Social and Communicative Functioning in Populations with Intellectual Disability : Rethinking Measurement /

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Mattie, Laura Jean, Channell, Marie Moore
Formato: Electrónico eBook
Idioma:Inglés
Publicado: San Diego : Elsevier Science & Technology, 2023.
Edición:1st ed.
Colección:International review of research in developmental disabilities ; v. 64
Temas:
Intellectual disability > Social aspects.
People with disabilities > Means of communication.
People with disabilities > Services for.
D�eficience intellectuelle > Aspect social.
Personnes handicap�ees > Moyens de communication.
Personnes handicap�ees > Services.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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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