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1712 search results for intellectual disabilities

Which Score for What? Operationalizing Standardized Cognitive Test Performance for the Assessment of Change

 American Journal on Intellectual and Developmental Disabilities WHICH SCORE FOR WHAT, are key concepts of interest in longitudinal studies of intellectual and developmental disabilities (IDD, of intellectual and developmental disabilities (IDD). Normative scores (e.g., IQ) are often used, of cognitive testing in children with intellectual disabilities: the case of fragile X syndrome. J, intellectual and multiple disabilities (PIMD): the example of Phelan McDermid Syndrome. Clin Neuropsychol

https://www.aaidd.org/docs/default-source/prepressarticles/which-score-for-what-operationalizing-standardized-cognitive-test-performance-for-the-assessment-of-change.pdf?sfvrsn=42950021_0

January 19, 2017

 Minutes THE AMERICAN ASSOCIATION ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES Board of Directors Winter Meeting January 19-20, 2017 Attendance Members present : Bill Gaventa, president; Susan Havercamp, president-elect; Liz Perkins, vice- president; Susan Palmer, immediate past president, , and people with disabilities in coming years. The discussion centered on identifying strengths and commonalities, and the role for AAIDD in informing best practices in serving people with disabilities

https://www.aaidd.org/docs/default-source/board-minutes/january-19-2017.pdf?sfvrsn=afcf7c21_0

Brady Measuring Change

). In studies with individuals with intellectual and developmental disabilities (IDD) between the ages, ,Downsyndrome, or tuberous sclerosis, (b) sensory disabilities such as blindness or deafness, and (c) motor disabilities such as cerebral palsy; and nonverbal mental age

https://www.aaidd.org/docs/default-source/default-document-library/brady-measuring-change.pdf?sfvrsn=21203621_2

ED profile

services to persons with intellectual and developmental disabilities. 7  Comprehensive review, and adults with developmental disabilities Recruitment Profile for Position of Executive Director More, to provide services to children with developmental disabilities during a time when they were unable, for adults with developmental disabilities. Today, Sunflower is the largest, most esteemed, and only, hiring qualified persons with developmental disabilities. Education. The area served by Sunflower

https://www.aaidd.org/docs/default-source/default-document-library/ed-profile.pdf?sfvrsn=cc6e7e21_0

RCT Evaluating Pain Training for Wespite Workers Part Two: Evaluations and Application

 American Journal on Intellectual and Developmental Disabilities RCT evaluating pain training, : pain; children; intellectual and developmental disabilities; education; respite workers Introduction Pain is common for children with intellectual and developmental disabilities (I/DD) and may occur, of youths with intellectual disabilities and psychopathology. Journal of Intellectual Disability Research, with intellectual disabilities part 1: Experience with the population, pain-related beliefs

https://www.aaidd.org/docs/default-source/default-document-library/ajidd-d-20-00062_r1.pdf?sfvrsn=3ec43421_0

Healthcare and Behavior Changes for Adults With Down Syndrome 1-Year into COVID-19

 American Journal on Intellectual and Developmental Disabilities Healthcare and behavior changes for adults with Down syndrome 1-year into COVID- 19 --Manuscript Draft-- Manuscript Number: AJIDD-D-22-00007R1 Article Type: Research Report Keywords: down syndrome, COVID-19, caregiver, al., 2021). Further, people with intellectual disabilities (which includes DS), experienced, agencies that serve adults with disabilities can be a key resource for individuals with DS; however

https://www.aaidd.org/docs/default-source/prepressarticles/ajidd-d-22-00007_r1.pdf?sfvrsn=11e63d21_0

Inclusion Practices for Elementary Autistic Students: A Systematic Review

category in the 1990 amendments to the Individuals with Disabilities Education Act (IDEA), prevalence, to increases among students with other disabilities, such as emotional and behavioral disabilities and intellectual disability (Morningstar et al., 2017; Williamson et al., 2020). In the U.S., access to general education for students with disabilities 1 is often used synonymously with the term educational “inclusion.” Under the IDEA, the assumption is that a student with disabilities

https://www.aaidd.org/docs/default-source/prepressarticles/inclusion-practices-for-elementary-autistic-students-a-systematic-review.pdf?sfvrsn=d5950021_0

Change in Maladaptive Behavior Affects Intergenerational Relationships in FXS

 American Journal on Intellectual and Developmental Disabilities Change in Maladaptive Behavior, ) is the leading inherited cause of intellectual disability and occurs in approximately one in 3,600 to 4,000, . Phenotypic features associated with FXS often include intellectual disability, increased symptoms, IN FXS 3 disabilities showing the bidirectional nature of parent and child factors (Barnett et al, . The majority were sons (n = 67, 85.90%), had an intellectual disability (n = 74, 94.87%), and were

https://www.aaidd.org/docs/default-source/default-document-library/change-in-maladaptive-behavior-affects-intergenerational-relationships-in-fxs.pdf?sfvrsn=90873a21_0

6.17.20 PowerPoint Slides

., & Shogren, K.A. (in press). Measuring the support needs of people with intellectual disability, i n g in Autism and Developmental Disabilities. (to appear in the March, 2021 issue) • Data from, Intensity Scale – Children’s version in children with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 32, 293-304. DOI: 10.1177/1088357615625060 • Secondary, (with & without secondary disabilities) and 52% with dual diagnosis IDD-ASD (with & without additional

https://www.aaidd.org/docs/default-source/default-document-library/sis-webinar-june-17-merged.pdf?sfvrsn=cdb43521_0

The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity

implementations (i.e., academic versus transition planning goals for students with intellectual disability versus students with learning disabilities; Shogren et al., 2012). The noted differences in outcomes, their development of fidelity measures for a self-management intervention for adults with disabilities, education curriculum of students with disabilities, which is a hypothesized outcome of SDLMI, -determination for students with disabilities leads to enhanced postschool outcomes (Shogren et al

https://www.aaidd.org/docs/default-source/default-document-library/shogren_-the-self-determined-learning-model-of-instruction-promoting-implementation-fidelity.pdf?sfvrsn=17983521_0

Correlates of School-Home Communication from Caregivers of Children with Autism

 Intellectual and Developmental Disabilities Correlates of School-Home Communication from, . Intellectual and developmental disabilities, 57(2), 95-111. https://doi.org/10.1352/1934-9556-57.2.95, was not developed specifically for children with disabilities. Unlike their peers without disabilities, children with disabilities may have unique family involvement methods per the Individuals with Disabilities Education Act (IDEA, 2004). Reflecting children with disabilities and the recent shift to focus

https://www.aaidd.org/docs/default-source/prepressarticles/correlates-of-school-home-communication-from-caregivers-of-children-with-autism.pdf?sfvrsn=32af0221_0

Correlates of School-Home Communication from Caregivers of Children with Autism

 Intellectual and Developmental Disabilities Correlates of School-Home Communication from, with ASD. Intellectual and developmental disabilities, 57(2), 95-111. https://doi.org, was not developed specifically for children with disabilities. Unlike their peers without disabilities, children with disabilities may have unique family involvement methods per the Individuals with Disabilities Education Act (IDEA, 2004). Reflecting children with disabilities and the recent

https://www.aaidd.org/docs/default-source/prepressarticles/idd-d-23-00029_r2.pdf?sfvrsn=dfea0221_0

Use of an iPhone to Enhance Interpersonal Daily Living Skills in the Community for Adolescents with Autism Spectrum Disorder

with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, -aged students with moderate intellectual disability (ID), a popular activity for many adolescents, approach to support adolescents and adults with disabilities to navigate common day-to-day activities, , there has been little research conducted on teaching interpersonal DLS to individuals with disabilities, of mobile technology to improve DLS among participants with disabilities in general, and with people

https://www.aaidd.org/docs/default-source/default-document-library/use-of-an-iphone-to-enhance-interpersonal-daily-living-skills-in-the-community-for-adolescents-with-autism-spectrum-disorder.pdf?sfvrsn=64873a21_2

To Connect and Educate: Why Families Engage in Family-Professional Partnership Training Experiences

 Intellectual and Developmental Disabilities To Connect and Educate: Why Families Engage, children with disabilities and their families, and many training programs include experiences, and Related Disabilities (LEND) program is a graduate-level interdisciplinary training program, reauthorization of the Individuals with Disabilities Education Act (IDEA), which expanded early intervention, satisfaction for children with disabilities and their families across a variety of domains, including early

https://www.aaidd.org/docs/default-source/default-document-library/why-families-engage-in-family-professional-partnership-training-experiences.pdf?sfvrsn=2ae53a21_0

Families requesting advocates for children with disabilities: The who, what, when, where, why and how of special education advocacy

Families requesting advocates for children with disabilities: The who, what, when, where, why and how of special education advocacy, Association on Intellectual and Developmental Disabilities 2017 conference. This study was approved, with Disabilities: The Who, What, When, Where, Why and How of Special Education Advocacy Samantha E, for Children with Disabilities: The Who, What, When, Where, Why and How of Special Education, Families Requesting Advocates for Children with Disabilities: The Who, What, When, Where, Why, with disabilities have the right to a free, appropriate public education in the least restrictive environment

https://www.aaidd.org/docs/default-source/default-document-library/goldman.pdf?sfvrsn=148f3621_0

Examining Phenotypic Differences in Gaze Avoidance Between Autism and Fragile X Syndrome

 American Journal on Intellectual and Developmental Disabilities Examining Phenotypic, for people with Intellectual Disabilities (SQID; Moss et al., 2016) which measures approach, ), ASD ( n =168), and mixed developmental disabilities (MDD; n =128). In Study 2, subsets of boys, =148), ASD (n=168), and mixed developmental disabilities (MDD; n=128). In Study 2, subsets of boys, inherited cause of intellectual disability (Abbeduto et al., 2014; Hall et al. 2010; Hazlett et al., 2009

https://www.aaidd.org/docs/default-source/default-document-library/examining-phenotypic-differences-in-gaze-avoidance-between-autism-and-fragile-x-syndrome.pdf?sfvrsn=60803a21_0

Language Skills Influence Transition Planning in Adolescents with Fragile X Syndrome

 American Journal on Intellectual and Developmental Disabilities Language Skills Influence, , & M. J. Tassé (Eds.), APA handbook of intellectual and developmental disabilities: Foundations (pp, and Planning for Youth With Severe Intellectual and Developmental Disabilities. The Journal of Special, a 26 national survey. In American Journal on Intellectual and Developmental Disabilities (Vol, by a mutation of the X chromosome, is the most common inherited cause of intellectual disability

https://www.aaidd.org/docs/default-source/prepressarticles/ajidd-d-22-00064_r2.pdf?sfvrsn=e7c40321_0

SHEIDD_AAIDD Webinar 2019_Slides

(ages 14-21) who experience intellectual/developmental disabilities (I/DD) by working together, and robust systems No infantilizing of people with disabilities Education about consent, women with disabilities, despite the fact that it wasn’t approved by the FDA. Reason given was for “hygienic purposes” – or to stop the periods of patients with developmental disabilities

https://www.aaidd.org/docs/default-source/default-document-library/sheidd_aaidd-webinar-2019_slides.pdf?sfvrsn=fa153721_0

Structural Validity Evidence for the TAGG-Alternate Professional Version for Individuals With Extensive Support Needs in Employment

; intellectual disability; Validity Corresponding Author: Maeghan Hennessey The University of Oklahoma - Norman, with disabilities. Arguably, many advances within the field of special education have occurred since its passage; however, more must be done to support students with disabilities in their successful transition, postsecondary outcomes than peers with disabilities (Maulik et al., 2011), data show youth, , 2021). In 2017, a comprehensive survey of over 20,000 adults with an intellectual or developmental

https://www.aaidd.org/docs/default-source/prepressarticles/structural-validity-evidence-for-the-tagg-alternate-professional-version-for-individuals-with-extensive-support-needs-in-employment.pdf?sfvrsn=9a73c21_0

Exploring Oral Narrative Abilities of Chilean School-Age Children With Down Syndrome - A Preliminary Study

 Intellectual and Developmental Disabilities Exploring Oral Narrative Abilities of Chilean, ; Macrostructure; Storytelling; Intellectual Disabilities Corresponding Author: Victoria Sánchez-Gómez, Master, , Macrostructure, Storytelling, Intellectual disabilities. Introduction Narrative skills refer, (Cleave et al., 2012). Narrative Abilities in Children with Down Syndrome Children with intellectual and developmental disabilities (IDD) present limitations in their intellectual functioning

https://www.aaidd.org/docs/default-source/prepressarticles/exploring-oral-narrative-abilities-of-chilean-school-age-children-with-down-syndrome---a-preliminary-study.pdf?sfvrsn=50870021_0
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