Front Cover

International Review of Research in Developmental Disabilities

Copyright

Contents

Preface

Reference

Contributors

Chapter One: Understanding and Improving Care for Individuals with Intellectual and Developmental Disabilities in the Eme...

1. Introduction

2. Research on Patterns of ED Use Among Individuals with IDD

2.1. Summary

3. Predictors of ED Use

3.1. Predisposing Variables

3.1.1. Age

3.1.2. Gender

3.1.3. Disability Severity

3.2. Enabling Variables

3.2.1. Income

3.2.2. Health-Care Access

3.2.3. Care Planning

3.2.4. Residential/Family Supports

3.3. Need Variables

3.3.1. Psychiatric or Mental Health Issues

3.3.2. Medical Issues

3.3.3. Previous ED Use

3.3.4. History of Involvement with the Criminal Justice System

3.3.5. Life Events

3.3.6. Medication Use

3.4. Summary

4. Quality Care in the ED: Barriers and Stakeholder´s Perspectives

4.1. Perspectives of Staff

4.2. Perspectives of Patients with IDD

4.3. Perspectives of Families and Paid Caregivers

4.4. Interventions to Improve Emergency Care

4.5. Summary

5. Evidence-Informed Approaches for Implementing Practice Change in Health-Care Settings

5.1. ED Practice Change Project

5.1.1. Setting Challenges for Practice Change

5.1.2. Intended ED Practice Changes

5.1.2.1. Improved Identification

5.1.2.2. Modified Care

5.1.2.3. Enhanced Discharge Process

5.2. ED Practice Change Project Evaluation

5.2.1. Implementation Process

5.2.2. Implementation Outcomes

5.2.3. Intervention Outcomes

5.3. Summary

6. Conclusion

Acknowledgments

References

Chapter Two: Use of Promotoras de Salud in Interventions with Latino Families of Children with IDD

1. Introduction

1.1. Parenting Children with IDD

1.2. Research on Latino Families of Children with IDD

2. Background

2.1. Interventions for Parents and Families of Children with IDD

2.1.1. Interventions Designed to Reduce Problem Behaviors

2.1.2. Interventions Designed to Improve Language Development

2.1.3. Parent-to-Parent Programs

2.2. Interventions for Latino Parents and Families of Children with IDD

2.3. Borrowing a Model from Public Health: Promotoras de Salud

3. Using Promotoras de Salud to Deliver Family Interventions to Latino Families

3.1. Description of Our Projects

3.1.1. Project 1: By Caring for Myself, I Can Better Care for My Family

3.1.2. Project 2: Parents Taking Action

3.2. Lessons Learned About Conducting a Successful Promotora Project Using CBPR Approaches

3.2.1. The Importance of a Community Project Coordinator

3.2.2. Building Promotora Capacity

3.2.3. Promotora Retention

3.2.4. Shared Vision and Goals

3.2.5. Funding for CBOs

4. How Do Promotoras Foster Change?

4.1. Methods

4.2. Results

4.2.1. Promotoras Personal Growth

4.2.2. Mechanisms for Change

4.3. Discussion

5. Conclusion

Acknowledgments

References

Chapter Three: Executive Function and Planning in Early Development in Down Syndrome

1. Overview of EF: Current State of Knowledge

1.1. EF Subdomains

1.2. Dissociability of EF Domains

2. Early Emergence of EF and Planning

2.1. Early Foundations of EF

2.2. Early Development of EF Subdomain Processes

2.2.1. Inhibition in Early Development

2.2.2. Working Memory in Early Childhood

2.2.3. Shifting in Early Childhood

2.2.4. Planning in Early Childhood

3. Tracing EF and Planning Performance in Early Childhood in DS: Implications for Intervention in DS

3.1. EF Skills in DS: Short Summary

3.2. Planning in Early Childhood in DS

3.2.1. Implications for Early Intervention in DS

4. Conclusion

References

Chapter Four: Moving Beyond the Status Quo: Using Evidence-Based Practice to Improve Autism Core Deficits in the Preschoo...

1. Timing of Treatment

2. Dose of Treatment

3. Content of Treatment

4. Current Review

5. Building the Case for Enacting ASD Core Deficit Change in Preschool

5.1. The Importance of ASD Core Deficit Intervention in the School Setting

5.1.1. Reaching Large Numbers of Children with ASD

5.1.2. Educational Mandates to Serve Young Children with ASD

5.1.3. Programming Meaningful Interventions

5.1.4. Schools Providing a Sufficient Dose

5.2. Rarity of School-Based Social Communication Interventions

5.2.1. Teacher Report

5.2.2. Researcher Report

5.2.3. Conclusion

5.3. The Rarity of Recent School-Based Core Deficit Intervention

5.3.1. Results

5.3.2. Conclusion

6. ASD Core Deficit Malleability in the School Setting

6.1. Pullout Intervention at School

6.2. Clinicians in the Preschool Classroom

6.3. Classroom Practitioners Embedding Intervention

6.4. Conclusion

7. Increasing the Momentum for School-Based ASD Core Deficit Research and Practice

7.1. Enhancing the Feasibility of School-Based Social Communication Interventions

7.1.1. Active Ingredients

7.1.2. Treatment Manuals Tailored to the School Classroom

7.1.3. Accurately Assessing Change

7.2. Sustaining Favorable Changes in Child Social Communication

7.2.1. Implementation by Real-World Providers

7.2.2. Community-Partnered Participatory Research

7.2.3. Treatment Acceptability

7.2.4. Refresher Courses

7.3. Disseminating Evidence-Based ASD Practice

8. Conclusion

Acknowledgments

References

Chapter Five: Rules of ``Engagement´´: Addressing Participation and Functional Performance in Children with Intellectual ...

1. Introduction

2. Indicators of Child Functioning

2.1. What is Participation and Functional Performance?

2.1.1. Participation Operationalized

2.1.2. Why is Participation Important to Understand and Measure?

2.1.3. Functional Performance Operationalized

2.1.4. Why is Functional Performance Important to Understand and Measure?

2.2. Indicators of Child Functioning Summary

3. Review of Participation and Functional Performance Measures for Children with IDDs

3.1. How Do We Measure Children´s Participation?

3.1.1. The Participation and Environment Measure for Children and Youth

3.1.2. Applications of the PEM-CY

3.1.3. Children´s Assessment of Participation and Enjoyment

3.1.4. Application of the CAPE

3.1.5. The Assistance to Participate Scale and the Child and Adolescent Scale of Participation and Applications

3.1.6. The Child and Adolescent Scale of Participation

3.1.7. Summary of Participation Measures

3.2. How Do We Measure Children´s Functional Performance?

3.2.1. Pediatric Evaluation of Disability Inventory

3.2.2. Application of the PEDI

3.2.3. Development and Application of the PEDI-CAT

3.2.4. Functional Independence Measure for Children (WeeFIM; Msall et al., 1994)

3.2.5. Summary of Functional Performance Measures

3.3. Assessment That Combines Children´s Participation and Functional Performance

3.3.1. The School Function Assessment

3.3.2. Application of the SFA

3.3.3. Summary of the SFA Applications

4. Discussion

4.1. Parsing Participation

4.2. Proxy Reporting

4.3. Sampling Considerations

References

Chapter Six: The Psychology of Decision Making

1. Theoretical Perspectives on Decision Making

1.1. Normative and Descriptive Theories

1.1.1. Heuristics and Biases

1.1.2. Stage-Based Models

1.2. Dual-Process Theories

1.3. Role of Noncognitive Processes in Decision Making

1.3.1. Motivation

1.3.2. Emotion

1.4. Developmental Perspectives on Decision Making

1.5. Summary of Theoretical Perspectives on Decision Making

2. Decision Making and IDD

2.1. Research on Decision Making with Individuals with ID

2.2. Research on Decision Making with Individuals with WS-A Singular Disorder Associated with ID

2.3. Research on Decision Making with Individuals with ASD

2.4. Summary of Decision-Making Research with Individuals with IDD

3. A Pathways Model of Decision Processing

Pathway 1

Pathway 2

Pathway 3

Pathway 4

4. Conclusion

References

Index

Contents of Previous Volumes