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Direct linkFarmer, Cristan A.; Kaat, Aaron J.; Thurm, Audrey; Anselm, Irina; Akshoomoff, Natacha; Bennett, Amanda; Berry, Leandra; Bruchey, Aleksandra; Barshop, Bruce A.; Berry-Kravis, Elizabeth; Bianconi, Simona; Cecil, Kim M.; Davis, Robert J.; Ficicioglu, Can; Porter, Forbes D.; Wainer, Allison; Goin-Kochel, Robin P.; Leonczyk, Caroline; Guthrie, Whitney; Koeberl, Dwight; Love-Nichols, Jamie; Mamak, Eva; Mercimek-Andrews, Saadet; Thomas, Rebecca P.; Spiridigliozzi, Gail A.; Sullivan, Nancy; Sutton, Vernon R.; Udhnani, Manisha D.; Waisbren, Susan E.; Miller, Judith S. – American Journal on Intellectual and Developmental Disabilities, 2020
Although norm-referenced scores are essential to the identification of disability, they possess several features which affect their sensitivity to change. Norm-referenced scores often decrease over time among people with neurodevelopmental disorders who exhibit slower-than-average increases in ability. Further, the reliability of norm-referenced…
Descriptors: Developmental Disabilities, Norm Referenced Tests, Scores, Ability
Krstic, Tatjana; Mihic, Ivana; Brankovic, Jelena – Child Care in Practice, 2021
Learning about a child's condition and raising a child with a developmental disability can be challenging and emotionally overwhelming, but systematic support programs for parents are practically nonexistent. We find that providing support for parents should be an important public health priority which should be made available through educational,…
Descriptors: Parents, Child Rearing, Children, Developmental Disabilities
Download full textSzucs, Andrea; Schau, Caroline; Muscara, Kiera; Tomasulo, Dan – Journal of Education and Learning, 2019
This paper looks at the theory, research, applied aspects, and future possibilities of using strengths-based positive interventions in action, modified for people with no or low literacy with the use of the camera and video feedback. Action-based modifications of interventions, focusing on the emergence of character strengths and immediate visual…
Descriptors: Intellectual Disability, Feedback (Response), Video Technology, Developmental Disabilities
Dutt, Anuradha; Tan, Marilyn; Alagumalai, Sivakumar; Nair, Rahul – Journal of Autism and Developmental Disorders, 2019
Functional Behavior Assessment (FBA) and behavior interventions have been effective in the management of challenging behavior among children with developmental disabilities including autism spectrum disorders. Research suggests the need for valid measurement instruments for verifying, calibrating and scoring competence in FBA and behavior…
Descriptors: Program Development, Program Validation, Functional Behavioral Assessment, Intervention
Self-Determination and Self-Regulation for Students with Intellectual and Developmental Disabilities
Alhawiti, Ayman Olayan – Online Submission, 2017
From an educational perspective, self-determination is the way that individuals act according to their own decisions. It is characterized by knowing where and when a person should do a certain action without intervention from others. To be self-determined, it is necessary to develop self-regulation skills. Therefore, teaching the…
Descriptors: Self Determination, Self Management, Disabilities, Self Evaluation (Individuals)
Bourret, Jason C.; Iwata, Brian A.; Harper, Jill M.; North, Stephen T. – Journal of Applied Behavior Analysis, 2012
Five individuals with autism or other developmental disabilities participated in paired-stimulus preference assessments during repeated baseline probes. All subjects initially showed a pronounced bias by typically selecting the stimulus placed in either the left or right position. Biased responding for 3 subjects was eliminated when training…
Descriptors: Autism, Developmental Disabilities, Reinforcement, Mental Retardation
Blasco, Patricia M.; Saxton, Sage; Gerrie, Mary – Young Exceptional Children, 2014
Executive functions (EFs) involve a number of interconnected systems that, when compromised, can result in difficulties that affect a child's ability to perform tasks across early childhood settings, including the home and community-based settings. In retrospective research studies, researchers have found that a young child's…
Descriptors: Executive Function, Brain, Cognitive Ability, Child Development
Schalock, Robert L.; Verdugo, Miguel Angel – Journal of Policy and Practice in Intellectual Disabilities, 2012
The authors describe a conceptual and measurement framework that provides a template for guiding policy development and systems change. The framework is built on the concepts of vertical and horizontal alignment, system-level processes, and organization-level practices. Application of the framework can structure the thinking and analytic…
Descriptors: Feedback (Response), Mental Retardation, Total Quality Management, Developmental Disabilities
Goldstein, Howard – Journal of Early Intervention, 2011
Promoting literacy development was not a priority for early childhood special educators 25 years ago. The turn of the century gave rise to a scientific basis of reading that outlined what skills need to be taught to facilitate literacy achievement. Steady progress has been made in moving early childhood education to teaching the skills that are…
Descriptors: Early Childhood Education, Emergent Literacy, Special Education Teachers, Reading Research
Herscovitch, Brandon; Roscoe, Eileen M.; Libby, Myrna E.; Bourret, Jason C.; Ahearn, William H. – Journal of Applied Behavior Analysis, 2009
We describe a procedure for differentiating among potential precursor responses for use in a functional analysis. Conditional probability analysis of descriptive assessment data identified three potential precursors. Results from the indirect assessment corresponded with those obtained from the descriptive assessment. The top-ranked response…
Descriptors: Functional Behavioral Assessment, Data Analysis, Probability, Behavior Problems
Halle, Jim; Meadan, Hedda – Topics in Early Childhood Special Education, 2007
The purposes of this article are (a) to describe a structured protocol for assessing request, reject, and repair behavior of young children with autism spectrum disorders and other developmental disabilities and (b) to highlight the importance of assessing these communicative behaviors. These three communicative functions are basic building blocks…
Descriptors: Young Children, Developmental Disabilities, Autism, Communication Skills
Peterson, Rolf A. – 1982
This paper briefly reviews the two assumptions involved in the use of a stress management approach with parents of the developmentally disabled, i.e., that many parents are subject to high stress and that stress interferes with the person's functioning. A discussion of possible stressors and possible effects of stress are outlined, e.g., health…
Descriptors: Anxiety, Counseling Techniques, Developmental Disabilities, Emotional Response
Mahoney, Gerald; Perales, Frida; Wiggers, Bridgette; Herman, Bob – Down Syndrome Research and Practice, 2006
Responsive Teaching is an early intervention curriculum designed to address the cognitive, language, and social emotional needs of young children with developmental problems. This innovative intervention model was derived from research conducted primarily with children with Down syndrome and their mothers. Results from these studies indicated that…
Descriptors: Early Intervention, Down Syndrome, Young Children, Teaching Methods
