Score of 43 that is in the extremely low range and below the 1% of peers her age.
Non-Verbal Reasoning falls in the mild cognitive impairment range with a score of 63, at the 1% of
peers her age, this ability is more developed than her verbal and spatial ability.
Spatial score of 43 that falls in the extremely low range and below the 1%, had difficulty copying
figures.
Alahnis expressive and receptive language and articulation impact her ability to participate in
classroom discussions, answer wh questions, express thoughts and ideas clearly, follow
directions, understand academic information presented verbally and successfully communicate with
peers and teachers in the classroom. Her scores indicate that she is at the age equivalent of 3
years 2 mo to 4 years 9 mo.

Three years ago, Alahni was tested to be at the age range of 2 years 5 mo to 2 years 6 mo, despite
this being 3 years below her age.
Speech language scores were at the first percentile receptive language at 52, expressive
language 57, and age equivalent of 2 years and 8 mo. Her articulation was measured via the GFTA-
2 and scored under 40 with 40% intelligibility including a severe delay.

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SIGNIFICANTLIMITATIONS IN INTELLECTUAL YES NO
FUNCTIONING:
Approximately two standard deviations below the mean; consider Standard
Error of Measurement

II. Adaptive Behavior

Adaptive Behavior Test Assessor IQ Scores Standard Error
Assessment Date (include range) of
Measurement
Current Assessments
1. Adaptive Behavior 4/201 Martin Trumbull GAC 45 42-48
Assessment System, 2nd 2
Edition, Teacher
2. Adaptive Behavior 4/201 Sean R. GAC 51 48-54
Assessment System, 2nd 2
Edition, Parent
Previous Assessments
1.
2.
Comments on adaptive behavior assessment
Alahnis teacher assessment scores were as follows: Conceptual Composite 50 (extremely low),
Social Composite 61 (low), and Practical Composite (extremely low). Her pre-academic skills are
significantly delayed with age equivalents below 5 years, has difficulty with independence,
following a routine, and starting and completing tasks. Socially, Alahni is in the extremely low range
in her ability to use manners and recognize emotions. Her practical domain skills show that Alahnis
extremely low range includes helping adults in the classroom and taking care of personal
possessions. Alahnis capacity to keep out of physical danger and follow safety rules are limited.
Her father filled out the adaptive behavior assessment for Alahni and extremely low scores
encompassed vocabulary, responding to questions and conversational skills, as well as the ability to
make choices, follow directions, starting and completing tasks, care of personal possessions and
ability to know when she may be in danger. Within the social domain, Alahni fell in the borderline
range, a relative strength.

Additional Evaluations (check all that apply)

X Date Function 2 Form (Class. & Descrip.)
Parent Input 4/2012 Date
X Date Other
Teacher Input 4/2012 Date
X Date Other
Observation Data 4/2012 Date

Significant Limitations in: (check all that apply)

Conceptual Adaptive Yes No Social Adaptive Skills Yes No
Skills
Practical Adaptive Skills Yes No Overall Adaptive Skills Yes No

SIGNIFICANT LIMITATIONS IN ADAPTIVE BEHAVIOR: YES NO

Approximately two standard deviations below the mean in one or more of the above domains or an
overall score; consider Standard Error of Measurement
III. Age of Onset
Comments on determination of age of onset:
The R. family found out about Alahnnis condition before her birth.

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Age of onset of limitations in intellectual function and adaptive behavior:

Before age 18? Yes No

IV. Diagnosis
Have the following assumptions, essential to the definition of ID, been
met?
1. Were limitations in present functioning considered within the context Yes No
of community environments typical of the individuals age peers and
culture?
2. Did the assessments consider cultural and linguistic diversity as well Yes No
as difference in communication, sensory, motor, and behavioral factors?
Address the following assumptions in Functions 2 and 3:
3. Within an individual, limitations often coexist with strengths.
4. An important purpose of describing limitations is to develop a profile of needed
supports.
5. With appropriate personalized supports over a sustained period, the life functioning
of the individual with intellectual disability will improve.

There is a diagnosis of intellectual disability if the following exist:

a. significant limitations in intellectual functioning
b. significant limitations in adaptive behavior as expressed in conceptual, social, and
practical adaptive skills
c. onset before age 18
DIAGNOSTIC CRITERIA FOR INTELLECTUAL DISABILITY MET: Yes No

Describe the views and the participation of the individual and his/her
family/guardians:

Alahnis parents are in support of inclusion. One of their major goals is that Alahni

learn how to read, in addition to learning the importance of learning social cues and

behavior skills. They respond quickly to behavior problems or forgotten items, but

homework completion is not a priority in the R. household.

FUNCTION 2: Classification and Description

Use this form to describe the individuals strengths and limitations
in each of the fine Dimensions/Domains. This information can be
used to develop support plans, service reimbursement, research,
classification, and communication about characteristics.

Dimension I. Intellectual Abilities

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Describe the individuals strengths and limitations in intellectual disabilities based on

testing and observation.
Strengths Limitations Sources of Information
Alahni maintains good Alahni has a difficult time Observation peers, friends,
relationships with family, accepting when she makes a family, teacher, social workers,
classmates, and teachers she mistake, reluctantly apologizing speech pathologists, staff.
is quick to befriend, love, and with prompting.
forgive. Alahni has difficulty with
Alahni is friendly and gives speech and motor ability, due
good attention to tasks in to Down Syndrome.
sessions. She is receptive to
visual and verbal prompts and
is able to use prompts to
improve her success. She is
social and enthusiastic about
learning.

Dimension II: Adaptive Behavior

Describe the individuals strengths and limitations in adaptive behavior based on
testing and observation.
a. Conceptual Adaptive Behavior Skills (cognitive and communicative/academic skills)
RECEPTIVE LANGUAGE Sources
Strengths: Marcia Bour, Speech Pathologist testing and
Alahni has significantly improved in her therapy sessions
comprehension of daily communication and Classroom teachers
instructions in the past several years. Sadie & Sean R., parents

Limitations:
She is inconsistent in comprehension of
before/after concept. She struggled with
comprehension and use of some grade
level concepts and academic vocabulary.
Her difficulties impact her ability to follow
directions and understand grade level
academic information presented verbally.

EXPRESSIVE LANGUAGE Sources

Strengths: Marcia Bour, Speech Pathologist testing and
A is able to produce f/sh/ch/ In therapy sessions
multisyllable words and the /th/ in all Sadie & Sean R., home
positions in phrases with 70% accuracy.
She is able to self-correct when prompted.
She has learned to use pronouns in
structured tasks with 80% accuracy.

Limitations:
She is inconsistent with spontaneous
speech. Her difficulties impact her ability
to participate in classroom discussions,
answer questions, express thoughts and
ideas clearly, and successfully
communicate with peers and teachers in
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the academic setting.

READING Sources
Strengths: Maria Bultsma, Tina DeWitt, observations and
A can identify sentences and reading sessions 4 times/week
upper/lowercase letters. She is mastering
a book of sight words, practicing daily. She
can read lower level books with little
prompting.

Limitations:
She flips letters around in sight words or
only reads the first letter, relying on
pictures to give her the word.

WRITING Sources
Strengths: Martin Trumbull, OT testing and therapy
Alahni knows both her numbers and the 1x/week
alphabet. She has almost mastered an
entire curriculum of
writing/reading/recognizing sight words.
She has intelligible handwriting. She met
her annual goal of writing a 5-7 word
sentence and produce upper and lower
case alphabet making appropriate
approximations and anchoring.

Limitations:
A has difficulty keeping her letters
on/starting and ending on appropriate
lines on the paper. Alahni has not met her
annual goal of or writing a simple 3
sentence paragraph.

MONEY CONCEPTS Sources

Strengths: Sadie & Sean R., home
Knows the values of pennies and dimes, Tina DeWitt, math lessons (curriculum) 5x/week
can add multiple dimes and pennies with
prompting

Limitations:
Will forget if counting is not practiced
regularly

SELF-DIRECTION Sources
Strengths: Classroom teachers
Once a route is reviewed with A, she Faculty/staff
knows exactly where to go and how to get Sadie & Sean R.
there. Tina DeWitt/Maria Bultsma

Limitations: This is seen in hallways, home, neighborhood,

A will get distracted easily and lose her places of familiarity to Alahni.
direction, wandering off towards what
grabs her attention. She has to be watched
when returning to her classroom or coming

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off/getting on the bus to ensure she gets
where she is heading.

Dimension II: Adaptive Behavior, continued

Describe the individuals strengths and limitations in adaptive behavior based on
testing and observation.
b. Social Adaptive Behavior Skills
INTERPERSONAL Sources
Strengths: Peers (School students, neighbors)
Charming, good sense of humor, well-liked Family
School Staff
Limitations:
Manipulates to get her way, uses small
sizes and charm to benefit herself, bossy

RESPONSIBILITY Sources
Strengths: Peers (School students, neighbors)
When reviewed and practiced continually, Family
A knows what is expected and how to care School Staff
for herself and others, knowing exactly
how to accomplish tasks.

Limitations:
A often needs prompting in order to
remember responsibilities.

SELF-ESTEEM Sources
Strengths: Peers (School students, neighbors)
A is very confident, proud of her skills and Family
what she has learned. She is happy in all School Staff
relationships and loves to talk about her
life.

Limitations:
As pride can be a downfall, it is hurt when
she has to admit doing something
incorrectly or disrespectfully.

GULLIBILITY Sources
Strengths:

Limitations:

NAIVETE Sources
Strengths:

Limitations:
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FOLLOWS RULES Sources

Strengths: Peers (School students, neighbors)
Once A learns what is required of her Family
behavior and schedule, she follows School Staff
expectations the majority of the time.

Limitations:
A likes to be right and has a difficult time
admitting when she breaks the rules. Her
behavior after rule-breaking makes it
evident when she has not followed
expectations.

..

Dimension II: Adaptive Behavior, continued

Describe the individuals strengths and limitations in adaptive behavior based on
testing and observation.
b. Social Adaptive Behavior Skills
OBEYS LAWS Sources
Strengths:

Limitations:

AVOIDS VICTIMIZATION Sources

Strengths: Peers (School students, neighbors)
Alahni is an independent girl, she knows Family
what she wants and will stand up for School Staff specifically teachers and Learning
herself when necessary. Lab staff

Limitations:
Alahni occasionally allows herself to be
babied by overprotective friends.

c. Practical Adaptive Behavior Skills

Activities of Daily Living (includes behaviors related to self help and personal
maintenance)
EATING Sources
Strengths: Peers (School students)
Alahni has a handful of go-to foods that Family
she will gladly eat including cheerios, School Staff
chicken, popcorn, and chips.

Limitations:
Bringing a lunch each day is often a

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struggle, something that is checked every
morning. It can often be difficult to get
Alahni to eat her meals, sitting and
finishing her food.

TRANSFER/MOBILITY Sources
Strengths: Peers (School students, neighbors)
A can get around effectively, using normal Family
modes of mobility and transportation. School Staff
Martin Trumbull
Limitations:
A has to often be reminded what an
expected pace is, running/skipping around
or moving slowly at the wrong times.

TOILETING Sources
Strengths: Family
Alahni can use the restroom Learning Lab Staff
independently, flushing and washing her Martin Trumbull
hands.

Limitations:
A has to be reminded every so often to
flush the toilet and wash her hands. This is
only because she views the restroom
experience as a race and forgets to
complete steps.

Dimension II: Adaptive Behavior, continued

Describe the individuals strengths and limitations in adaptive behavior based on
testing and observation.
c. Practical Adaptive Behavior Skills (cont.)
Activities of Daily Living (includes behaviors related to self help and personal
maintenance)
DRESSING Sources
Strengths: Sean & Sadie R., home
A can dress herself, pick out her favorite Siblings/family members
items of clothing, and put her shoes on.
This includes dressing herself for recess in
adequate weather-wear.

Limitations:
The speed in which A gets ready is slow,
occasionally mixing up what openings go
where. She gets distracted while getting
herself ready, so the time takes twice as
long.

c. Practical Adaptive Behavior Skills

Instrumental Activities of Daily Living (includes behaviors related to self help and
personal maintenance)

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MEAL PREPARATION Sources
Strengths: Sean & Sadie R., home
During lunch, A knows how to take out her Siblings/family members
lunch and what she is required to eat. General education teachers

Limitations:
Getting A to finish her food can be a
struggle, due to distractibility and dislike
of eating.

HOUSEKEEPING Sources
Strengths: Sean & Sadie R., home
A knows what is put where in the Siblings/family members
classroom, work room, locker, and home. Learning Lab staff
General education teachers
Limitations:
Though she knows where things are
placed, A often shoves objects in the
general place/direction of their expected
spot.

TRANSPORTATION Sources
Strengths: Bus drivers
Alahni has mastered the bus route when Martin Trumbull
to be on, when to get off, the route from Learning Lab staff
bus to playground in the morning and Sean & Sadie R.
classroom to bus in the afternoon.

Limitations:
A often needs behavior reminders on the
bus as well as promptings to speed up
when navigating routes to and from the
bus.

TAKING MEDICATION Sources

Strengths: Bus drivers
As parents are in charge of medication Martin Trumbull
each morning, ensuring that she takes it Learning Lab staff
daily. Sean & Sadie Robinson

Limitations:
Due to many children and a busy schedule,
there are days where A is not given her
medicine.

MONEY MANAGEMENT Sources

Strengths: Tina DeWitt math 5x/week
A is learning the value of money, Sean & Sadie R.
identifying coin value and counting up coin Melissa VanTil
totals. She understands that items are
purchased by using money and card.

Limitations:
A does not yet comprehend how objects

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are given value and how to go about
finding a sum of money to purchase an
item.

c. Practical Adaptive Behavior Skills, cont.

Instrumental Activities of Daily Living (includes behaviors related to self help and
personal maintenance)
TELEPHONE USE Sources
Strengths: Tina DeWitt, math curriculum
A knows her phone number and telephone Observation of phone conversations with mom
etiquette.

Limitations:
Occasionally, A forgets to say goodbye
before hanging up.

D. Practical Adaptive Behavior Skills, cont.

Occupational Skills (includes behaviors related to work performance and work
behavior)
Strengths: Sources
A understands the concept of finishing the Sean & Sadie R., home
job that has been assigned. She can be a Siblings/family members
very hard worker and can concentrate well Learning Lab staff
for allotted periods of time. General education teachers

Limitations:
A occasionally tries to finagle her way out
of rules, playing those in authority.

E. Practical Adaptive Behavior Skills, cont.

Maintain Safe Environment (includes fire, poisons, home maintenance, home security)
Strengths: Sources
Once explained, A can identify safe versus Family members, home
unsafe items and procedures. Learning Lab Staff
General Education teachers
Limitations:
A needs a procedure explained and
explicitly told which parts are safe or
unsafe before identifying it for herself.

Dimension III: Participation, Interactions, Social Roles

Describe the individuals strengths and limitations in social roles and interactions using
direct observation of everyday activities indicate source.
PARTICIPATION (e.g. activities, events, Sources
organizations) Sean & Sadie R., home
Strengths: Siblings/family members
A fully participates in all social games, Learning Lab staff
events, and organizations. General education teachers
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Limitations:
A may need extra supervision during these
times.

INTERACTIONS (e.g. friends, families, Sources

peers, neighbors) Sean & Sadie R., home
Strengths: Siblings/family members
A loves to love she has a strong support Learning Lab staff
system of friends, family, and neighbors. General education teachers
West Side community
Limitations:
A loves to be affectionate occasionally to
the level of being inappropriate and proper
behavior needs to be reminded.

Dimension III: Participation, Interactions, Social Roles

Describe the individuals strengths and limitations in social roles and interactions using
direct observation of everyday activities indicate source.
SOCIAL ROLES (includes valued activities that are considered normative for a specific
age group)
PERSONAL ROLES Sources
Strengths: Sean & Sadie R., home
When a routine is set, A is confident in her Siblings/family members
role. She confidently navigates her role as Learning Lab staff
sister, daughter, student, friend, and General education teachers
learner. Peers/friends

Limitations:
Alahni has a tendency to manipulate her
way out of roles and get her way using the
cuteness factor and learned
helplessness behavior.

SCHOOL ROLES Sources

Strengths: Siblings/family members
After 5 years at West Side, A knows the Learning Lab staff
school routines and can navigate the General education teachers
school with ease.

Limitations:
A sometimes defies role as a respectful
student, wanting to be equal or above the
teacher. She can test the limits and play to
the learned helplessness role.

COMMUNITY ROLES Sources

Strengths: Sean & Sadie R., home
Within a classroom, school, and Christian Siblings/family members
community, A knows how to effortlessly Learning Lab staff

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love. She is aware of what it takes to be a General education teachers
respectful and kind member of a group and West Side staff
can empathize for others. Peers/friends

Limitations:
Alahni is an attention seeker, many times
disrupting community gatherings and
events.

WORK ROLES Sources

Strengths: Learning Lab staff
In her classroom, A works and contributes General education teachers
volunteering for jobs, getting
assignments, participates in
conversations, and shares ideas.

Limitations:
A has an aide to assist her in raising her
hand, clarifying her ideas, and
modifying/changing the size of the
assignments.

LEISURE & RECREATION ROLES Sources

Strengths: Sean & Sadie R., home
A knows how to have fun: dancing to silly Siblings/family members
songs, singing, playing on the playground, Learning Lab staff
games in gym class, and make-believe. General education teachers
Peers/friends
Limitations: Neighbors
A can be competitive and attention- Extended family
seeking changing rules to win the game,
singing louder than others with motions,
being in charge of make believe games.

SPIRITUAL LIFE Sources

Strengths: Sean & Sadie R., home
A is well aware that she is a loved child of Siblings/family members
God and that Jesus saves her from her Learning Lab staff
sins. She shows an example of pure General education teachers
childlike love, West Side community
Peers/friends
Limitations: Neighbors

Dimension IV: Health (Physical Health, Mental Health, and Etiology)

Describe the individuals strengths and limitations in physical and mental health. List
related health diagnoses, mental health diagnoses, and contributing factors based on
observation, clinical assessment, or formal diagnosis. Indicate source. List risk factors
contributing to etiology (i.e. risk factors contributing to cause of limitation).
PHYSICAL HEALTH Sources
Strengths: Martin Trumbull, OT
Rarely takes sick days. Maria Bultsma, Special Education Coordinator

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Limitations:
Due to As Down Syndrome, she is easily
susceptible to the viruses that go around
the school. Vision is poor; she has a strong
prescription for glasses.

MENTAL HEALTH Sources

Strengths: Tina DeWitt, interview
Blissfully unaware of differences. Sadie and Sean R.

Limitations:
Cognitively low. Frustration when things
do not go her way.

ETIOLOGY Risk Factors Contributing to Implications for Supports

Etiology
Biomedical Chromosomal Anomaly/prone to Special care with diet and hygiene
sickness
Behavioral
Social
Educational
Interactions Among Factors

Related Diagnoses

Dimension V: Context
Describe the individuals strengths and limitations of the individuals environment
based on observation and/or interviews. Consider education, living, work,
recreation/leisure, safety, material comfort, financial security, community activities, and
spiritual life.
IMMEDIATE SURROUNDINGS (person, Sources
family, advocate, etc) Tina DeWitt and Maria Bultsma, Learning Lab
Strengths: staff
A has a strong family system there is a Sadie & Sean Robinson
lot of love and support within the R family. Siblings at West Side
Her siblings look out for her and are
patient, and in return she loves them to
the best of her ability.

Limitations:
The business of a family with four children
means that important things can be
forgotten medications, glasses,
homework, lunches.

COMMUNITY, NEIGHBORHOOD Sources

Strengths: Sadie Robinson, mother
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Joyful, GEMS attendance, friends
invited/over, mostly does what other kids
do at her level, goes to swimming

Limitations:
Alahni has difficulty remembering the
concept of danger.

SOCIETY (culture, country, community) Sources

Strengths:

Limitations:

Assumptions
Assumptions 1 and 2, essential to the definition of ID, were addressed in
Function 1.
1. Were limitations in present functioning considered within the context of community
environments typical of the individuals age peers and culture?
2. Did the assessments consider cultural and linguistic diversity as well as difference in
communication, sensory, motor, and behavioral factors?
Address the following assumptions in Functions 2 and 3:
3. Were limitations and strengths considered? Yes No
4. Was the purpose of describing limitations to develop a profile of Yes No
needed supports.
5. Do you anticipate that the life functioning of the individual will Yes No
generally improve over time with appropriate supports?
..
FUNCTION 3: Supports Needs Profile
Use this form to identify and record support areas, activities,
intensities of support needed, and the person(s) responsible for
providing supports. The Support Needs Profile (SPN) should be used
throughout the individuals life span. Some support areas may be
more or less important during different times of ones life. For
example, for children and youth, community living and employment
might not be important. For elderly individuals, employment might
also not be important.
Support Activity(ies) Intensity Person
Area Frequenc Daily Type of Responsible
y Support Support
Time

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Human Providing physical Daily During Practice Maria Bultsma,
Developmen development math/rea fine Tina DeWitt,
t opportunities, ding pull- motor Jessica
including eye-hand out skills, Veldhuizen,
coordination, fine services specifical Melissa VanTil
motor skill, grow as well as ly
motor activity in-class handwriti
activity ng
Teaching Learning and using Daily Througho One on Tina DeWitt,
and problem solving ut the one aide, Maria Bultsma,
Education strategies entire general Melissa VanTil
day ed.
Teacher,
pull-out
services,
modified
curriculu
m
Home Living Preparing and eating Daily Beginnin Check to Family, Melissa
food g of the see if a VanTil
day, lunch is
noon packed
and at
school,
finished
and
cleaned
appropria
tely
Community Using transportation Daily Beginnin Monitore Tina DeWitt and
Living g and d and Jessica
end of prompted Veldhuizen
day as
needed
when
exiting
and
entering
the bus
route

Intensity Codes
Frequency Daily Support Time Type of Supports
1. Less than monthly 1. None 1. None
2. Monthly 2. Under 30 Minutes 2. Monitoring
3. Weekly 3. 30 Minutes to Less than 3. Verbal/Gesture
4. Daily 2 Hours Prompt
5. Hourly 4. 2 Hours to Less than 4 4. Partial Physical
hours Assist
5. 4 Hours or More 5. Full Physical
Assist

Support Activity(ies) Intensity Person

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Area Frequenc Daily Type of Responsible

y Support Support
Time
Employment Completing work with Hourly Througho Observati Melissa VanTil,
appropriate speed ut the ons and Maria Bultsma,
and quality school promptin Jessica
day, 4+ gs from Veldhuizen, Tina
teachers DeWitt
or aides

Health & Taking medications Daily Before Administ Melissa VanTil

Safety Maintaining proper school ering and family
nutrition and medicati
mealtime on
s, 1 hour ingestion
and
packing
lunches,
mandatin
g
completi
on
Behavioral Making appropriate Hourly Througho Behavior Family and
decisions ut the al school staff,
Maintaining socially entire services Marty
appropriate behavior day, 4+ and rules
Learning and set by
applying self- staff and
management teachers
strategies
Social Using appropriate Hourly Througho Behavior Family and
social skills ut the al school staff,
Identifying and entire services Marty
maintaining personal day, 4+ and rules
boundaries set by
staff and
teachers

Protection & Making choices and Hourly Througho Behavior Family and
Advocacy decisions ut the al school staff,
entire services Marty
day, 4+ and rules
set by
staff and
teachers

..
HUMAN DEVELOPMENT ACTIVITIES TEACHING AND EDUCATION
Providing physical development ACTIVITIES
opportunities, including eye-hand Interacting with trainers/teachers
coordination, fine motor skill, and peers
grow motor activity Participating in training/educational
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Providing cognitive development decisions

opportunities related to Learning and using problem solving
coordinating sensory experiences, strategies
representing the world with words Operating technology for learning
and images, reasoning about Accessing training/educational
concrete events and reasoning in settings
more idealistic ways Learning and using functional
Providing social-emotional academics (e.g. reading signs,
development activities related to counting/making change, etc.)
trust, autonomy, initiative, Learning and using health and
mastery, and identity physical education skills
Learning and using self-
determination skills
Receiving transitional services
HOME LIVING ACTIVITIES COMMUNITY LIVING
Using the restroom/toilet Using transportation
Laundering and taking care of Participating in recreation/leisure
clothes activities in the community
Preparing and eating food Using services in the community
Housekeeping and cleaning Going to visit family and friends
Dressing Participating in preferred
Bathing and taking care of community activities (church,
personal hygiene and grooming volunteer, etc.)
Operating home appliances and Shopping and purchasing goods
technology Interacting with community
Participating in leisure activities members
at home Using public buildings and settings
EMPLOYMENT ACTIVITIES HEALTH AND SAFETY ACTIVITIES
Accessing/receiving job/task Accessing and obtaining therapy
accommodations Taking medications
Learning and using specific job Avoiding health and safety hazards
skills Receiving home health care
Interacting with co-workers Ambulating and moving about
Interacting with Communicating with health care
supervisors/coaches providers
Completing work-related tasks with Accessing emergency services
acceptable speed and quality Maintaining a nutritious diet
Changing job assignments Maintaining physical health
Accessing and obtaining crisis Maintaining mental
intervention and assistance health/emotional well-being
Accessing employee assistance Following rules and laws
services Receiving respiratory, feeding, skin
care, seizure management,
ostomy care, and care for other
medical needs
Adapted from AAMR Diagnosis, Classification, and Sysems of Support, American Association on Mental 17
Retardation
 AAMR/AAIDD: Diagnosis, Classification, and Systems of
Supports

BEHAVIORAL ACTIVITIES SOCIAL ACTIVITIES

Learning specific skills or behaviors Socializing within the family
Learning/making appropriate Participating in recreation/leisure
decisions activities
Accessing and obtaining mental Making appropriate sexuality
health treatments decisions
Accessing and obtaining substance Socializing outside the family
abuse treatments Making and keeping friends
Making choices and taking initiative Communicating with others about
Incorporating personal preferences personal needs
into daily activities Using appropriate social skills
Maintaining socially appropriate Engaging in loving and intimate
behavior in public relationships
Learning/using self-management Offering assistance and assisting
strategies others
Controlling anger and aggression
Increasing adaptive skills and
behaviors
PROTECTION AND ADVOCACY
ACTIVITIES
Advocating for self and others
Managing money personal finances
Protecting self from exploitation
Exercising legal rights and
responsibilities
Belonging to and participating in
self-advocacy/support
organizations
Obtaining legal services
Making choices and decisions
Using banks and cashing checks

Adapted from AAMR Diagnosis, Classification, and Sysems of Support, American Association on Mental 18
Retardation