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SCIDIR_on1405397142 |
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20231120010756.0 |
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231016s2023 cau o 000 0 eng d |
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|a SFB
|b eng
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|d OPELS
|d OCLCO
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|z 9780443132759
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|z 0443132755
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|a (OCoLC)1405397142
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|a RC570.2
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|a 362.38
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|a Social and Communicative Functioning in Populations with Intellectual Disability :
|b Rethinking Measurement /
|c edited by Marie Moore Channell, Laura J. Mattie.
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|a 1st ed.
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|a San Diego :
|b Elsevier Science & Technology,
|c 2023.
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|c �2023.
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|a 1 online resource (374 pages)
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|a text
|b txt
|2 rdacontent
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|a computer
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|2 rdamedia
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|a online resource
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|2 rdacarrier
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|a International review of research in developmental disabilities ;
|v v. 64
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|a Description based on publisher supplied metadata and other sources.
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|a Front Cover -- Series Page -- Title Page -- Copyright -- Contents -- Contributors -- Preface -- Chapter One: The interaction between social and communication skills in individuals with intellectual disability -- 1 Introduction -- 2 The interdependence between social interaction and communication -- 2.1 What are social and communication skills? -- 2.2 Theoretical framework from neurotypical development: Social information processing -- 2.3 Applications to ID: Developmental cascades -- 3 Social cognition: Examples from development and approaches to assessment -- 3.1 Joint attention -- 3.1.1 Defining joint attention through assessment -- 3.1.2 Implications for research on ID -- 3.2 Theory of mind and perspective-taking -- 3.2.1 Defining theory of mind through assessment -- 3.2.2 Implications for research on ID -- 3.3 Pragmatic language -- 3.3.1 Defining pragmatic language through assessment -- 3.3.2 Implications for research on ID -- 4 Broader measures of social and communicative functioning -- 4.1 Implications for research on ID -- 5 Recommendations for researchers: Challenges and opportunities -- 6 Conclusions -- References -- Chapter Two: Novel approaches for characterizing social communication and language development of young children with neurogenetic syndromesSocial communication and language development -- 1 The trajectory of communication development -- 2 Communication development in neurogenetic syndrome populations -- 3 The importance of appropriate communication assessment tools -- 4 Limitations of existing communication assessment tools -- 5 Advancing communication assessment for young children with neurogenetic syndromes -- 6 Novel approaches for adapting existing communication assessment tools -- 7 Novel communication assessment methods-remote naturalistic assessment -- 7.1 Remote assessments -- 7.2 Naturalistic assessments.
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|a 7.2.1 Data collection approaches for remote naturalistic assessment -- 7.2.1.1 Comprehensive sampling -- 7.2.1.2 Periodic sampling -- 7.2.1.3 Targeted sampling -- 7.2.2 Data processing approaches for remote naturalistic assessment -- 7.2.2.1 Behavioral ratings -- 7.2.2.2 Behavioral coding -- 7.2.2.3 Human coding -- 7.2.2.4 Automated coding -- 7.2.3 Summary and practical applications -- 8 Future directions for research on communication assessment in young children with neurogenetic syndromes -- 9 Naturalistic assessment and data privacy -- 10 Family and community involvement in assessment -- 11 Conclusion -- References -- Chapter Three: The importance of refined assessment of communication and social functioning in people with intellectual disabilities: Insights from neurogenetic syndrome researchInsights from neurogenetic syndrome research -- 1 Concepts of communication and social functioning -- 1.1 Communication functioning -- 1.2 Social functioning -- 1.3 The relationship between communication and social functioning -- 2 Common assessment approaches -- 2.1 Standardized assessments of communication and social functioning -- 2.2 Appropriateness of standardized assessments based on neurotypical development for ID populations -- 2.3 Conflation between communication and social functioning domains, and other behaviors in studies of people with ID -- 2.4 Treating people with ID as a heterogeneous group -- 2.5 Impact of common assessment approaches upon communication and social functioning interventions -- 3 Insights from the neurogenetic syndrome literature -- 3.1 Angelman syndrome -- 3.1.1 Communication functioning in AS -- 3.1.2 Social functioning in AS -- 3.1.3 Autism in AS -- 3.1.4 Implications -- 3.2 Cornelia de Lange syndrome -- 3.2.1 Communication functioning in CdLS -- 3.2.2 Social functioning in CdLS -- 3.2.3 Autism in CdLS -- 3.2.4 Implications.
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|a 3.3 Down syndrome -- 3.3.1 Communication functioning in DS -- 3.3.2 Social functioning in DS -- 3.3.3 Autism in DS -- 3.3.4 Implications -- 3.4 Fragile X syndrome -- 3.4.1 Communication functioning in FXS -- 3.4.2 Social functioning in FXS -- 3.4.3 Autism in FXS -- 3.4.4 Implications -- 3.5 Tuberous sclerosis complex -- 3.5.1 Communication functioning in TSC -- 3.5.2 Social functioning in TSC -- 3.5.3 Autism in TSC -- 3.5.4 Implications -- 4 Conclusions -- 4.1 Considerations of assessment and intervention for both communication and social functioning -- 4.2 Implications and future directions for the wider ID population -- References -- Chapter Four: Adaptation of in-person curriculum tools for remote assessment of infants and toddlers with social communication concerns in community-based settingsAdaptation of in-person curriculum tools -- 1 Introduction -- 2 Challenges with norm-referenced standardized assessment -- 3 Why use a developmental curriculum assessment? -- 4 Current approaches to remote assessment -- 5 Adaptation and implementation of a remote developmental curriculum assessment -- 5.1 Initial development and use of the Early Start Denver Model curriculum checklist -- 5.2 Creation of the infant-toddler ESDM checklist for parent coaching -- 5.3 Adapting the IT-CC for community settings -- 5.4 Adaptation of the IT-CC for remote assessment of infants with early social communication delays: The Telehealth Evaluation of Development for Infants (TEDI) protocol -- 5.4.1 Initial feasibility and psychometric analysis of the IT-CC TEDI protocol -- 5.4.2 Ability of the IT-CC TEDI to capture developmental change -- 6 Conclusions -- 6.1 Ability of developmental curriculum tools to capture developmental change -- 6.2 Measurement of clinically meaningful outcomes -- 6.3 Scalability and feasibility for community-based implementation.
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|a 6.4 Implications for practice -- 6.5 Summary -- References -- Chapter Five: Measuring social communication in people with intellectual disability who use minimal speech: Differences across the lifespan -- 1 Introduction -- 2 What is social communication? -- 2.1 Communication forms -- 2.2 Communication functions -- 2.3 Pragmatics -- 3 Social communication in infants, toddlers, and preschoolers -- 3.1 Measurement considerations -- 3.1.1 Communication function -- 3.1.2 Communication partners -- 3.2 Measurement of social communication in infants, toddlers, and preschoolers -- 3.2.1 Caregiver report -- 3.2.2 Structured observations -- 3.2.3 Communication sampling -- 4 Social communication in school age and adolescence -- 4.1 Measurement considerations -- 4.1.1 Communicative functions -- 4.1.2 Communication partners -- 4.1.3 Communication context -- 4.2 Measurement of social communication in school aged children and adolescents -- 4.2.1 Caregiver report -- 4.2.2 Communication sampling -- 5 Social communication in adulthood -- 5.1 Measurement considerations -- 5.1.1 Communication partners -- 5.2 Measurement of social communication in adults -- 5.2.1 Caregiver report -- 5.2.2 Structured observation -- 5.2.3 Communication sampling -- 6 Cultural considerations across the lifespan -- 7 Recommendations for researchers -- 7.1 Multi-method assessment -- 7.2 Validated procedures for communication sampling -- 8 Conclusion -- References -- Chapter Six: Social inclusion of adults with intellectual and developmental disabilities: Toward belongingSocial inclusion of adults -- 1 Social inclusion -- 1.1 Why is social inclusion important? -- 1.2 Social inclusion and sense of belonging -- 1.3 Our approach -- 2 Community participation -- 2.1 Neighborhood engagement -- 2.2 Recreation and leisure -- 2.3 Mainstream community groups -- 2.4 Faith communities -- 2.5 Virtual groups.
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|a 2.6 Postsecondary education -- 2.7 Employment -- 2.7.1 Interviews with workers with IDD -- 2.7.2 Workplace culture and social inclusion -- 2.7.3 Retirement -- 2.8 Encounters -- 2.9 Measuring community participation and social inclusion -- 3 Relationships -- 3.1 Families -- 3.1.1 Sibling relationships -- 3.2 Relationships in the neighborhood -- 3.3 Friendships -- 3.4 Work relationships -- 3.5 Intimate relationships -- 3.6 LGBTQ+ relationships -- 3.7 Online relationships -- 3.8 Loneliness -- 4 Cross-cutting issues that affect social inclusion -- 4.1 Adult life course -- 4.1.1 Age-related mobility limitations and social inclusion -- 4.1.2 Social inclusion and end of life -- 4.2 Supporting social inclusion -- 4.2.1 Facilitators and barriers to social inclusion -- 4.2.2 Approaches to support social inclusion -- 4.2.2.1 Co-worker support -- 4.2.2.2 Active mentoring -- 4.2.2.3 Independent participation -- 4.2.2.4 Social roles -- 4.2.2.5 Befriending -- 4.2.2.6 Community builders -- 4.2.2.7 Quality of social interactions -- 4.2.2.8 Supporting encounters -- 4.3 Policy and funding -- 5 Discussion and conclusions -- 5.1 Future research -- Acknowledgments -- Conflict of interest disclosure -- References -- Chapter Seven: Building a life: Examining the advocacy and social experiences of students with intellectual disability in inclusive postsecondary educationBuilding a life -- 1 Introduction -- 1.1 Purpose of this review -- 2 What is IPSE? -- 2.1 IPSE in the global context -- 3 IPSE structure in the United States -- 3.1 IPSE inclusivity -- 3.2 Mentorship structures in IPSE programs -- 3.3 Residential options in IPSE programs -- 3.4 Social life during IPSE -- 3.5 IPSE demographics -- 4 IPSE outcomes -- 4.1 Employment outcomes of IPSE -- 4.2 Life outcomes of IPSE -- 4.3 Research gaps -- 5 Model IPSE research -- 5.1 Model research design.
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|a 5.2 Model study context and participants.
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|a Intellectual disability
|x Social aspects.
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|a People with disabilities
|x Means of communication.
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| 650 |
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|a People with disabilities
|x Services for.
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| 650 |
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|a D�eficience intellectuelle
|0 (CaQQLa)201-0002354
|x Aspect social.
|0 (CaQQLa)201-0374080
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| 650 |
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|a Personnes handicap�ees
|x Moyens de communication.
|0 (CaQQLa)201-0087093
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| 650 |
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|a Personnes handicap�ees
|x Services.
|0 (CaQQLa)201-0034023
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| 700 |
1 |
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|a Mattie, Laura Jean.
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| 700 |
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|a Channell, Marie Moore.
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| 856 |
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|u https://sciencedirect.uam.elogim.com/science/bookseries/22116095/64
|z Texto completo
|
