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Ongoing Transformation in the Field of IDD: Taking Action for Future Progress

Disabilities (AAIDD). Frequently asked questions on intellectual disability. Retrieved on August 10, 2020 from https://aaidd.org/intellectual-disability/definition/faqs-on-intellectual- disability, . Schalock, R. L., Luckasson, R., & Tassé, M.J. (2021). Intellectual disability: Definition, Terminology regarding intellectual disability (ID) and developmental disability (DD) has become more, , & W. A. Fund (Eds.), A comprehensive guide to intellectual disability and developmental disabilities

https://www.aaidd.org/docs/default-source/default-document-library/idd-d-20-00058_r2.pdf?sfvrsn=168b3421_0

IDD-D-20-00015_R1

intellectual and developmental disability (IDD) staff using a one- group pretest-posttest design. IDD staff, professionals (DSPs) in the intellectual and developmental disability field, as well as nursing, in the intellectual and developmental disability (IDD) field have shown a lack of knowledge and efficacy in providing, supporting people with an intellectual disability: a UK perspective. International Journal, intervention for staff supporting persons with an intellectual disability and advanced dementia

https://www.aaidd.org/docs/default-source/default-document-library/idd-d-20-00015_r1.pdf?sfvrsn=98b3421_0

Impact of Different Pairings of Respondents on Scores on the Supports Intensity Scale – Adult Version (SIS-A)

included an adult with intellectual disability (ID) the mean score was significantly lower. However, with disabilities, including those with intellectual disability (ID), to participate fully in all, people with intellectual disability to participate in activities and environments in ways that match, person perceives a person with intellectual disability’s support needs can be impacted by multiple, (AAIDD). The SISOnline is used by intellectual and developmental disability service systems in U.S

https://www.aaidd.org/docs/default-source/default-document-library/ajidd-d-20-00066_r1.pdf?sfvrsn=2b8b3421_0

Friedman Choosing Home The Impact of Choosing Where to Live on People with Intellectual and Developmental Disabilities’ Emergency Department Utilization

Friedman Choosing Home The Impact of Choosing Where to Live on People with Intellectual and Developmental Disabilities’ Emergency Department Utilization, for impairment severity: intellectual disability level; and, complex support needs. Intellectual disability diagnosis level included people’s clinical (DSM) intellectual disability diagnosis level: mild, ; decision-making authority; gender; intellectual disability diagnosis; primary method of communication, Inclusion Choosing Home: The Impact of Choosing Where to Live on People with Intellectual, integration; intellectual and developmental disabilities; emergency department utilization; social

https://www.aaidd.org/docs/default-source/default-document-library/friedman-choosing-home-the-impact-of-choosing-where-to-live-on-people-with-intellectual-and-developmental-disabilities-emergency-department-utilization.pdf?sfvrsn=21353521_0

Pence The Participation of Secondary Students with Severe Disabilities in School Clubs

. A severe disability was defined as having extensive support needs (i.e., autism, intellectual, with the most significant disability (i.e., intellectual, communication, behavior, physical, Hyperactivity Disorder [ADHD]) and intellectual disability. He communicated orally using short sentences, education services for an intellectual disability and speech impairment. Her primary form of communication, with an intellectual disability that participated in the club. Key Club meetings were held

https://www.aaidd.org/docs/default-source/default-document-library/pence-the-participation-of-secondary-students-with-severe-disabilities-in-school-clubs.pdf?sfvrsn=6d353521_0

McGinley Advance Care Planning for Individuals with Intellectual Disabilities A State-by-state Content Analysis of Person-centered Plans

McGinley Advance Care Planning for Individuals with Intellectual Disabilities A State-by-state Content Analysis of Person-centered Plans, of a woman with an intellectual disability that was living with her aging parents who were, for individuals with an intellectual disability: Issues and strategies. Journal of Disability Policy, intellectual disability nurses caring for the older person with intellectual disability. Journal, what matters to individuals with intellectual disability during advance care planning. Journal, disabilities. Journal of Intellectual Disability Research, 51(3), 232-243. doi

https://www.aaidd.org/docs/default-source/default-document-library/mcginley-advance-care-planning-for-individuals-with-intellectual-disabilities-a-state-by-state-content-analysis-of-person-centered-plans.pdf?sfvrsn=9c343521_0

Kurth Curricular Philosophies Reflected in IEP Goals for Students with Complex Support Needs

, 2004); (b) qualify to take their state’s alternate assessment; and (c) have disability labels including intellectual disability, autism, or multiple disabilities. Policy, initially guided, autism (n = 32), intellectual disability (n = 19), orthopedic impairment (n = 6), other health, disability label of “emotional behavioral disorder” had an intellectual disability and used a speech, Intellectual and Developmental Disabilities Curricular Philosophies Reflected in IEP Goals

https://www.aaidd.org/docs/default-source/default-document-library/kurth-curricular-philosophies-reflected-in-iep-goals-for-students-with-complex-support-needs.pdf?sfvrsn=8f343521_0

Boisvert-Hamelin The Meaning of Writing for Teenagers with ASD: Exploring their Motives for Writing in and out of School

). This perspective also entails a situational and ecological view of disability. Rather than viewing ASD in terms of its medical definition, the Human Development Model – Disability Creation Process, disability in written expression (Barré-De Miniac, 2002, 2015; Barré-De Miniac et al., 1993; Bucheton, 2014). For our study, like Cardoso and Álvares Pereira (2015), we based our definition, this type of definition to guide teaching, Armstrong (2017) explains that “special education has too often

https://www.aaidd.org/docs/default-source/default-document-library/boisvert-hamelin.pdf?sfvrsn=783b3521_0

Teacher-Implemented AAC Intervention to Support Peer Interaction in an Inclusive Preschool Classroom: A Pilot Study

teacher, a child with complex communication needs, and a child with no identified disability, of Ava’s who was a 4;3 (year; month) Caucasian female, with no diagnosed disability. She was invited to participate as the teacher identified her as a student with no disability and good communication, the frequency of symbolic communicative turns taken by the peer (using the same definition as above, (Sharp et al., 2015), 10 second intervals were chosen. To meet the operational definition for joint

https://www.aaidd.org/docs/default-source/default-document-library/therrien-inclusion.pdf?sfvrsn=331c3521_0

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review, on adolescents (ages 10-19) or young adults (ages 18-35) who had ASD, intellectual disability, focused on a single IDD-related disability group (e.g. only students with intellectual disability, of youth with intellectual disability (ID; n=15), ASD (n=8), , other IDD (n=3), and high or low, with intellectual disability in the transition planning meetings, decision making priority was often, with autism or intellectual disability. American Journal on Intellectual and Developmental Disabilities

https://www.aaidd.org/docs/default-source/default-document-library/dean-idd.pdf?sfvrsn=201c3521_0

IDD & Mental Health

Judgement (2nd Ed.) Intellectual Disability: Definition, Classification, and Systems of Support, Disability Historical Context Criteria FAQs on Intellectual Disability Intersectionality, Intellectual Disability AAIDD Journal Articles, With an Intellectual/Developmental Disability Referred to START Calliope Holingue; Luther G. Kalb; Ann Klein, Practitioners in Delivering Therapy to People With Intellectual Disability Anastasia Hronis; Lynette

https://www.aaidd.org/intellectual-disability/intersectionality/idd-mental-health

Vineland-3 Structural Validity and Interpretability of Domain Scores: Implications for Practitioners

: Research Report Keywor ds: Keywor ds: Vineland-3; Intellectual Disability; Disability Assessment, including the identification of Intellectual Disability. Powered by Editorial Manager® and ProduXion, behavior assessment including the identification of Intellectual Disability. Key Words: Vineland-3, Intellectual Disability, Disability Assessment, Reliability, Validity VINELAND-3 3 Vineland-3, Intellectual Disability, intervention and support planning, and progress monitoring. The AAIDD (2010

https://www.aaidd.org/docs/default-source/default-document-library/pandolfi.pdf?sfvrsn=12b43521_0

Jeong

MothersÕ Cultural Approach to Inclusive Education for Children with Intellectual Disability, to Inclusive Education for Children with Intellectual Disability in South Korea: Qualitative Case Study, , inclusive education for students with intellectual disability (ID) in South Korea seems to need, in the ASED (2008), but the legal definition of inclusive education was revised. According, without being discriminated against on the basis of their disability types and severity. However

https://www.aaidd.org/docs/default-source/default-document-library/jeong.pdf?sfvrsn=35a23521_0

Inclusion of Students with Intellectual and Developmental Disabilities and Postsecondary Outcomes: A Systematic Review of the Literature

Inclusion of Students with Intellectual and Developmental Disabilities and Postsecondary Outcomes: A Systematic Review of the Literature, education; Employment; Postsecondary education; Transition; Intellectual disability; Autism Spectrum, co-occurring intellectual disability. Autism, 22(7), 794Ð803. https://doi.org, INCLUSION OF STUDENTS WITH IDD & POSTSECONDARY OUTCOMES Inclusion of Students with Intellectual, and postsecondary outcomes for individuals with intellectual and developmental disabilities (IDD, with Intellectual and Developmental Disabilities and Postsecondary Outcomes: A Systematic Literature Review

https://www.aaidd.org/docs/default-source/default-document-library/taylor.pdf?sfvrsn=24a23521_0

A Meta-Analysis of Single-Case Research on Applied Behavior Analytic Interventions for Individuals with Down Syndrome

cause of intellectual disability, is a result of the presence of an extra chromosome 21 at birth, diagnoses reported, including: intellectual disability (n = 53), developmental delay (n = 5), auditory, disorder (n = 3), sensory impairment (n = 6), physical disability (n = 4), stereotypic movement, Research in Intellectual Disabilities, 29(1), 1-10. doi: 10.1111/jar.12151 Dykens, E. M. (1995, with Down syndrome in adulthood. American Journal on Intellectual and Developmental Disabilities, 11 5

https://www.aaidd.org/docs/default-source/default-document-library/neil.pdf?sfvrsn=58a13521_0

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

, differential outcomes have been noted across disability groups and across different content-area implementations (i.e., academic versus transition planning goals for students with intellectual disability, suggest student characteristics such as (e.g., disability label, gender, age) and implementation, of the impacts of interventions on outcomes. However, there is no consensus definition of fidelity, elements, in disability, education, and related fields (Harn et al., 2013). There is growing consensus

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

Pearson 2

, Intellectual Disability, and Developmental Disabilities This research was supported by funding, learning has been defined in the literature in a number of ways. One definition suggests that adult, stigma related to disability in his family and community before joining the FACES program. Antwon, generally, disability). PostFACES focus group interviews, testimonials, and summative evaluations, that information was not available to them and then sometimes because of the stigma of a disability they don

https://www.aaidd.org/docs/default-source/default-document-library/pearson-2.pdf?sfvrsn=89813521_0

Estreder 2

with intellectual disability. We used data from 111 centers. In each center, a group of family members (n, ; relational service quality; performance based on quality of life; intellectual disability Running head, with intellectual disability. In this context, families and employees play a relevant role as pivotal, in improving the quality of life of individuals with intellectual disability (see Carter et al., 2013, for individuals with intellectual disability. First, mutuality goes beyond the typical one-sided perspective

https://www.aaidd.org/docs/default-source/default-document-library/estreder-2.pdf?sfvrsn=b8813521_0

Direct Support Professionals' Perspectives on Workplace Support: Underappreciated, Overworked, Stressed Out, and Stretched Thin

of control. Journal of Intellectual Disability Research, 54(8), 749Ð761. https://doi.org, for people with intellectual disability. Journal of Intellectual Disability Research, 45(3), 258Ð 270, R. Weiss, MSW, Director of Disability Initiatives, University of Delaware College of Health, and funding pressures that affect the direct support workforce serving people with intellectual, with Intellectual Disabilities, 2017). However, little has been published about the perspectives

https://www.aaidd.org/docs/default-source/default-document-library/johnson-2.pdf?sfvrsn=ab813521_0

DISABILITY AND DATING: EXPLORING THE TWITTERSPHERE

DISABILITY AND DATING: EXPLORING THE TWITTERSPHERE, DISABILITY AND DATING 2 Abstract To better understand how dating for people with intellectual, th [year] of no cards, flowers or chocolates!! #disabilitydating.Ó Ò#disabilitydating using, individuals on the autism spectrum have an intellectual disability. This could play a factor, an intellectual disability, a developmental disability, or some other type of disability, as a means to positive identities for people with intellectual disability: ÔWe just help them

https://www.aaidd.org/docs/default-source/default-document-library/kearney-2.pdf?sfvrsn=f6813521_0

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289 search results for definition of intellectual disability