International review of research in developmental disabilities /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Hodapp, Robert M. (Editor ), Fidler, Deborah J. (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: [Place of publication not identified] : Academic Press, �2017.
Colección:International review of research in developmental disabilities ; v. 53.
Temas:
Developmental disabilities > Research.
Troubles du d�eveloppement > Recherche.
HEALTH & FITNESS > Diseases > General.
MEDICAL > Clinical Medicine.
MEDICAL > Diseases.
MEDICAL > Evidence-Based Medicine.
MEDICAL > Internal Medicine.
Developmental disabilities > Research
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Front Cover
  • International Review of Research in Developmental Disabilities
  • Copyright
  • Contents
  • Contributors
  • Preface
  • Chapter One: Parenting Matters: Parent-Child Interactions in Down Syndrome and Recommendations for Future Research
  • 1. Introduction
  • 2. Examining Parent-Child Interactions in Down Syndrome
  • 2.1. Characterizing Parent-Child Interactions in Down Syndrome
  • 2.2. Defining Intrusiveness, Directiveness, and Responsiveness
  • 2.3. Parent Directiveness and Intrusiveness in Down Syndrome
  • 2.4. Parent Responsiveness in Down Syndrome
  • 2.5. Child Factors and Interaction Effects2.6. Summarizing Parent-Child Interactions in Down Syndrome
  • 3. Developmental Outcomes Associated With Parent-Child Interactions in DownSyndrome
  • 3.1. Cognition and Related Skills
  • 3.2. Language
  • 3.3. Adaptive Behavior
  • 3.4. Summarizing Developmental Outcomes and Parent-Child Interactions inDown Syndrome
  • 4. Parent-Child Intervention and Training in Down Syndrome
  • 4.1. Summary of Parent-Training Interventions in Down Syndrome
  • 5. Methodological Considerations
  • 5.1. Tasks Measuring Interaction
  • 5.2. Behavioral Coding Schemes5.3. Child Age
  • 5.4. Comparison Groups
  • 5.5. Summary of Methodological Considerations
  • 6. Future Directions
  • 7. Conclusions
  • References
  • Further Reading
  • Chapter Two: Self-Regulation in Young Children With Autism Spectrum Disorder: An Interdisciplinary Perspective on Emotion ...
  • 1. What Is Self-Regulation?
  • 2. Emotion Regulation
  • 2.1. Normative Development Course
  • 2.2. Emotion Regulation in Children With ASD
  • 2.3. Related Emotional Competence
  • 3. Executive Function/Inhibitory Control
  • 3.1. Normative Developmental Course3.2. Executive Function in Children With ASD
  • 4. Effortful Control
  • 4.1. Normative Developmental Course
  • 4.2. Effortful Control in ASD
  • 5. Individual Differences and Implications for Intervention
  • 6. Conclusion
  • References
  • Chapter Three: Social Cognition in Individuals With Intellectual and Developmental Disabilities: Recent Advances and Tren ...
  • 1. Introduction-Social Cognition and Social Functioning: Definitions and Conceptual Distinctions
  • 2. Social Cognition and Social Functioning in Individuals with IDD
  • 2.1. Etiology-Based Approaches to Research on Individuals With IDD2.2. Neurodevelopmental Disorders With Distinctive Social-Cognitive Phenotypes: ASD and WS
  • 3. Components and Levels of Social-Cognitive Capacities
  • 3.1. Social Perception
  • 3.1.1. Face and Voice Identity Processing
  • 3.1.2. Emotion Processing
  • 3.1.3. Social Appraisal
  • 3.2. Social Inferencing
  • 3.2.1. Mentalizing Abilities/Theory of Mind (ToM)
  • 3.2.2. Social Perspective Taking and Empathy
  • 4. Precursors of Social-Cognitive Abilities and Sources of Sociocognitive Difficultiesin IDD

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