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Supporting Individuals with Intellectual Disabilities & Mental Illness

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Informed Support Makes the Road Easier to Travel by Dr. Sharon Moore used with permission and released under CC-BY 4.0 license

Description: This multidisciplinary resource develops topics of interest to all those who care about and for individuals with co-occurring intellectual disabilities and mental illness. Each chapter presents current evidence informed practice knowledge. Each topic is also presented with audio enabled text boxes emphasizing 'Key Points for Caregivers.' For those who are interested in background knowledge, we provided the comprehensive literature base. And, for those interested mainly in 'what to do,' we provided text box summaries for reading and listening

Author: Sherri Melrose, Debra Dusome, John Simpson, Cheryl Crocker, Elizabeth Athens

Adoption (faculty): Contact us if you are using this textbook in your course

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Accessibility: Textbooks flagged as accessible meet the criteria noted on the Accessibility Checklist.

Open Textbooks:

Creative Commons License
Supporting Individuals with Intellectual Disabilities & Mental Illness by Sherri Melrose, Debra Dusome, John Simpson, Cheryl Crocker, Elizabeth Athens is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.


1. Reviewed by: Melissa Groves
  • Institution: Mohawk College
  • Title/Position: Program Coordinator, BCBA
  • Overall Rating: 4.8 out of 5
  • Date:
  • License: Creative Commons License

Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary

Yes I believe that the text covers all of the subjects/ topics that are listed in the index. Chapter 4 on Functions of problem behaviour- while I do think that it does a good job talking about functionally equivalent alternate behaviours and covering some information related to functional assessments I do think it is missing critical information. It is imperative that information related to the reliability and vadility of the FBAs is discussed so that individuals know that there are significant limitations to the FBAs and risks involved with creating treatment plans based on them. I also think that is is important to comment or direct people to the Behavior Analyst Certification Board so that individuals can find out what the criteria (who can do them) for each assessment etc. I also think it would be important to mention that Functional Analysis is the goal standard in determining what the function of problem behaviour is.

Comprehensiveness Rating: 4 out of 5

Q: Content is accurate, error-free and unbiased

There were a few links throughout that didnt work. The information appears accurate based on my understanding.

Content Accuracy Rating: 4 out of 5

Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement

Yes the content is to date. I think all of the information that is related to accessibility is useful, however prone to becoming outdated quickly. That being said i think updating the screen shots etc with newer versions (and perhaps android versions) would be relatively easy.

Relevance Rating: 5 out of 5

Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used

The information in the book is easy to understand. I think that it is a good introductory book for that reason- it is easy to understand and covers a wide variety of content.

Clarity Rating: 5 out of 5

Q: The text is internally consistent in terms of terminology and framework

Yes I thought that it is consistent throughout.

Consistency Rating: 5 out of 5

Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.

Based on the sections that the text is broken into, I believe that it would be easy to assign readings to a class. Each chapter is focused and not too long, therefore lends itself well to assigning readings.

Modularity Rating: 5 out of 5

Q: The topics in the text are presented in a logical, clear fashion

As I previously mentioned, each section is a confined and succinct topic. Given that I think that the order presented in the text is in a logical order. The only recommendation I could see is putting the communication and accessibility sections together . I think that individuals with communication difficulties may need to have modifications or need accessible devices- so perhaps these could be together. But it is not necessary!

Organization Rating: 5 out of 5

Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader

No issues.

Interface Rating: 5 out of 5

Q: The text contains no grammatical errors

no errors

Grammar Rating: 5 out of 5

Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds

Yes I think that the text is on inclusion so it is sensitive to individuals with disabilities. It doesn't specifically cover the other topics, however it is not insensitive or offensive to them.

Cultural Relevance Rating: 5 out of 5

Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made?

Yes I would recommend this book. As I said i think it is a good introductory book as the language is easy to understand and it covers a wide variety of topics. I also think this book would be useful for working professional who have individuals with disabilities in their class (e.g. ECEs, teachersc etc)