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Direct linkTichá, Renáta; Pettingell, Sandra L.; Lemanowicz, James; Feinstein, Celia S.; Bershadsky, Julie; Houseworth, James; Zhang, Alicia Q. – Intellectual and Developmental Disabilities, 2023
The purpose of this study is to lay a foundation for illustrating the importance of longitudinal data collection by sharing the results of the Independent Monitoring for Quality (IM4Q) program in Pennsylvania designed to collect data over time on the quality of services for adults with intellectual and developmental disabilities. In this article,…
Descriptors: Program Evaluation, Quality Control, Longitudinal Studies, Intellectual Disability
Matthews, Amy; Ziegler, Maureen; Mayberry, Margie; Owen-DeSchryver, Jamie; Carter, Erik W. – Intellectual and Developmental Disabilities, 2022
Peer-mediated interventions are a powerful and practical way of promoting the social relationships, learning, and inclusion of students with disabilities. In this article, we describe one state's efforts to scale up a research-based, peer-mediated program called Peer to Peer throughout Michigan. Among the more than 700 schools that now offer this…
Descriptors: Peer Mediation, Students, Autism Spectrum Disorders, Developmental Disabilities
Christina E. Mead – ProQuest LLC, 2024
This study investigated the use of playgroups as a play-based intervention for Early Intervention aged children with developmental delays. Children currently enrolled in Early Intervention National, across New York State, and locally are being provided with fewer services than in prior years due to provider shortages. Children from diverse…
Descriptors: Play, Preschool Children, Down Syndrome, Early Intervention
Download full textAnnmarie T. Kinsella; Nancy Robertson Hollins – Journal of Occupational Therapy Education, 2022
A service-learning pilot project involving occupational therapy (OT) students and individuals with intellectual and developmental disabilities (IDD) is described. The purpose of this pilot project, developed using Transformative Learning Theory, was to determine if service-learning could be a viable approach to provide in-depth learning in areas…
Descriptors: Service Learning, Peer Teaching, Mentors, Occupational Therapy
Tann, Cally J.; Kohli-Lynch, Maya; Nalugya, Ruth; Sadoo, Samantha; Martin, Karen; Lassman, Rachel; Nanyunja, Carol; Musoke, Margaret; Sewagaba, Margaret; Nampijja, Margaret; Seeley, Janet; Webb, Emily L. – Infants and Young Children, 2021
Global attention on early child development, inclusive of those with disability, has the potential to translate into improved action for the millions of children with developmental disability living in low- and middle-income countries. Nurturing care is crucial for all children, arguably even more so for children with developmental disability. A…
Descriptors: Early Intervention, Developmental Disabilities, Foreign Countries, Neonates
Robison, Melinda A.; Mann, Tracie B.; Ingvarsson, Einar T. – Journal of Applied Behavior Analysis, 2020
The Preschool Life Skills program is an intervention package designed to teach functional skills to prevent problem behavior in typically developing children. The purpose of the current study was to evaluate the effects of the instructional package (renamed "Life Skills") with children with developmental disabilities. The program…
Descriptors: Preschool Children, Daily Living Skills, Developmental Disabilities, Friendship
Bias, Ken; Docheff, Dennis – Strategies: A Journal for Physical and Sport Educators, 2017
At the University of Central Missouri (UCM), the THRIVE program is made up of young adults, ages 18 to 25, who have developmental or intellectual disabilities. A merger occurred between the THRIVE program and the adapted physical education course required for physical education teacher education (PETE) students to provide practical experiences for…
Descriptors: College Programs, Special Programs, Developmental Disabilities, Intellectual Disability
Millar, Julie A.; Thompson, Janet; Schwab, Dorothy; Hanlon-Dearman, Ana; Goodman, Deborah; Koren, Gal; Masotti, Paul – Journal of Research in Special Educational Needs, 2017
Fetal alcohol spectrum disorder (FASD) is a prevalent neurodevelopmental disability with significant implications for learning and behaviour. International research suggests that the prevalence of FASD in school-aged children is 2.3-6.3%. In this paper, we address the questions: (1) what is FASD; (2) what is the prevalence of FASD in schools; (3)…
Descriptors: Fetal Alcohol Syndrome, Educational Policy, Theory Practice Relationship, Developmental Disabilities
