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El. knyga: International Review of Research in Developmental Disabilities: Fifty Years of Research in Intellectual and Developmental Disabilities

Volume editor (Professor, Department of Human Development and Family Studies, Colorado State University, USA), Volume editor (Vanderbilt University, Nashville, Tennessee, USA)
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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

Recenzijos

Praise for the Series: "Belongs on the shelf of every serious student and researcher." --Journal of Biological Psychology

Daugiau informacijos

International Review of Research in Developmental Disabilities provides an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes of developmental disabilities
Contributors ix
Preface xi
1 Blurring Boundaries, Continuing Change: The Next 50 Years of Research in Intellectual and Developmental Disabilities
1(32)
R.M. Hodapp
D.J. Fidler
E. Depta
1 History of IDD Research: Controversies and Multiple Sources
2(5)
2 Charting Recent Changes in IDD Research
7(11)
3 Looking to the Next 50 Years
18(7)
4 Conclusion
25(1)
References
26(7)
2 The Central Role of Etiology in Science and Practice in Intellectual Disability
33(38)
D.J. Fidler
L.A. Daunhauer
E. Will
B. Gerlach-McDonald
E. Schworer
1 Evolving Etiology-Related Research Questions
35(10)
2 Methodological Issues in Research on Neurogenetic Disorders of Intellectual Disability
45(7)
3 Etiology Research and Treatment
52(5)
4 Conclusions
57(1)
References
58(13)
3 Language Development in Individuals With Intellectual and Developmental Disabilities: From Phenotypes to Treatments
71(48)
L. Abbeduto
A. McDuffie
A.J. Thurman
S.T. Kover
1 Language Development in Down Syndrome, Fragile X Syndrome, and Williams Syndrome
74(14)
2 Language as a Target of Treatment and Index of Treatment Efficacy
88(15)
3 Conclusion
103(1)
References
104(15)
4 Memory and Learning in Intellectual Disability
119(30)
S. Vicari
F. Costanzo
D. Menghini
1 Introduction
120(1)
2 The Study of Long-Term Memory in Intellectual Disability
121(5)
3 Short-Term Memory, Working Memory, and Learning in Intellectual Disability
126(4)
4 Memory and Learning in Intellectual Disability: A Neurobiological Perspective
130(2)
5 Conclusion
132(9)
References
141(8)
5 Social Development Research in ID/DD
149(16)
C. Kasari
1 Similarities and Differences in Social Development
150(1)
2 Developmental Difference in Social Communication Gestures
151(1)
3 Similar Sequences in Social Communication Skills
152(1)
4 Intervening on Social Communication
153(2)
5 Are Friendships of Children With Intellectual and Developmental Disabilities Similar to Typical Children?
155(2)
6 Interventions for Peer Relationships and Friendship Development
157(2)
7 Task-Related Social Behavior
159(1)
8 Measurement Challenges in Social Development
160(1)
9 Summary
161(1)
References
161(4)
6 Do Children With Intellectual and Developmental Disabilities Have a Negative Impact on Other Family Members? The Case for Rejecting a Negative Narrative
165(30)
R.P. Hastings
1 Asking "Standard" or Consistent Questions, and Making Comparisons
167(4)
2 The Problem of Sample Biases
171(2)
3 Explaining the Variability in Parental Well-Being
173(2)
4 Asking Questions About Positive Outcomes
175(3)
5 Families as Systems
178(4)
6 Moving Beyond Individual Variables
182(3)
7 Four Foci for Future Research
185(3)
8 Conclusions
188(2)
References
190(5)
7 Families of Adolescents and Adults With Intellectual and Developmental Disabilities
195(38)
J. Lounds Taylor
M.M. Burke
L.E. Smith
S.L. Hartley
1 Parent Well-being and the Parent-Child Relationship in Families of Adolescents and Adults With IDD
197(6)
2 Marital Quality in Families of Adolescents and Adults With IDD
203(6)
3 Relationships and Well-being Among Siblings of Adolescents and Adults With IDD
209(6)
4 Summary of Past and Present Research
215(1)
5 Directions for Future Research With Families of Adolescents and Adults With IDD
215(8)
References
223(10)
8 Early Identification and Early Treatment of Autism Spectrum Disorder
233(44)
S. J. Rogers
M.R. Talbott
1 What Are Infant Sibling Studies Teaching Us About Intervening in Infants and Toddlers?
234(6)
2 Method
240(8)
3 Studies of Treatments for Associated Symptoms of Autism Spectrum Disorder
248(4)
4 Implementation Science and the Appearance of True Effectiveness Studies
252(4)
5 Studies Focused on Supporting American Families and Children With Limited Resources
256(4)
6 Interventions for High-Risk Infants
260(2)
7 Methodological Concerns in Early Intervention Research
262(5)
8 New Designs
267(2)
Acknowledgments
269(1)
References
269(8)
9 Psychiatric Disorders in People With Intellectual Disabilities: Steps Toward Eliminating Research and Clinical Care Disparities
277(26)
E.M. Dykens
Challenge 1 What Do We Call This Subspecialty?
279(2)
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
281(5)
Challenge 3 Making Appropriate Psychiatric Diagnoses and Meeting Needs for Nuanced Measures of Outcome in Targeted Clinical Trials and Other Interventions
286(4)
Challenge 4 The Systematic Exclusion of People With Low IQs in Psychiatric and Mental Health Research Programs and Clinical Trials
290(3)
Recommendations to Transform Research and Clinical Care for People With Intellectual Disabilities
293(4)
References
297(6)
Index 303(10)
Contents of Previous Volumes 313
Vanderbilt University, Nashville, Tennessee, USA 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.
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