Handbook of Developmental Disabilities, Book

Edited by Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan B. Blacher

Published: January 21, 2009
654 Pages
Size: 7" x 10"

ORDER CODE: GP-9781606232484

This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.


Table of Contents
I. Foundations
1. The Construct of Developmental Disabilities

2. Public Policy and Developmental Disabilities: A 35-Year Retrospective and a 5-Year Prospective Based on the Core Concepts of Disability Policy

3. Disability Research Methodology: Current Issues and Future Challenges

4. Race, Culture, and Developmental Disabilities

II. Current Issues in Health, Neuroscience, and Genetics

5. General Health

6. Advances in Genetics

7. Neuroscience of Developmental Disabilities

III. Early Intervention

8. Early Intervention for Infants and Toddlers with Developmental Disabilities

9. Trends and Issues in Interventions for Preschoolers with Developmental Disabilities

10. Early Intervention for Children with Autism Spectrum Disorder

11. Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development

IV. School-Age Education and Intervention

12. Advances in Instruction

13. Inclusive Education

14. Academic Skills: Reading and Mathematics

15. Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills, and

16. Augmentative and Alternative Communication

17. Physical Activity and Youth with Developmental Disabilities

V. Postschool and Adult Issues

18. Transition and Quality of Life

19. Employment

20. Living with Support in the Community: Factors Associated with Quality-of-Life Outcome

21. Independent Living

22. Adult Social Relationships

VI. Behavior Supports

23. Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research

24. Mental Health Supports in Developmental Disabilities

25. Psychotherapeutic Medications and Positive Behavior Support

VII. Family Issues

26. Families in Context: Influences on Coping and Adaptation

27. Family Impact in Adulthood

28. Families as Partners in Educational Decision Making: Current Implementation and Future Directions

VIII. International Perspectives and Future Directions

29. International Perspectives

30. Reflections on the Future of Research in Developmental Disabilities,

About the Editors
Samuel L. Odom, PhD, is Director of the Frank Porter Graham Child Development Institute and Professor in the School of Education at the University of North Carolina at Chapel Hill. His current work focuses on the efficacy of preschool readiness programs for at-risk children, treatment efficacy of early intervention for young children with autism, and professional development related to autism spectrum disorder.


Robert H. Horner, PhD, is Alumni-Knight Professor of Special Education and interim Associate Dean for Research in the College of Education at the University of Oregon. His research interests focus on positive behavior support, applied behavior analysis, stimulus control, instructional technology, severe disabilities, and sustainable systems change.


Martha E. Snell, PhD, is Professor in the Curry School of Education at the University of Virginia, where she is also coordinator of the Special Education Program. Her current research addresses positive behavior support and beginning communication.

Jan B. Blacher, PhD, is Professor of Education and Faculty Chair of the Graduate School of Education at the University of California, Riverside. Her research addresses intellectual disability/mental retardation and other developmental disabilities, family issues, and special education programming.

Contributors
Linda M. Bambara, EdD, Department of Education and Human Services, College of Education, Lehigh University, Bethlehem, Pennsylvania

Cecily L. Betz, RN, PhD, Center of Excellence in Developmental Disabilities, University of Southern California, and Children's Hospital Los Angeles, Los Angeles, California

Jan Blacher, PhD, Graduate School of Education, University of California, Riverside, Riverside, California

Wanda J. Blanchett, PhD, School of Education and Human Development, University of Colorado at Denver, Denver, Colorado

Nick Bouras, MD, PhD, Institute of Psychiatry, King's College London, and Estia Centre, London, United Kingdom

Diane M. Browder, PhD, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Edward G. Carr, PhD, Department of Psychology, Stony Brook University, Stony Brook, New York

Judith J. Carta, PhD, Juniper Garden's Children Project, University of Kansas, Kansas City, Kansas

Erik W. Carter, PhD, Department of Rehabilitation Psychology and Special Education, University of Wisconsin, Madison, Madison, Wisconsin

Janis Chadsey, PhD, Department of Special Education, University of Illinois, Champaign, Illinois

Glen Dunlap, PhD, Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, Tampa, Florida

Carl J. Dunst, PhD, Orelena Hawks Puckett Institute, Asheville, North Carolina

Eric Emerson, PhD, Institute for Health Research, Lancaster University, Lancaster, United Kingdom

David Felce, PhD, Welsh Centre for Learning Disabilities, Cardiff University, Cardiff, United Kingdom

Brenda Fossett, MA, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Georgia C. Frey, PhD, Department of Kinesiology, Indiana University, Bloomington, Indiana

Glenn T. Fujiura, PhD, Department of Disability and Human Development, College of Applied Health Sciences, University of Illinois at Chicago, Chicago, Illinois

Susan L. Gibbs, PhD, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Randi J. Hagerman, MD, Developmental-Behavioral Pediatrics, UC Davis Health System, M.I.N.D. Institute, University of California, Davis, Sacramento, California

Robin L. Hansen, MD, Developmental-Behavioral Pediatrics, UC Davis Health System, M.I.N.D. Institute, University of California, Davis, Sacramento, California

Amber A. Harris, MS, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Beth Harry, PhD, Department of Teaching and Learning, University of Miami, Coral Gables, Florida

Chris Hatton, PhD, Institute for Health Research, Lancaster University, Lancaster, United Kingdom

Robert H. Horner, PhD, College of Education, University of Oregon, Eugene, Oregon

Carolyn Hughes, PhD, Departments of Special Education and Human and Organizational Development, Peabody College, Vanderbilt University, Nashville, Tennessee

Kara Hume, PhD, School of Education, Indiana University, Bloomington, Indiana

Pam Hunt, PhD, Department of Special Education, San Francisco State University, San Francisco, California

Ann P. Kaiser, PhD, Peabody College, Vanderbilt University, Nashville, Tennessee

Aaron S. Kemp, BA, Department of Psychiatry and Human Behavior, University of California, Irvine, Irvine, California

Janette K. Klingner, PhD, School of Education, University of Colorado at Boulder, Boulder, Colorado

Na Young Kong, MEd, Department of Special Education, University of Kansas, Lawrence, Kansas

K. Charlie Lakin, PhD, Research and Training Center on Community Living, University of Minnesota, Minneapolis, Minnesota

Julie J. Lounds, PhD, Waisman Center, University of Wisconsin, Madison, Madison, Wisconsin

David Mank, PhD, Indiana Institute on Disability and Community, Indiana University, Bloomington, Indiana

John McDonnell, PhD, Department of Special Education, University of Utah, Salt Lake City, Utah

Christopher J. McDougle, MD, Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana

Gail McGee, PhD, Department of Psychiatry, Emory University Medical Center, Atlanta, Georgia

Molly McKenzie, MEd, Department of Education and Human Services, College of Education, Lehigh University, Bethlehem, Pennsylvania

Pat Mirenda, PhD, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Tim Moore, MS, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Wendy M. Nehring, RN, PhD, College of Nursing, Rutgers, The State University of New Jersey, Newark, New Jersey

Samuel L. Odom, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Dimitrios Paschos, MRCPsych, South London and Maudsley NHS Foundation Trust, and Estia Centre, Guy's Hospital, London, United Kingdom

Jonathan Perry, PhD, Welsh Centre for Learning Disabilities, Cardiff University, Cardiff, United Kingdom

Denise Poston, PhD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Sally Rogers, PhD, M.I.N.D. Institute, University of California, Davis, School of Medicine, Sacremento, California

Curt A. Sandman, PhD, Department of Psychiatry and Human Behavior, University of California, Irvine, Irvine, California

Mary Suzanne Schrandt, JD, Arthritis Foundation, Prairie Village, Kansas

Marsha Mailick Seltzer, PhD, Waisman Center, University of Wisconsin, Madison, Madison, Wisconsin

Martha E. Snell, PhD, Department of Curriculum, Instruction and Special Education, Curry School of Education, University of Virginia, Charlottesville, Virginia

Roger J. Stancliffe, PhD, Research and Training Center on Community Living, University of Minnesota, Minneapolis, Minnesota

Zolinda Stoneman, PhD, Institute on Human Development and Disability, College of Family and Consumer Sciences, University of Georgia, Athens, Georgia

Matthew J. Stowe, JD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Jean Ann Summers, PhD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Frank Symons, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Nicole R. Tartaglia, MD, Developmental-Behavioral Pediatrics, UC Davis Health System, M.I.N.D. Institute, University of California, Davis, Sacramento, California

Travis Thompson, PhD, Department of Pediatrics, University of Minnesota School of Medicine, Minneapolis, Minnesota

Katherine Trela, MS, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

J. Alacia Trent, PhD, Peabody College, Vanderbilt University, Nashville, Tennessee

Ann P. Turnbull, EdD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

H. Rutherford Turnbull, III, LiB/JD, LiM, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Shawnee Wakeman, PhD, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Steven F. Warren, PhD, Institute of Life Span Studies, University of Kansas, Lawrence, Kansas

Barbara A. Wilson, PhD, Department of Exceptionality Programs, Bloomsburg University, Bloomsburg, Pennsylvania

Nina Zuna, MEd, Beach Center on Disability, University of Kansas, Lawrence, Kansas


Audience
Clinical, school, and developmental psychologists, special educators and early intervention specialists, speech-language pathologists, child psychiatrists, and other child health and education professionals.


Course Use
May serve as a text in graduate-level courses on developmental disabilities.