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|a International review of research in developmental disabilities.
|n Volume 63 /
|c Edited by Robert M. Hodapp, Deborah J. Fidler, Silvia Lanfranchi.
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|a [S.l.] :
|b Academic Press,
|c 2022.
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|a 1 online resource
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|a text
|2 rdacontent
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|a online resource
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|a ISSN
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|a Print version record.
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|a 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.
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|a 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.
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|a 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.
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|a 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.
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|a 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.
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|a Developmental disabilities.
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|a Developmental disabilities.
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|a Hodapp, Robert M.
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|a Lanfranchi, Silvia.
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| 776 |
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|z 9780323990967
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| 856 |
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|u https://sciencedirect.uam.elogim.com/science/bookseries/22116095/63
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