The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today's professionals need to know about as they work with people who have intellectual and developmental disabilities. Brought to you by a new team of world-renowned experts and contributors, this…

In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to…

Inclusive education remains a significant challenge in today's educational landscape, as K-12 classrooms and higher education institutions struggle to meet the diverse needs of all students. To address this pressing issue, "Developing Inclusive Environments in Education: Global Practices and Curricula," led by Kiyoji Koreeda, offers…

Although mothers of children with intellectual and developmental disabilities (IDD) experience high levels of stress and schools constitute an important resource, the relation remains unknown between maternal stress and educational services. Responding to a national, web-based survey, 965 mothers of students with disabilities completed a 163-item…

Families are critical in the provision of lifelong support to individuals with intellectual and developmental disabilities (IDD). Today, more people with IDD receive long-term services and supports while living with their families. Thus, it is important that researchers, practitioners, and policy makers understand how to best support families who…

Research-informed policy and practice is needed for older caregivers of adult sons/daughters with disabilities. These caregivers are often under tremendous stress because of failing health, financial pressures, bereavement and worry about the future of their sons/daughters. Twenty-nine older parents/caregivers of 27 adults with intellectual and/or…

This paper includes a nontechnical description of methods for calculating effect sizes in intellectual and developmental disability studies. Different hypothetical studies are used to illustrate how null hypothesis significance testing (NHST) and effect size findings can result in quite different outcomes and therefore conflicting results. Whereas…

We reviewed twelve studies that used the constant time delay (CTD) procedure to teach chained tasks to individuals with developmental disabilities from years 1996-2006. Variables analyzed include types of tasks that have been taught with the procedure, how effective CTD has been in teaching participants, and whether researchers have investigated…

Quantitative behaviour analysis requires the classification of behaviour to produce the basic data. This can be challenging when the theoretical taxonomy does not match observational limitations, or if a theoretical taxonomy is unavailable. Binary keys allow qualitative observation to be used to modify a theoretical taxonomy to produce a practical…

A prospective longitudinal study of the development of children with delays of unknown etiology over a six-year period (from mean age 34.2 months to 109.7 months) indicated that, for the group as a whole, scores were stable with the most able children at entry making the most progress over time. (DB)

The study assessed the turntaking skills and pragmatic language skills of 4 mildly to moderately developmentally delayed children (ages 2 and 3) and 14 nondelayed controls. Developmentally delayed children exhibited appropriate turntaking skills but a higher proportion of gestural in contrast to verbal responses to the pragmatic language tasks.…

A review of applications of motion study in developmental disabilities identifies two eras of research focus in the 1990s: (1) studies establishing the effectiveness and efficiency of tasks designed with motion study principles and (2) studies examining the interaction between motion study-based task designs and other variables such as choice,…

In a field trial addressing revisions to autism criteria in the fourth edition of the Diagnostic and Statistical Manual (DSM-IV), information on 977 cases (454 with autism, 240 with "autistic-like" conditions, and 283 with nonpervasive developmental disabilities disorders) was rated. DSM-IV criteria were compared with the International…

A measure, the Self-Injury Trauma Scale, is described for classifying and quantifying surface tissue damage. The scale permits differentiation of self-injurious behavior according to topography, location of the injury on the body, type of injury, number of injuries, and estimate of severity. High interrater reliability has been found. (Author/DB)

The article reviews the ways in which norm-referenced developmental age (DA) and developmental quotient (DQ) evaluation data are currently reported in preschool early intervention program evaluation studies. The concept of intervention DQ in contrast with pretest DQ is proposed as a more meaningful way to report evaluation data. (Author/DB)