Handbook of Developmental Disabilities

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.

I. Foundations1. The Construct of Developmental Disabilities, Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan Blacher2. Public Policy and Developmental Disabilities: A 35-Year Retrospective and a 5-Year Prospective Based on the Core Concepts of Disability Policy, H. Rutherford Turnbull, III, Matthew J. Stowe, Ann P. Turnbull, and Mary Suzanne Schrandt3. Disability Research Methodology: Current Issues and Future Challenges, Zolinda Stoneman4. Race, Culture, and Developmental Disabilities, Janette K. Klingner, Wanda J. Blanchett, and Beth HarryII. Current Issues in Health, Neuroscience, and Genetics5. General Health, Wendy M. Nehring and Cecily L. Betz6. Advances in Genetics, Nicole R. Tartaglia, Robin L. Hansen, and Randi J. Hagerman7. Neuroscience of Developmental Disabilities, Curt A. Sandman and Aaron S. KempIII. Early Intervention8. Early Intervention for Infants and Toddlers with Developmental Disabilities, Carl J. Dunst9. Trends and Issues in Interventions for Preschoolers with Developmental Disabilities, Judith J. Carta and Na Young Kong10. Early Intervention for Children with Autism Spectrum Disorder, Samuel L. Odom, Sally Rogers, Christopher J. McDougle, Kara Hume, and Gail McGee11. Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development, Ann P. Kaiser and J. Alacia TrentIV. School-Age Education and Intervention12. Advances in Instruction, Martha E. Snell13. Inclusive Education, Pam Hunt and John McDonnell14. Academic Skills: Reading and Mathematics, Diane M. Browder, Katherine Trela, Susan L. Gibbs, Shawnee Wakeman, and Amber A. Harris15. Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills, Erik W. Carter and Carolyn Hughes16. Augmentative and Alternative Communication, Brenda Fossett and Pat Mirenda17. Physical Activity and Youth with Developmental Disabilities, Georgia C. FreyV. Postschool and Adult Issues18. Transition and Quality of Life, Linda M. Bambara, Barbara A. Wilson, and Molly McKenzie19. Employment, David Mank20. Living with Support in the Community: Factors Associated with Quality-of-Life Outcome, David Felce and Jonathan Perry21. Independent Living, Roger J. Stancliffe and K. Charlie Lakin22. Adult Social Relationships, Janis Chadsey VI. Behavior Supports23. Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research, Glen Dunlap and Edward G. Carr24. Mental Health Supports in Developmental Disabilities, Dimitrios Paschos and Nick Bouras25. Psychotherapeutic Medications and Positive Behavior Support, Travis Thompson, Tim Moore, and Frank SymonsVII. Family Issues26. Families in Context: Influences on Coping and Adaptation, Jan Blacher and Chris Hatton27. Family Impact in Adulthood, Julie J. Lounds and Marsha Mailick Seltzer28. Families as Partners in Educational Decision Making: Current Implementation and Future Directions, Ann P. Turnbull, Nina Zuna, H. Rutherford Turnbull, III, Denise Poston, and Jean Ann SummersVIII. International Perspectives and Future Directions29. International Perspectives, Eric Emerson, Glenn T. Fujiura, and Chris Hatton30. Reflections on the Future of Research in Developmental Disabilities, Steven F. Warren

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.