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International Review of Research in Developmental Disabilities
Fifty Years of Research in Intellectual and Developmental Disabilities
1st Edition, Volume 50 - August 25, 2016
Editors: Robert M. Hodapp, Deborah J. Fidler
Language: English
Hardback ISBN:9780128047866
9 7 8 - 0 - 1 2 - 8 0 4 7 8 6 - 6
eBook ISBN:9780128051788
9 7 8 - 0 - 1 2 - 8 0 5 1 7 8 - 8
International Review of Research in Developmental Disabilities provides an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes…Read more
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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
Academic researchers in developmental and cognitive psychology, as well as neuropsychology
Serial Editors
Preface
1. Blurring Boundaries, Continuing Change: The Next 50Years of Research in Intellectual and Developmental Disabilities
1. History of IDD Research: Controversies and Multiple Sources
2. Charting Recent Changes in IDD Research
3. Looking to the Next 50Years
4. Conclusion
2. 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
3. Etiology Research and Treatment
4. Conclusions
3. Language Development in Individuals With Intellectual and Developmental Disabilities: From Phenotypes to Treatments
1. Language Development in Down Syndrome, Fragile X Syndrome, and Williams Syndrome
2. Language as a Target of Treatment and Index of Treatment Efficacy
3. Conclusion
4. 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
5. 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
6. Do Children With Intellectual and Developmental Disabilities Have a Negative Impact on Other Family Members? The Case for Rejecting a Negative Narrativea
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
7. 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
2. Marital Quality in Families of Adolescents and Adults With IDD
3. Relationships and Well-being Among Siblings of Adolescents and Adults With IDD
4. Summary of Past and Present Research
5. Directions for Future Research With Families of Adolescents and Adults With IDD
8. Early Identification and Early Treatment of Autism Spectrum Disorder
1. What Are Infant Sibling Studies Teaching Us About Intervening in Infants and Toddlers?
2. Method
3. Studies of Treatments for Associated Symptoms of Autism Spectrum Disorder
4. Implementation Science and the Appearance of True Effectiveness Studies
5. Studies Focused on Supporting American Families and Children With Limited Resources
6. Interventions for High-Risk Infants
7. Methodological Concerns in Early Intervention Research
8. New Designs
9. Psychiatric Disorders in People With Intellectual Disabilities: Steps Toward Eliminating Research and Clinical Care Disparities
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 Intellectual Disabilities and Limited Motivation to Serve Them
Challenge 3: Making Appropriate Psychiatric Diagnoses and Meeting Needs for Nuanced Measures of Outcome in Targeted Clinical Trials and Other Interventions
Challenge 4: The Systematic Exclusion of People With Low IQs in Psychiatric and Mental Health Research Programs and Clinical Trials
Recommendations to Transform Research and Clinical Care for People With Intellectual Disabilities
Index
Contents of Previous Volumes
Volume 1
Volume 2
Volume 3
Volume 4
Volume 5
Volume 6
Volume 7
Volume 8
Volume 9
Volume 10
Volume 11
Volume 12
Volume 13
Volume 14
Volume 15
Volume 16
Volume 17
Volume 18
Volume 19
Volume 20
Volume 21
Volume 22
Volume 23
Volume 24
Volume 25
Volume 26
Volume 27
Volume 28
Volume 29
Volume 30
Volume 31
Volume 32
Volume 33
Volume 34
Volume 35
Volume 36
Volume 37
Volume 38
Volume 39
Volume 40
Volume 41
Volume 42
Volume 43
Volume 44
Volume 45
Volume 46
Volume 47
Volume 48
Volume 49
No. of pages: 348
Language: English
Edition: 1
Volume: 50
Published: August 25, 2016
Imprint: Academic Press
Hardback ISBN: 9780128047866
eBook ISBN: 9780128051788
RH
Robert M. Hodapp
Vanderbilt University, Nashville, Tennessee, USA
Affiliations and expertise
Vanderbilt University, Nashville, Tennessee, USA
DF
Deborah J. Fidler
Dr. Deborah Fidler is a Professor in the Department of Human Development and Family Studies at Colorado State University. Her research expertise is in the area of early development in individuals with neurogenetic syndromes, with a particular focus on the behavioral phenotype in Down syndrome and its implications for intervention and educational practice.
Affiliations and expertise
Professor, Department of Human Development and Family Studies, Colorado State University, USA
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