International Review of Research in Developmental Disabilities

Fifty Years of Research in Intellectual and Developmental Disabilities
 
 
Academic Press
  • 1. Auflage
  • |
  • erschienen am 25. August 2016
  • |
  • 348 Seiten
 
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978-0-12-805178-8 (ISBN)
 

International Review of Research in Developmental Disabilities provides an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes, etc. of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.


  • Provides the most recent scholarly research in the study of developmental disabilities
  • A vast range of perspectives is offered, with many topics covered
  • Presents an excellent resource for academic researchers
2211-6095
  • Englisch
  • San Diego
  • |
  • USA
Elsevier Science
  • 4,59 MB
978-0-12-805178-8 (9780128051788)
0128051787 (0128051787)
weitere Ausgaben werden ermittelt
  • Front Cover
  • International Review of Research in Developmental Disabilities
  • SERIAL EDITORS
  • International Review of Research in Developmental Disabilities: Fifty Years of Research in Intellectual and Developmental Disabilities
  • Copyright
  • Contents
  • CONTRIBUTORS
  • PREFACE
  • REFERENCE
  • One - Blurring Boundaries, Continuing Change: The Next 50Years of Research in Intellectual and Developmental Disabi ...
  • 1. HISTORY OF IDD RESEARCH: CONTROVERSIES AND MULTIPLE SOURCES
  • 1.1 Intellectual Disabilities: Term and Classification
  • 1.2 Historical Strands Affecting Research
  • 2. CHARTING RECENT CHANGES IN IDD RESEARCH
  • 2.1 Increasing Amounts of Research
  • 2.2 Content Changes: Comparing Routh and Schroeder (2003) to Recent Gatlinburg Conferences
  • 3. LOOKING TO THE NEXT 50YEARS
  • 3.1 Research That Integrates Neighboring Disciplines
  • 3.2 Research on Comorbidity and Measurement Advances
  • 3.3 Research That Features Interventions to Ameliorate Behavioral Outcomes for Individuals With IDD or Their Parents
  • 3.4 Research on Applied Topics
  • 3.5 Research With Ties to the Changing Lives of Persons With IDD
  • 4. CONCLUSION
  • REFERENCES
  • Two - The Central Role of Etiology in Science and Practice in Intellectual Disability
  • 1. EVOLVING ETIOLOGY-RELATED RESEARCH QUESTIONS
  • 2. METHODOLOGICAL ISSUES IN RESEARCH ON NEUROGENETIC DISORDERS OF INTELLECTUAL DISABILITY
  • 2.1 Group Matching
  • 2.2 Issues in Measurement
  • 3. ETIOLOGY RESEARCH AND TREATMENT
  • 3.1 Etiology-Related Treatment: Past, Present, and Future
  • 3.2 Future Directions
  • 4. CONCLUSIONS
  • REFERENCES
  • Three - Language Development in Individuals With Intellectual and Developmental Disabilities: From Phenotypes to Tr ...
  • 1. LANGUAGE DEVELOPMENT IN DOWN SYNDROME, FRAGILE X SYNDROME, AND WILLIAMS SYNDROME
  • 1.1 Down Syndrome
  • 1.1.1 Prevalence, Causes, and Phenotype
  • 1.1.2 Language Phenotype
  • 1.1.3 Within-Syndrome Variation
  • 1.1.4 Parental/Caregiver Input
  • 1.2 Fragile X Syndrome
  • 1.2.1 Prevalence, Causes, and Phenotype
  • 1.2.2 Language Phenotype
  • 1.2.3 Within-Syndrome Variation
  • 1.2.4 Parental/Caregiver Input
  • 1.3 Williams Syndrome
  • 1.3.1 Prevalence, Causes, and Phenotype
  • 1.3.2 Language Phenotype
  • 1.3.3 Within-Syndrome Variability
  • 2. LANGUAGE AS A TARGET OF TREATMENT AND INDEX OF TREATMENT EFFICACY
  • 2.1 Interventions Targeting Language
  • 2.1.1 Parent-Implemented Language Interventions
  • 2.1.2 Intervention Delivery at a Distance
  • 2.1.3 Combining Parent-Implemented and Telepractice Approaches
  • 2.2 Language as an Index of Treatment Efficacy
  • 2.2.1 Expressive Language Sampling
  • 2.2.2 Novel Word Learning Tasks
  • 2.2.3 Eye-Gaze Measures
  • 3. CONCLUSION
  • REFERENCES
  • Four - Memory and Learning in Intellectual Disability
  • 1. INTRODUCTION
  • 2. THE STUDY OF LONG-TERM MEMORY IN INTELLECTUAL DISABILITY
  • 3. SHORT-TERM MEMORY, WORKING MEMORY, AND LEARNING IN INTELLECTUAL DISABILITY
  • 4. MEMORY AND LEARNING IN INTELLECTUAL DISABILITY: A NEUROBIOLOGICAL PERSPECTIVE
  • 5. CONCLUSION
  • GLOSSARY
  • REFERENCES
  • Five - Social Development Research in ID/DD
  • 1. SIMILARITIES AND DIFFERENCES IN SOCIAL DEVELOPMENT
  • 2. DEVELOPMENTAL DIFFERENCE IN SOCIAL COMMUNICATION GESTURES
  • 3. SIMILAR SEQUENCES IN SOCIAL COMMUNICATION SKILLS
  • 4. INTERVENING ON SOCIAL COMMUNICATION
  • 5. ARE FRIENDSHIPS OF CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES SIMILAR TO TYPICAL CHILDREN?
  • 6. INTERVENTIONS FOR PEER RELATIONSHIPS AND FRIENDSHIP DEVELOPMENT
  • 7. TASK-RELATED SOCIAL BEHAVIOR
  • 8. MEASUREMENT CHALLENGES IN SOCIAL DEVELOPMENT
  • 9. SUMMARY
  • REFERENCES
  • Six - Do Children With Intellectual and Developmental Disabilities Have a Negative Impact on Other Family Members? ...
  • 1. ASKING "STANDARD" OR CONSISTENT QUESTIONS, AND MAKING COMPARISONS
  • 2. THE PROBLEM OF SAMPLE BIASES
  • 3. EXPLAINING THE VARIABILITY IN PARENTAL WELL-BEING
  • 4. ASKING QUESTIONS ABOUT POSITIVE OUTCOMES
  • 5. FAMILIES AS SYSTEMS
  • 6. MOVING BEYOND INDIVIDUAL VARIABLES
  • 7. FOUR FOCI FOR FUTURE RESEARCH
  • 8. CONCLUSIONS
  • REFERENCES
  • Seven - Families of Adolescents and Adults With Intellectual and Developmental Disabilities
  • 1. PARENT WELL-BEING AND THE PARENT-CHILD RELATIONSHIP IN FAMILIES OF ADOLESCENTS AND ADULTS WITH IDD
  • 1.1 Past Research
  • 1.2 Present State of Research
  • 2. MARITAL QUALITY IN FAMILIES OF ADOLESCENTS AND ADULTS WITH IDD
  • 2.1 Past Research
  • 2.2 Present State of Research
  • 3. RELATIONSHIPS AND WELL-BEING AMONG SIBLINGS OF ADOLESCENTS AND ADULTS WITH IDD
  • 3.1 Past Research
  • 3.2 Present State of Research
  • 4. SUMMARY OF PAST AND PRESENT RESEARCH
  • 5. DIRECTIONS FOR FUTURE RESEARCH WITH FAMILIES OF ADOLESCENTS AND ADULTS WITH IDD
  • 5.1 Moving Beyond Group Differences
  • 5.2 Including More Representative Samples
  • 5.3 Understanding the Experience of All Members of the Family
  • 5.4 Longitudinal Studies That Consider Key Turning Points and Directions of Effects
  • 5.5 Considering Positive Outcomes
  • 5.6 Developing and Implementing Effective Supports for Families
  • REFERENCES
  • Eight - Early Identification and Early Treatment of Autism Spectrum Disorder
  • 1. WHAT ARE INFANT SIBLING STUDIES TEACHING US ABOUT INTERVENING IN INFANTS AND TODDLERS?
  • 1.1 What Are the Earliest Behavioral Risk Markers for Autism Spectrum Disorder?
  • 1.2 How and When Do Behavioral Symptoms Appear?
  • 1.3 Neural Correlates of Early Autism Spectrum Disorder Symptoms
  • 1.4 Implications for Theories of Autism Spectrum Disorder
  • 1.4.1 Overall Summary of Implications of Infant Sibling Findings for Early Intervention in Autism Spectrum Disorder
  • 2. METHOD
  • 2.1 Therapist-Delivered Experimental Outcome Studies
  • 2.1.1 JASPER
  • 2.1.2 Joint Attention/Engagement
  • 2.1.3 Early Start Denver Model
  • 2.1.4 Early Start Denver Model in Groups
  • 2.1.5 Comparison of LEAP, TEACCH, and Eclectic
  • 2.2 Parent-Implemented Intervention Studies
  • 3. STUDIES OF TREATMENTS FOR ASSOCIATED SYMPTOMS OF AUTISM SPECTRUM DISORDER
  • 3.1 Focus on Behavior
  • 3.1.1 Long-Term Outcome Studies
  • 4. IMPLEMENTATION SCIENCE AND THE APPEARANCE OF TRUE EFFECTIVENESS STUDIES
  • 5. STUDIES FOCUSED ON SUPPORTING AMERICAN FAMILIES AND CHILDREN WITH LIMITED RESOURCES
  • 5.1 Linking Early Identification to Early Intervention
  • 6. INTERVENTIONS FOR HIGH-RISK INFANTS
  • 7. METHODOLOGICAL CONCERNS IN EARLY INTERVENTION RESEARCH
  • 7.1 Control Groups
  • 7.1.1 Effect of Parent Expectations
  • 7.1.2 Experimental Treatment "Elements" Also Exist in Other Treatments
  • 7.1.3 Intervention Effects of Being Randomized to Community Treatment
  • 7.1.4 Description of Treatments Being Obtained
  • 7.2 Technology
  • 7.3 Fidelity of Implementation
  • 7.4 Outcome Measures
  • 8. NEW DESIGNS
  • ACKNOWLEDGMENTS
  • REFERENCES
  • Nine - Psychiatric Disorders in People With Intellectual Disabilities: Steps Toward Eliminating Research and Clinic ...
  • CHALLENGE 1: WHAT DO WE CALL THIS SUBSPECIALTY?
  • CHALLENGE 2: AN INADEQUATELY TRAINED MENTAL HEALTH WORKFORCE WITH LIMITED AWARENESS OF PSYCHIATRIC DISORDERS IN PEOPLE WITH ...
  • CHALLENGE 3: MAKING APPROPRIATE PSYCHIATRIC DIAGNOSES AND MEETING NEEDS FOR NUANCED MEASURES OF OUTCOME IN TARGETED CLINICA ...
  • CHALLENGE 4: THE SYSTEMATIC EXCLUSION OF PEOPLE WITH LOW IQS IN PSYCHIATRIC AND MENTAL HEALTH RESEARCH PROGRAMS AND CLINICA ...
  • RECOMMENDATIONS TO TRANSFORM RESEARCH AND CLINICAL CARE FOR PEOPLE WITH INTELLECTUAL DISABILITIES
  • Recommendation 1: Designate Intellectual Disabilities as a Medically Underserved Population and an NIH US Health Disparity ...
  • Recommendation 2: Add Disability Status to NIH Human Subject Sections in Grant Applications
  • Recommendation 3: Prioritize Training in Research and Service Delivery to People With Intellectual Disabilities and Cooccur ...
  • (3a) Reform the American Psychological Association's Accreditation of Clinical Psychology Programs
  • (3b) Establish a New, Fully Credentialed Subspecialty of Psychiatry in Intellectual and Developmental Disabilities
  • (3c) Provide More Mental Health Training in Board Certified Behavior Analyst Programs
  • (3d) Train Nonspecialists to Deliver Mental Health Care to People With Intellectual Disabilities and Their Families
  • Recommendation 4: Integrate Mental Health Services for People With Intellectual Disabilities Into Primary Health Care Settings
  • REFERENCES
  • INDEX
  • A
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  • I
  • J
  • K
  • L
  • M
  • N
  • P
  • S
  • T
  • U
  • V
  • W
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  • Back Cover

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