International Review Research in Developmental Disabilities
International Review of Research in Developmental Disabilities, Volume 63 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors, including updates on Theoretical Issues in Adult Siblings, Effects of Challenging Behavio...
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| Main Authors | , , |
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| Format | eBook |
| Language | English |
| Published |
Chantilly
Elsevier Science & Technology
2022
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| Edition | 1 |
| Subjects | |
| Online Access | Get full text |
| ISBN | 0323990967 9780323990967 |
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| Abstract | International Review of Research in Developmental Disabilities, Volume 63 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors, including updates on Theoretical Issues in Adult Siblings, Effects of Challenging Behavior on Others, Transition among Latino Families. |
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| AbstractList | International Review of Research in Developmental Disabilities, Volume 63 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors, including updates on Theoretical Issues in Adult Siblings, Effects of Challenging Behavior on Others, Transition among Latino Families. |
| Author | Fidler, Deborah J Lanfranchi, Silvia Hodapp, Robert M |
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| Snippet | International Review of Research in Developmental Disabilities, Volume 63 highlights new advances in the field, with this new volume presenting interesting... |
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| SubjectTerms | Developmental disabilities |
| TableOfContents | 3.1.1. ASD symptoms severity and social functioning -- 3.1.2. Age and gender -- 3.1.3. Socio-emotional processing -- 3.1.4. Negative thoughts and worries -- 3.1.5. Cognitive abilities -- 3.1.6. Family factors -- 3.2. Psychophysiological responses to social stress in ASD -- 3.2.1. Responses toward social-evaluative threat -- 3.2.2. Responses during social interactions tasks -- 3.2.3. Responses toward social stimuli and emotions of others -- 4. Interventions -- 5. Conclusions -- References -- Chapter Five: Neurological and neurodevelopmental manifestations in children and adolescents with Down syndrome -- 1. Introduction -- 2. Neurobiology -- 3. Cognitive therapeutics -- 4. Developmental, cognitive, and learning profile -- 4.1. Language -- 4.2. Learning -- 4.3. Attention/executive function -- 4.4. Social-emotional characteristics -- 5. Hypotonia and motor impairment -- 6. Impact of medical conditions on neurodevelopment -- 6.1. Neonatal conditions -- 6.2. Congenital heart disease -- 6.3. Hypothyroidism -- 6.4. Iron deficiency anemia (IDA) -- 6.5. Celiac disease -- 6.6. Hearing and vision impairments -- 7. Sleep dysfunction -- 8. Epilepsy -- 9. Abnormal movements -- 9.1. Transient developmental movement disorders -- 9.2. Hyperkinetic movement disorders -- 10. Challenging behaviors -- 11. Autism spectrum disorder -- 12. Attention deficit hyperactivity disorder -- 13. Sensory processing difficulties -- 14. Co-occurring mental health conditions -- 14.1. Anxiety disorders -- 14.2. Obsessive-compulsive disorder -- 14.3. Depression -- 14.4. Psychosis -- 14.5. Unexplained regression in Down syndrome -- 15. Conclusion -- References -- Chapter Six: Outreach and engagement efforts in research on Down syndrome: An NIH INCLUDE Working Group consensus statement -- 1. Challenges and goals for promoting research participation -- 1.1. Race/ethnicity 1.2. Phases of the lifespan Intro -- International Review of Research in Developmental Disabilities -- Copyright -- Contents -- Contributors -- Preface -- Chapter One: Family theories and siblings of people with intellectual and developmental disabilities -- 1. Introduction -- 1.1. Context and definitions -- 1.2. Siblings of people with IDD -- 2. Conceptualizing families and siblings -- 2.1. Social learning theory -- 2.2. Lifespan and developmental perspectives -- 2.3. Double ABCX model -- 2.4. Post-structuralist theories -- 2.4.1. Foucault -- 2.4.2. Deleuze and Guattari -- 2.5. Family systems perspectives -- 2.5.1. The sibling subsystem -- 2.5.2. Embedded systems thinking -- 2.5.3. Challenges with conceptualizing change -- 2.5.3.1. Rhizomatic thinking, family systems, and change -- 2.5.4. From social learning to family systems -- 2.6. Summary of theoretical approaches -- 3. Theoretical implications -- 3.1. Methodological implications -- 3.1.1. Epistemological implications -- 3.1.2. Reflexivity and positionality implications -- 3.1.3. Ethical implications -- 3.1.4. Analytical implications -- 3.2. Empirical implications -- 3.2.1. Clinical implications -- 3.2.2. Practice implications -- 3.2.3. Political implications -- 3.3. Summary of theoretical implications -- 4. Conclusions -- References -- Chapter Two: A review of the literature about transition planning experiences among culturally and linguistically diverse ... -- 1. Family involvement in transition planning -- 2. Purpose of the current literature review -- 3. Method -- 3.1. Inclusionary and exclusionary criteria -- 3.2. Literature search -- 3.3. Study selection -- 3.4. Coding procedures -- 4. Results -- 4.1. First research question: Characteristics of the transition planning studies -- 4.1.1. Participants of the transition planning studies -- 4.1.1.1. CLD participants -- 4.1.1.2. Latinx participants 4.1.2. Research design and method of the transition planning studies -- 4.2. Second research question: Family involvement in transition planning -- 4.2.1. High family involvement in transition planning -- 4.2.1.1. High family involvement included advocating for their children -- 4.2.1.1.1. High CLD family involvement included advocating for their children -- 4.2.1.1.2. High Latinx family involvement included advocating for their children -- 4.2.1.2. High family involvement included attending transition meetings -- 4.2.1.2.1. High CLD family involvement included attending transition meetings -- 4.2.1.2.2. High Latinx family involvement included attending transition meetings -- 4.2.1.3. High family involvement included supporting their children with natural supports -- 4.2.1.3.1. High CLD family involvement included supporting their children with natural supports -- 4.2.1.3.2. High Latinx family involvement included supporting their children with natural supports -- 4.2.2. Limited family involvement with transition planning -- 4.2.2.1. Limited family involvement included families being relegated to listening roles -- 4.2.2.1.1. Limited CLD family involvement included families being relegated to listening roles -- 4.2.2.1.2. Limited Latinx family involvement included families being relegated to listening roles -- 4.3. Third research question: Family transition planning knowledge -- 4.3.1. High family transition planning knowledge -- 4.3.1.1. High family knowledge of the transition plan -- 4.3.1.1.1. High CLD family knowledge of the transition plan -- 4.3.1.1.2. High Latinx family knowledge of the transition plan -- 4.3.1.2. High family knowledge of adult disability services -- 4.3.1.2.1. High CLD family knowledge of adult disability services -- 4.3.1.2.2. High Latinx family knowledge of adult disability services 5.2. Family knowledge of transition planning -- 5.3. Facilitators and barriers to family involvement -- 5.4. Limitations of the review -- 5.5. Implications for practice -- 5.6. Directions for future research -- 6. Conclusion -- References -- Chapter Three: Post-secondary career and technical education opportunities for adults with intellectual and developmental ... -- 1. Employment in individuals with IDD -- 1.1. Contemporary employment disparities -- 2. Current pathways to employment in the United States -- 2.1. Transition services -- 2.2. Inclusive higher education -- 2.3. Challenges with pathways to employment from IHE -- 3. Career and technical education training for adults with IDD -- 4. Toward effective CTE for people with IDD: Evidence-based program elements -- 4.1. Evidence-based program design and development -- 5. Evidence-based instructional approaches for future CTE programs -- 6. Educator training -- 7. Future directions: Land-Grant universities and agricultural CTE for young adults with IDD -- 8. Conclusion -- References -- Chapter Four: Social anxiety in children and adolescents with autism spectrum disorders -- 1. Introduction -- 2. What is social anxiety? -- 2.1. Components of social anxiety -- 2.1.1. The cognitive component of social anxiety -- 2.1.1.1. Fear of negative evaluation -- 2.1.1.2. Looming cognitive style -- 2.1.1.3. Hypervigilance and self-focused attention -- 2.1.2. The behavioral component of social anxiety -- 2.1.2.1. Avoidance and safety behaviors -- 2.1.2.2. Social withdrawal -- 2.1.3. The physiological component of social anxiety -- 2.2. How is social anxiety measured in children and adolescents? -- 2.2.1. Self-report measures -- 2.2.2. Experimental tasks -- 3. Social anxiety and autism spectrum disorders -- 3.1. Risk and protective factors of social anxiety in ASD 4.3.2. Limited family transition planning knowledge -- 4.3.2.1. Limited family knowledge of the school-based transition plan -- 4.3.2.1.1. Limited CLD family knowledge of the school-based transition plan -- 4.3.2.1.2. Limited Latinx family knowledge of the school-based transition plan -- 4.3.2.2. Limited family knowledge of adult disability services -- 4.3.2.2.1. Limited CLD family knowledge of adult disability services -- 4.3.2.2.2. Limited Latinx family knowledge of adult disability services -- 4.3.2.3. Acquisition of Transition Knowledge for families -- 4.3.2.3.1. Acquisition of transition knowledge for CLD families -- 4.3.2.3.2. Acquisition of transition knowledge for Latinx families -- 4.4. Fourth research question: Facilitators and barriers impacting family involvement -- 4.4.1. Facilitators to family participation in transition planning -- 4.4.1.1. Facilitator: Transition planning knowledge -- 4.4.1.1.1. Facilitator: Transition planning knowledge for CLD families -- 4.4.1.1.2. Facilitator: Transition planning knowledge for Latinx families -- 4.4.1.2. Facilitator: Caring and collaborative school personnel -- 4.4.1.2.1. Facilitator: Caring and collaborative school personnel for CLD families -- 4.4.1.2.2. Facilitator: Caring and collaborative school personnel for Latinx families -- 4.4.2. Barriers to family participation in transition planning -- 4.4.2.1. Barrier: Limited transition planning knowledge -- 4.4.2.1.1. Barrier: Limited transition planning knowledge for CLD families -- 4.4.2.1.2. Barrier: Limited transition planning knowledge for Latinx families -- 4.4.2.2. Barrier: School Professionals´ negative attitudes -- 4.4.2.2.1. Barrier for CLD families: School professionals´ negative attitudes -- 4.4.2.2.2. Barrier: School professionals´ negative attitudes for Latinx families -- 5. Discussion -- 5.1. Family involvement in transition planning |
| Title | International Review Research in Developmental Disabilities |
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| Volume | v.Volume 63 |
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