International review of research in developmental disabilities. Volume 63 /

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Hodapp, Robert M., Fidler, Deborah J., Lanfranchi, Silvia
Formato: Electrónico eBook
Idioma:Inglés
Publicado: [S.l.] : Academic Press, 2022.
Colección:ISSN
Temas:
Developmental disabilities.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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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