Handbook of Developmental Disabilities, Book
SKU: GP-9781606232484
- Description
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.
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