International Review of Research in Developmental Disabilities

International Review of Research in Developmental Disabilities, Volume 64 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors.- Provides the authority and expertise of leading contributors from an international board...

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Bibliographic Details
Main Authors Hodapp, Robert M, Fidler, Deborah J, Lanfranchi, Silvia
Format eBook
LanguageEnglish
Published Chantilly Elsevier Science & Technology 2023
Edition1
Subjects
Developmental disabilities
Online AccessGet full text
ISBN0443193762
9780443193767

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Table of Contents:
  • 12.7 Autistic identity (61.5%, 16 studies) -- 12.8 Camouflaging (53.8%, 14 studies) -- 12.9 Male differences and relationships (46.2%, 12 studies) -- 13 Research Question 4: Relationship between what is asked and what is self-reported by participants -- 14 Discussion -- 15 Implications for research and practice -- 16 Limitations -- 17 Conclusion -- References -- Chapter Five: Influence of motor ability on daily living ability in individuals with Williams syndrome and individuals with Down syndrome -- 1 Introduction -- 2 The current study -- 3 Method -- 3.1 Participants -- 3.2 Design -- 3.2.1 Motor ability -- 3.3 Daily living -- 4 Results -- 4.1 Analyses and parametric assumptions -- 4.2 Daily living ability -- 4.2.1 Parent questionnaire (VABS-II-daily living domain) -- 4.2.2 P-DLT -- 4.2.3 Motor performance -- 4.2.4 Associations between daily living ability and motor competence -- 5 Discussion -- 5.1 Daily living abilities in individuals with WS and DS -- 5.2 Association between daily living ability and motor ability in individuals with WS and DS -- 5.3 Feasibility of the P-DLT as a measure of daily living ability in individuals with intellectual disabilities -- 6 Limitations and future research -- 7 Conclusion -- Appendix A Supporting information -- References -- Further reading -- Chapter Six: Effectiveness of cognitive and mathematical programs on dyscalculia and mathematical difficultiesEffectiveness of cognitive and mathematical programs on dyscalculia and mathematical difficulties -- 1 Introduction -- 1.1 Specific learning disabilities -- 2 Dyscalculia and mathematical difficulties -- 2.1 Neurocognitive domains in DD -- 2.1.1 Number sense challenges in dyscalculia -- 2.2 Arithmetic problem solving challenges in DD -- 2.3 Executive functions in developmental dyscalculia -- 2.4 Interventions in executive functions underlying mathematics skills
  • 3 Methods -- 3.1 Eligibility criteria -- 3.2 Search strategy -- 3.3 Data extraction and synthesis -- 4 Results -- 5 Cognitive/executive functions training -- 5.1 Study descriptions -- 5.2 Study results -- 5.3 Mathematical training program -- 5.4 Motivational training program -- 6 Discussion -- 6.1 General discussion on the retrieved studies -- 6.2 Developmental dyscalculia, mathematical learning disability, and mathematical difficulties -- 6.3 Technological devices vs traditional training programs -- 7 Conclusion -- References -- Back Cover
  • Front Cover -- Series Page -- International Review of Research in Developmental Disabilities -- Copyright -- Contents -- Contributors -- Chapter One: The importance of identity culture: Academic foundations for identity-affirming scholarship and practice with individuals with intellectual disability -- 1 Intellectual disability and societal perceptions -- 1.1 Social biases and intellectual disability -- 1.2 Manifestations of stigma towards intellectual disability -- 2 Who am I? The beginnings of identity development -- 2.1 Group identity -- 2.2 Disability identity: a unique group identity -- 2.3 Frameworks of disability identity development -- 3 ID as an disability-specific identity -- 4 Call to action: next steps -- 4.1 Adopting an identity-affirming lens in academic teaching -- 4.1.1 Pedagogical approaches to center identity development -- 4.1.2 Identity-affirming communication practices -- 4.1.3 Critical content areas to prepare identity-affirming professionals -- 4.2 Adopting an identity-affirming lens in academic scholarship -- 5 Conclusion -- Conflict of interest -- References -- Chapter Two: Valuing experiential knowledge to complement professional and scientific knowledge within care and support for people with intellectual disabilitiesCare and support for people with intellectual disabilities -- 1 The expertise of healthcare professionals working with people with intellectual disabilities -- 2 The emergence of experiential knowledge of people with intellectual disabilities -- 3 The benefits and challenges of collaborating with experts by experience in care and support -- 4 Evolution of inclusive research: Collaborative approach and social change -- 5 Concluding remarks -- Appendix 1 Logic model Triple-C intervention [adopted from Tournier et al., 2020, reprinted by permission from Wiley (http://www.wiley.com)] -- References
  • Chapter Three: The effect of challenging behavior on mothers and adult siblings: A scoping review -- 1 The effect of challenging behavior on others -- 1.1 Introduction -- 2 Method -- 2.1 Inclusion and exclusion criteria -- 2.2 Search procedures -- 2.3 Article coding -- 2.4 Variable coding -- 2.5 Article selection -- 2.6 Inter-observer agreement -- 3 Results -- 3.1 Results: Mothers -- 3.2 Results: Siblings -- 4 Discussion -- 4.1 Findings -- 4.2 Implications -- 4.3 Limitations -- 4.4 Concluding thoughts -- References -- Further reading -- Chapter Four: Overlooked and in plain sight: A scoping review of autistic females' experiences in inclusive school settings -- 1 Identity development and stigma management -- 2 Autism spectrum disorder (ASD) -- 3 Sex differences -- 4 Study purpose -- 4.1 Scoping review -- 5 Method -- 5.1 Eligibility criteria -- 6 Identifying relevant studies -- 6.1 Search strategies -- 6.2 De-duplication procedures -- 6.3 Screening procedures -- 6.4 Charting the data -- 6.4.1 Characteristics of included studies -- 6.4.2 Participant characteristics -- 6.4.3 Setting -- 6.4.4 Data collection -- 6.4.5 Outcomes/findings -- 6.4.6 Solicited versus unsolicited themes -- 6.4.7 Reliability -- 7 Results -- 8 Research Question 1: Types of studies and information gathered -- 9 Research Question 2: Descriptive characteristics of the aggregated sample across studies -- 9.1 Participant characteristics -- 9.1.1 Autistic females -- 9.2 Additional reporters -- 10 Setting -- 11 Data collection method -- 12 Research Question 3: Themes related to the school experiences of autistic girls -- 12.1 Identified themes -- 12.2 Bullying/exclusion (96.2%, 25 studies) -- 12.3 Friendships (92.3%, 24 studies) -- 12.4 Teacher relationships (69.2%, 18 studies) -- 12.5 Learning (69.2%, 18 studies) -- 12.6 Physical school environment (65.4%, 17 studies)