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Peer reviewed
Direct linkBerry-Kravis, Elizabeth – American Journal on Intellectual and Developmental Disabilities, 2022
Fragile X syndrome (FXS), as a monogenic cause of intellectual disability and autism spectrum disorder, has been one of the first neurodevelopmental disorders in which molecular and neuronal mechanisms of disease have been identified, leading to the concept of targeting the underlying disease to reverse symptoms. Translating findings in basic…
Descriptors: Genetic Disorders, Intellectual Disability, Autism, Pervasive Developmental Disorders
Farmer, 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
Baker, Joshua N.; Rivera, Christopher; Devine, Stephanie; Mason, Lee – Intervention in School and Clinic, 2019
This article provides six fundamental steps for using a task analysis to teach emergent literacy skills to young learners with autism spectrum disorder (ASD). Compared to general education peers, students with ASD score lower on reading measures and often have difficulty acquiring literacy skills via the instruction methods used in typical…
Descriptors: Emergent Literacy, Pervasive Developmental Disorders, Autism, Task Analysis
McMahon, Don; Hirschfelder, Katie; Poppen, Marcus; Whittenburg, Holly; Bruno, Lauren – Rural Special Education Quarterly, 2021
Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four…
Descriptors: Residential Programs, Postsecondary Education, Students with Disabilities, Intellectual Disability
Crespo, Marlene Maria; Sims, Jennifer Murphy; Ivins, Barbara – ZERO TO THREE, 2018
Young children with developmental delays, neurodevelopmental disorders, or other developmentally atypical presentations are increasingly referred to the mental health system of care because of symptoms that include prolonged tantrums, aggression, anxiety, and sensory processing difficulties. Concerning behaviors can be viewed as constitutional…
Descriptors: Developmental Delays, Neurological Impairments, Developmental Disabilities, Symptoms (Individual Disorders)
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
Ziegler, Maureen; Matthews, Amy; Mayberry, Margie; Owen-DeSchryver, Jamie; Carter, Erik W. – TEACHING Exceptional Children, 2020
Peer relationships are just as important for students with autism, intellectual disability, and other developmental disabilities. Through their interactions with peers across the school day, students develop new skills, encounter new perspectives, access needed supports, find camaraderie, develop social capital, learn prevailing norms, and elevate…
Descriptors: Peer Relationship, Students with Disabilities, Interaction, Friendship
Strully, Jeffrey L. – Research and Practice for Persons with Severe Disabilities, 2013
This article provides a response to Romer and Walker from two distinct perspectives: the field of developmental disabilities and a parent of children with developmental disabilities. Jeffrey Strully describes his current role managing a moderate-sized agency in Los Angeles that provides individualized and personalized supports as well as his work…
Descriptors: Developmental Disabilities, Parents, Autism, Caregivers
Tozer, Rosemary; Atkin, Karl; Wenham, Aniela – British Journal of Learning Disabilities, 2014
Adult siblings of people with autism and a learning disability have hitherto been largely overlooked by research, policy and practice in the UK. As part of a qualitative study focussing on adult siblings, we met twelve people with autism plus severe learning disability with their brother or sister. Individually tailored resources were used to make…
Descriptors: Adults, Autism, Pervasive Developmental Disorders, Developmental Disabilities
Hicks, S. Christy; Rivera, Christopher J.; Patterson, Dawn R. – Intervention in School and Clinic, 2016
The acquisition of receptive and expressive language skills by students with autism and developmental disabilities (DD) is often delayed, thus making the process of communicating with others challenging. Some students develop language skills incidentally through conversations with their families and peers, but others require instruction in…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Developmental Disabilities
Weeks, Kaja – Early Childhood Education Journal, 2015
Communicative and social capacities are known to be of primary developmental importance to all children and often present a particular difficulty for children with neurodevelopmental disorders. A recurring challenge for teachers is achieving effective communication with children who span developmental diversity (e.g. inclusive settings or those…
Descriptors: Neurological Impairments, Developmental Disabilities, Student Needs, Communication Strategies
Download full textInteragency Autism Coordinating Committee, 2017
Each year, the Interagency Autism Coordinating Committee (IACC) releases a list of scientific advances that represent significant progress in the field. The 20 studies selected have provided new insight into characteristics of high-risk siblings of children with autism spectrum disorder (ASD), molecular changes underlying the biology of ASD, and…
Descriptors: Developmental Disabilities, Pervasive Developmental Disorders, Autism, Research
Brenna, Beverley – Education and Training in Autism and Developmental Disabilities, 2013
Considering the arts model as a tool for promoting awareness, understanding, and support for people with autism and developmental disabilities, this paper discusses stories as a measure of societal thinking as well as a vehicle for societal change. The author's dual perspectives are shared as a researcher of books for children and young adults, as…
Descriptors: Fiction, Developmental Disabilities, Autism, Consciousness Raising
Zucker, Stanley H.; Perras, Cindy; Perner, Darlene E.; Murdick, Nikki – Education and Training in Autism and Developmental Disabilities, 2013
On January 23-25, 2013, the Council for Exceptional Children Division on Autism and Developmental Disabilities (DADD) sponsored its Fourteenth International Conference: Research to Practice in Autism, Intellectual Disability and Developmental Disabilities. The conference was held at the Sheraton Kona Resort at Keauhou Bay, Hawaii. The DADD Board…
Descriptors: Best Practices, Autism, Mental Retardation, Developmental Disabilities
Jackson, Rebecca L. W.; Ammerman, Sarah B.; Trautwein, Blane A. – American Annals of the Deaf, 2015
Earlier indentification has increased the number of infants identified with hearing loss. A significant and growing proportion of children who are D/deaf or hard of hearing have a disability (DWD). Literature related to infants and toddlers who are DWD is scarce because of the heterogeneity of the population and because many disabilities may go…
Descriptors: Deafness, Hearing Impairments, Early Intervention, Disability Identification
