Resumen

MUNOZ-QUEZADA, María Teresa  y  LUCERO MONDACA, Boris. EVALUACIÓN DE PROCEDIMIENTOS PARA EL DIAGNÓSTICO DE DISCAPACIDAD INTELECTUAL EN ESTUDIANTES CON DISCAPACIDADES MÚLTIPLES. Ajayu [online]. 2017, vol.15, n.1, pp. 34-52. ISSN 2077-2161.

The aim of the study was to evaluate the procedures and instruments for the diagnosis of intellectual disability in students with multiple challenges in a special school. Through a case study of cross-sectional design with 44 children with multiple challenges, we evaluate the procedures used by three psychologists on the diagnosis of intellectual disability. The results noted that none of the school-children could be assessed with the Wechsler full scale, 11.4% children were tested only with the verbal scale and 18.2% only with the perfomance scale. 18.2% children were assessed with the Raven test and 22.7% with the Goodenough test. In all cases, the psychologists used clinical judgment, interviews, observation, and administered a scale of adaptive behavior. In conclusion, it is necessary to establish procedures consistent with current diagnostic criteria in the assessment of students with multiple disabilities.

Palabras clave : Psychological Assessment; Intellectual Disabilities; Special School.

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