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Direct linkSandra Marquis; N. Esmé Marquis; Yona Lunsky; Kimberlyn M. McGrail; Jennifer Baumbusch – Journal of Autism and Developmental Disorders, 2025
Purpose: The purpose of this study was to compare antipsychotic use by youth with intellectual/developmental disabilities to youth without IDD as they transitioned from pediatric to adult health care services. In addition, antipsychotic use was compared between youth with different types of IDD (autism, Fetal Alcohol Syndrome, Down syndrome and…
Descriptors: Drug Therapy, Intellectual Disability, Developmental Disabilities, Autism Spectrum Disorders
Kai Ian Leung; Monika Molnar – International Journal of Language & Communication Disorders, 2025
Background: As highlighted by research on typically developing children, various biases exist when evaluating bilingual children's abilities. These biases can lead to inequitable assessment of language and cognitive abilities--potentially over- or underestimating bilinguals' skills. Recent reviews on neurodivergent bilingual children alluded to…
Descriptors: Literature Reviews, Autism Spectrum Disorders, Developmental Disabilities, Language Impairments
Cristan Farmer; Audrey Thurm; Tanvi Das; E. Martina Bebin; Jonathan A. Bernstein; Elizabeth Berry-Kravis; Joseph D. Buxbaum; Charis Eng; Thomas Frazier; Antonio Y. Hardan; Alexander Kolevzon; Darcy A. Krueger; Julian A. Martinez-Agosto; Hope Northrup; Craig M. Powell; Latha Valluripalli Soorya; Joyce Y. Wu; Mustafa Sahin – American Journal on Intellectual and Developmental Disabilities, 2025
Developmental domains, such as cognitive, language, and motor, are key concepts of interest in longitudinal studies of intellectual and developmental disabilities (IDD). Normative scores (e.g., IQ) are often used to operationalize performance on standardized tests of these concepts, but it is the interval-distributed person-ability scores that are…
Descriptors: Cognitive Tests, Intelligence Tests, Cognitive Ability, Intellectual Disability
Download full textJenny R. Root; Esther R. Lindström; Deidre Gilley; Rui Chen – Journal of Special Education, 2023
Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic's impact. We recruited…
Descriptors: COVID-19, Pandemics, Students with Disabilities, Intellectual Disability
Katie Abrams; Donald McMahon; Holly Whittenburg; Lauren Bruno; Jonah Firestone – Journal of Special Education Technology, 2024
Individuals with disabilities have been less involved in school activities than their peers of the same age and this includes career preparation in science and math (Agran et al., 2019; Eriksson et al., 2007; Jackson et al., 2022). Students with disabilities often lack access to facilities, programs, and equipment, and acceptance by educators,…
Descriptors: Students with Disabilities, Intellectual Disability, Developmental Disabilities, Computer Simulation
Ayako Sukegawa; Yuko Ito – Journal of Occupational Therapy, Schools & Early Intervention, 2024
This study clarifies the factors behind the increasing need to employ senior high school students with developmental disabilities and mild intellectual disabilities. The study was based on the experience of vocational education teachers responsible for the career guidance of students with special needs. Snowball sampling was used, and…
Descriptors: Students with Disabilities, Mild Intellectual Disability, Special Schools, High School Students
Sehrish Shikarpurya; Carly B. Gilson; Claudia M. Dunn; Katherine E. Fletcher – Inclusion, 2024
Alongside ongoing efforts to increase postschool outcomes of racially minoritized young adults with intellectual and developmental disabilities (IDD), little is known about their parents' experiences in preparing for and navigating the transition planning process. We conducted a transition survey with 362 racially minorized parents of children…
Descriptors: Developmental Disabilities, Intellectual Disability, Parents, Individualized Transition Plans
Elyse L. Postlewaite; Ayize Sabater; Dalia Avello-Vega; Catherine Massie – Journal of Montessori Research, 2024
Montessori educators face increasing demands to support growing numbers of students who have developmental delays or disabilities, and early detection and support are essential. Yet, detecting developmental delays is a complex task, and early childhood educators do not typically receive specialized training. The Ages and Stages Questionnaires…
Descriptors: Questionnaires, Child Development, Montessori Schools, Training
McNeil, Karen; Achenbach, Jillian; Lawson, Beverley; Delahunty-Pike, Alannah; Barber, Brittany; Diepstra, Heidi – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Although the Canadian Consensus Guidelines for Primary Care of Adults with Intellectual and Developmental Disabilities recommends conducting periodic health checks in primary care, uptake is lacking. This study seeks to understand factors influencing the conduct of periodic health checks and identify what needs to change to increase…
Descriptors: Foreign Countries, Adults, Intellectual Disability, Developmental Disabilities
Rina Dhopeshwarkar; Frances Jiménez; Sofia Ryan; Emma Plourde; Madjid Karimi – American Journal on Intellectual and Developmental Disabilities, 2024
Individuals with intellectual and developmental disabilities (IDD) continue to experience disparities in health and well-being despite improved provisions of person-centered care. Patient-centered outcomes research (PCOR) translates evidence into practice for meaningful outcomes. This piece describes findings from an environmental scan and…
Descriptors: Intellectual Disability, Developmental Disabilities, Medical Care Evaluation, Stakeholders
Rebecca R. Kammes; Rhonda S. Black; Emily C. Tucker – Journal of the American Academy of Special Education Professionals, 2024
People with developmental disabilities (DD) lack access to many aspects of sexuality education and often experience restrictions in romantic relationships. One factor contributing to this lack of access includes parents feeling uncomfortable providing appropriate sexuality education to their children with DD despite being the primary source of…
Descriptors: Parent Participation, Sex Education, Students with Disabilities, Developmental Disabilities
Avery Matthews – in education, 2024
Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students meet educational outcomes. This literature review paper focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and…
Descriptors: Direct Instruction, Constructivism (Learning), Inclusion, Evidence Based Practice
Devender R. Banda; Stacy L. Carter; The Nguyen – International Journal of Developmental Disabilities, 2024
Parents have long been concerned with the transition to adulthood of their children with intellectual and developmental disability (IDD) particularly with financial issues. The purpose of this study was to explore the financial concerns of mothers of adults with IDD. Five mothers of adults with IDD participated in a focus group to share their…
Descriptors: Mothers, Caregivers, Intellectual Disability, Developmental Disabilities
Alison Greene; Mika Baugh; Catherine Sherwood-Laughlin; Lisa Greathouse; Jordyn Galyan; Ivanka Simic Stanojevic; Dechen Sangmo; Kristen Jozkowski; Melissa Dubie; Angela Chow – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Tailored sexuality education for adolescents with intellectual and developmental disabilities is a crucial, yet unmet, need as this population is particularly at risk for sexual abuse and victimisation. However, there are no evidence-based interventions to specifically address this need. This paper presents the development of an…
Descriptors: Sex Education, Congruence (Psychology), Adolescents, Intellectual Disability
Keesler, John M.; Purcell, Alex; Thomas-Giyer, Jen – Journal of Applied Research in Intellectual Disabilities, 2023
Background: As trauma-informed care advances in the service delivery system for people with intellectual and developmental disabilities, additional resources are needed to foster staff development. This article describes the development and pilot evaluation of a digital training on trauma-informed care among direct service providers (DSPs) in the…
Descriptors: Trauma Informed Approach, Intellectual Disability, Developmental Disabilities, Human Services
