Handbook of Developmental Disabilities
1st Edition
Published on 17. September 2007
Book
Hardback
654 pages
978-1-59385-485-0 (ISBN)
Description
This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood.Chapters presentestablished and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.
Reviews / Votes
"This is a much-needed work that cuts across traditional disability classifications and focuses on what can be done and for whom. The editors have assembled a superb group of internationally recognized experts to provide cutting-edge perspectives on key issues in the field of developmental disabilities. Unique aspects of this extremely well-written book are its lifespan perspective and its emphasis on the integration of science and practice. This volume has something for everyone. It is a very informative and timely resource for researchers, practitioners, and policy analysts, and will be an excellent text for students and advanced trainees in psychology, education, communication disorders, medicine, public policy, and disability studies."--William E. MacLean, Jr., PhD, Department of Psychology, University of Wyoming; Editor, American Journal on Mental Retardation"Odom and his colleagues have assembled some of the very best minds in the field of developmental disabilities to provide a comprehensive and up-to-date overview of fundamental issues. Spanning topics from genetics to intervention to family issues, the Handbook is an outstanding resource for graduate students and professionals."--Geraldine Dawson, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Duke Center for Autism and Brain Development, Duke University
"This well-written and comprehensive handbook is the most thorough and up-to-date volume available on evidence-based practice, research, and policy issues related to developmental disabilities. Written by the most knowledgeable leaders in the field, each chapter will serve as an invaluable reference on critical issues that cut across the disciplines of education, health care, and social services. The Handbook is essential reading for anyone who cares about making current knowledge a prelude to a bright future for people with developmental disabilities and their families."--Michael L. Hardman, PhD, Department of Teaching and Learning and Department of Special Education, University of Utah
"The field of developmental disabilities has undergone tremendous change and rethinking over the past 25 years. The current zeitgeist is reflected in many diagnostic, educational, therapeutic, legal, and social policy advances, and in the evolution of our overall view of health, wellness, and disability. This handbook comprehensively and eloquently captures these changes and advances. This is a 'must read' for anyone--practitioner, researcher, student, or advocate--with an interest in individuals with developmental disabilities."--Steven I. Pfeiffer, PhD, Doctoral Program in Combined Counseling and School Psychology, Florida State University
"Reading the chapters of this first-rate handbook is like attending a series of master lectures, where all of the presenters are well grounded in history, able to explain scientific findings clearly, and deeply caring about the topic--namely, individuals whose lives are touched by developmental disabilities. This is the reference that every student of human development and every practitioner needs!"--Sharon Landesman Ramey, PhD, Center on Health and Education, Georgetown University
- Makes available to the wider disability community a comprehensive synopsis of current knowledge in our field....The editors have assembled a 'who's who' of researchers in our field....This is a text that should find its way onto the curricula of all academic programs, as required reading for future practitioners in our field. It should be available to policy makers in government departments....It is a valuable source of information that should be available to managers and staff in all services providing support to people with disability. --Journal of Intellectual and Developmental Disability, 1/23/2009AE'AE' I was impressed by the breadth of the content, ranging from medication to schooling and employment, while the book's structure and index made it easy to find my way around. This is a book that I will use as a starting point when I have to work up a topic in this field. --Child and Adolescent Mental Health Journal, 1/23/2009AE'AE' The book is recommended for departmental and hospital libraries. --Journal of the Canadian Academy of Child and Adolescent Psychiatry, 5/3/2010 "This is a much-needed work that cuts across traditional disability classifications and focuses on what can be done and for whom. The editors have assembled a superb group of internationally recognized experts to provide cutting-edge perspectives on key issues in the field of developmental disabilities. Unique aspects of this extremely well-written book are its lifespan perspective and its emphasis on the integration of science and practice. This volume has something for everyone. It is a very informative and timely resource for researchers, practitioners, and policy analysts, and will be an excellent text for students and advanced trainees in psychology, education, communication disorders, medicine, public policy, and disability studies."--William E. MacLean, Jr., PhD, Department of Psychology, University of Wyoming; Editor, American Journal on Mental Retardation
"Odom and his colleagues have assembled some of the very best minds in the field of developmental disabilities to provide a comprehensive and up-to-date overview of fundamental issues. Spanning topics from genetics to intervention to family issues, the Handbook is an outstanding resource for graduate students and professionals."--Geraldine Dawson, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Duke Center for Autism and Brain Development, Duke University
"This well-written and comprehensive handbook is the most thorough and up-to-date volume available on evidence-based practice, research, and policy issues related to developmental disabilities. Written by the most knowledgeable leaders in the field, each chapter will serve as an invaluable reference on critical issues that cut across the disciplines of education, health care, and social services. The Handbook is essential reading for anyone who cares about making current knowledge a prelude to a bright future for people with developmental disabilities and their families."--Michael L. Hardman, PhD, Department of Teaching and Learning and Department of Special Education, University of Utah
"The field of developmental disabilities has undergone tremendous change and rethinking over the past 25 years. The current zeitgeist is reflected in many diagnostic, educational, therapeutic, legal, and social policy advances, and in the evolution of our overall view of health, wellness, and disability. This handbook comprehensively and eloquently captures these changes and advances. This is a 'must read' for anyone--practitioner, researcher, student, or advocate--with an interest in individuals with developmental disabilities."--Steven I. Pfeiffer, PhD, Doctoral Program in Combined Counseling and School Psychology, Florida State University
"Reading the chapters of this first-rate handbook is like attending a series of master lectures, where all of the presenters are well grounded in history, able to explain scientific findings clearly, and deeply caring about the topic--namely, individuals whose lives are touched by developmental disabilities. This is the reference that every student of human development and every practitioner needs!"--Sharon Landesman Ramey, PhD, Center on Health and Education, Georgetown University
- Makes available to the wider disability community a comprehensive synopsis of current knowledge in our field....The editors have assembled a 'who's who' of researchers in our field....This is a text that should find its way onto the curricula of all academic programs, as required reading for future practitioners in our field. It should be available to policy makers in government departments....It is a valuable source of information that should be available to managers and staff in all services providing support to people with disability. --Journal of Intellectual and Developmental Disability, 1/23/2009?? I was impressed by the breadth of the content, ranging from medication to schooling and employment, while the book's structure and index made it easy to find my way around. This is a book that I will use as a starting point when I have to work up a topic in this field. --Child and Adolescent Mental Health Journal, 1/23/2009?? The book is recommended for departmental and hospital libraries. --Journal of the Canadian Academy of Child and Adolescent Psychiatry, 5/3/2010
More details
Language
English
Place of publication
New York
United States
Target group
College/higher education
Professional Practice & Development
Product notice
sewn/stitched
Cloth over boards
With dust jacket
Dimensions
Height: 259 mm
Width: 187 mm
Thickness: 37 mm
Weight
1288 gr
ISBN-13
978-1-59385-485-0 (9781593854850)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Samuel L. Odom | Robert H. Horner | Martha E. Snell
Handbook of Developmental Disabilities
Book
02/2009
1st Edition
Guilford Publications
€85.50
Article not available at the moment
Persons
Samuel L. Odom, PhD, is Director of the Frank Porter Graham Child Development Institute and Professor in the School of Education at the University of North Carolina at Chapel Hill. His current work focuses on the efficacy of preschool readiness programs for at-risk children, treatment efficacy of early intervention for young children with autism, and professional development related to autism spectrum disorder.
Robert H. Horner, PhD, is Alumni-Knight Professor of Special Education and interim Associate Dean for Research in the College of Education at the University of Oregon. His research interests focus on positive behavior support, applied behavior analysis, stimulus control, instructional technology, severe disabilities, and sustainable systems change.
Martha E. Snell, PhD, is Professor in the Curry School of Education at the University of Virginia, where she is also coordinator of the Special Education Program. Her current research addresses positive behavior support and beginning communication.
Jan B. Blacher, PhD, is Professor of Education and Faculty Chair of the Graduate School of Education at the University of California, Riverside. Her research addresses intellectual disability/mental retardation and other developmental disabilities, family issues, and special education programming.
Robert H. Horner, PhD, is Alumni-Knight Professor of Special Education and interim Associate Dean for Research in the College of Education at the University of Oregon. His research interests focus on positive behavior support, applied behavior analysis, stimulus control, instructional technology, severe disabilities, and sustainable systems change.
Martha E. Snell, PhD, is Professor in the Curry School of Education at the University of Virginia, where she is also coordinator of the Special Education Program. Her current research addresses positive behavior support and beginning communication.
Jan B. Blacher, PhD, is Professor of Education and Faculty Chair of the Graduate School of Education at the University of California, Riverside. Her research addresses intellectual disability/mental retardation and other developmental disabilities, family issues, and special education programming.
Content
I. Foundations
1. The Construct of Developmental Disabilities, Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan Blacher
2. Public Policy and Developmental Disabilities: A 35-Year Retrospective and a 5-Year Prospective Based on the Core Concepts of Disability Policy, H. Rutherford Turnbull III, Matthew J. Stowe, Ann P. Turnbull, and Mary Suzanne Schrandt
3. Disability Research Methodology: Current Issues and Future Challenges, Zolina Stoneman
4. Race, Culture, and Developmental Disabilities, Janette K. Klingner, Wanda J. Blanchett, and Beth Harry
II. Current Issues in Health, Neuroscience, and Genetics
5. General Health, Wendy M. Nehring and Cecily L. Betz
6. Advances in Genetics, Nicole R. Tartaglia, Robin L. Hansen, and Randi J. Hagerman
7. Neuroscience of Developmental Disabilities, Curt A. Sandman and Aaron S. Kemp
III. Early Intervention
8. Early Intervention for Infants and Toddlers with Developmental Disabilities, Carl J. Dunst
9. Trends and Issues in Interventions for Preschoolers with Developmental Disabilities, Judith J. Carta and Na Young Kong
10. Early Intervention for Children with Autism Spectrum Disorder, Samuel L. Odom, Sally Rogers, Christopher J. McDougle, Kara Hume, and Gail McGee
11. Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development, Ann P. Kaiser and J. Alacia Trent
IV. School-Age Education and Intervention
12. Advances in Instruction, Martha E. Snell
13. Inclusive Education, Pam Hunt and John McDonnell
14. Academic Skills: Reading and Mathematics, Diane M. Browder, Katherine Trela, Susan L. Gibbs, Shawnee Wakeman, and Amber A. Harris
15. Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills, Erik W. Carter and Carolyn Hughes
16. Augmentative and Alternative Communication, Brenda Fossett and Pat Mirenda
17. Physical Activity and Youth with Developmental Disabilities, Georgia C. Frey
V. Postschool and Adult Issues
18. Transition and Quality of Life, Linda M. Bambara, Barbara A. Wilson, and Molly McKenzie
19. Employment, David Mank
20. Living with Support in the Community: Factors Associated with Quality-of-Life Outcome, David Felce and Jonathan Perry
21. Independent Living, Roger J. Stancliffe and K. Charlie Lakin
22. Adult Social Relationships, Janis Chadsey
VI. Behavior Supports
23. Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research, Glen Dunlap and Edward G. Carr
24. Mental Health Supports in Developmental Disabilities, Dimitrios Paschos and Nick Bouras
25. Psychotherapeutic Medications and Positive Behavior Support, Travis Thompson, Tim Moore, and Frank Symons
VII. Family Issues
26. Families in Context: Influences on Coping and Adaptation, Jan Blacher and Chris Hatton
27. Family Impact in Adulthood, Julie J. Lounds and Marsha Mailick Seltzer
28. Families as Partners in Educational Decision Making: Current Implementation and Future Directions, Ann P. Turnbull, Nina Zuna, H. Rutherford Turnbull III, Denise Poston, and Jean Ann Summers
VIII. International Perspectives and Future Directions
29. International Perspectives, Eric Emerson, Glenn T. Fujiura, and Chris Hatton
30. Reflections on the Future of Research in Developmental Disabilities, Steven F. Warren
1. The Construct of Developmental Disabilities, Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan Blacher
2. Public Policy and Developmental Disabilities: A 35-Year Retrospective and a 5-Year Prospective Based on the Core Concepts of Disability Policy, H. Rutherford Turnbull III, Matthew J. Stowe, Ann P. Turnbull, and Mary Suzanne Schrandt
3. Disability Research Methodology: Current Issues and Future Challenges, Zolina Stoneman
4. Race, Culture, and Developmental Disabilities, Janette K. Klingner, Wanda J. Blanchett, and Beth Harry
II. Current Issues in Health, Neuroscience, and Genetics
5. General Health, Wendy M. Nehring and Cecily L. Betz
6. Advances in Genetics, Nicole R. Tartaglia, Robin L. Hansen, and Randi J. Hagerman
7. Neuroscience of Developmental Disabilities, Curt A. Sandman and Aaron S. Kemp
III. Early Intervention
8. Early Intervention for Infants and Toddlers with Developmental Disabilities, Carl J. Dunst
9. Trends and Issues in Interventions for Preschoolers with Developmental Disabilities, Judith J. Carta and Na Young Kong
10. Early Intervention for Children with Autism Spectrum Disorder, Samuel L. Odom, Sally Rogers, Christopher J. McDougle, Kara Hume, and Gail McGee
11. Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development, Ann P. Kaiser and J. Alacia Trent
IV. School-Age Education and Intervention
12. Advances in Instruction, Martha E. Snell
13. Inclusive Education, Pam Hunt and John McDonnell
14. Academic Skills: Reading and Mathematics, Diane M. Browder, Katherine Trela, Susan L. Gibbs, Shawnee Wakeman, and Amber A. Harris
15. Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills, Erik W. Carter and Carolyn Hughes
16. Augmentative and Alternative Communication, Brenda Fossett and Pat Mirenda
17. Physical Activity and Youth with Developmental Disabilities, Georgia C. Frey
V. Postschool and Adult Issues
18. Transition and Quality of Life, Linda M. Bambara, Barbara A. Wilson, and Molly McKenzie
19. Employment, David Mank
20. Living with Support in the Community: Factors Associated with Quality-of-Life Outcome, David Felce and Jonathan Perry
21. Independent Living, Roger J. Stancliffe and K. Charlie Lakin
22. Adult Social Relationships, Janis Chadsey
VI. Behavior Supports
23. Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research, Glen Dunlap and Edward G. Carr
24. Mental Health Supports in Developmental Disabilities, Dimitrios Paschos and Nick Bouras
25. Psychotherapeutic Medications and Positive Behavior Support, Travis Thompson, Tim Moore, and Frank Symons
VII. Family Issues
26. Families in Context: Influences on Coping and Adaptation, Jan Blacher and Chris Hatton
27. Family Impact in Adulthood, Julie J. Lounds and Marsha Mailick Seltzer
28. Families as Partners in Educational Decision Making: Current Implementation and Future Directions, Ann P. Turnbull, Nina Zuna, H. Rutherford Turnbull III, Denise Poston, and Jean Ann Summers
VIII. International Perspectives and Future Directions
29. International Perspectives, Eric Emerson, Glenn T. Fujiura, and Chris Hatton
30. Reflections on the Future of Research in Developmental Disabilities, Steven F. Warren