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.

Table of Contents:
I. Foundations 1. The Construct of Developmental Disabilities, Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan Blacher 2. 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 Schrandt 3. Disability Research Methodology: Current Issues and Future Challenges, Zolinda Stoneman 4. Race, Culture, and Developmental Disabilities, Janette K. Klingner, Wanda J. Blanchett, and Beth Harry II. Current Issues in Health, Neuroscience, and Genetics 5. General Health, Wendy M. Nehring and Cecily L. Betz 6. Advances in Genetics, Nicole R. Tartaglia, Robin L. Hansen, and Randi J. Hagerman 7. Neuroscience of Developmental Disabilities, Curt A. Sandman and Aaron S. Kemp III. Early Intervention 8. Early Intervention for Infants and Toddlers with Developmental Disabilities, Carl J. Dunst 9. Trends and Issues in Interventions for Preschoolers with Developmental Disabilities, Judith J. Carta and Na Young Kong 10. Early Intervention for Children with Autism Spectrum Disorder, Samuel L. Odom, Sally Rogers, Christopher J. McDougle, Kara Hume, and Gail McGee 11. Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development, Ann P. Kaiser and J. Alacia Trent IV. School-Age Education and Intervention 12. Advances in Instruction, Martha E. Snell 13. Inclusive Education, Pam Hunt and John McDonnell 14. Academic Skills: Reading and Mathematics, Diane M. Browder, Katherine Trela, Susan L. Gibbs, Shawnee Wakeman, and Amber A. Harris 15. Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills, Erik W. Carter and Carolyn Hughes 16. Augmentative and Alternative Communication, Brenda Fossett and Pat Mirenda 17. Physical Activity and Youth with Developmental Disabilities, Georgia C. Frey V. Postschool and Adult Issues 18. Transition and Quality of Life, Linda M. Bambara, Barbara A. Wilson, and Molly McKenzie 19. Employment, David Mank 20. Living with Support in the Community: Factors Associated with Quality-of-Life Outcome, David Felce and Jonathan Perry 21. Independent Living, Roger J. Stancliffe and K. Charlie Lakin 22. Adult Social Relationships, Janis Chadsey VI. Behavior Supports 23. Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research, Glen Dunlap and Edward G. Carr 24. Mental Health Supports in Developmental Disabilities, Dimitrios Paschos and Nick Bouras 25. Psychotherapeutic Medications and Positive Behavior Support, Travis Thompson, Tim Moore, and Frank Symons VII. Family Issues 26. Families in Context: Influences on Coping and Adaptation, Jan Blacher and Chris Hatton 27. Family Impact in Adulthood, Julie J. Lounds and Marsha Mailick Seltzer 28. 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 Summers VIII. International Perspectives and Future Directions 29. International Perspectives, Eric Emerson, Glenn T. Fujiura, and Chris Hatton 30. Reflections on the Future of Research in Developmental Disabilities, Steven F. Warren

About the Author :
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.

Review :
"Reading the chapters of this first-rate handbook is like attending a series of master lectures, where all of the presenters are well grounded in history, able to explain scientific findings clearly, and deeply caring about the topic -- namely, individuals whose lives are touched by developmental disabilities. This is the reference that every student of human development and every practitioner needs! - Sharon Landesman Ramey, Georgetown University "Odom and his colleagues have assembled some of the very best minds in the field of developmental disabilities to provide a comprehensive and up-to-date overview of fundamental issues. Spanning topics from genetics to intervention to family issues, the Handbook is an outstanding resource for graduate students and professionals." - Geraldine Dawson, University of Washington "This is a much-needed work that cuts across traditional disability classifications and focuses on what can be done and for whom. The editors have assembled a superb group of internationally recognized experts to provide cutting-edge perspectives on key issues in the field of developmental disabilities. Unique aspects of this extremely well-written book are its lifespan perspective and its emphasis on the integration of science and practice. This volume has something for everyone. It is a very informative and timely resource for researchers, practitioners, and policy analysts, and will be an excellent text for students and advanced trainees in psychology, education, communication disorders, medicine, public policy, and disability studies." - William E. MacLean, University of Wyoming; Editor, American Journal on Mental Retardation "The field of developmental disabilities has undergone tremendous change and rethinking over the past 25 years. The current zeitgeist is reflected in many diagnostic, educational, therapeutic, legal, and social policy advances, and in the evolution of our overall view of health, wellness, and disability. This handbook comprehensively and eloquently captures these changes and advances. This is a 'must read' for anyone -- practitioner, researcher, student, or advocate -- with an interest in individuals with developmental disabilities." - Steven I. Pfeiffer, Florida State University "This well-written and comprehensive handbook is the most thorough and up-to-date volume available on evidence-based practice, research, and policy issues related to developmental disabilities. Written by the most knowledgeable leaders in the field, each chapter will serve as an invaluable reference on critical issues that cut across the disciplines of education, health care, and social services. The Handbook is essential reading for anyone who cares about making current knowledge a prelude to a bright future for people with developmental disabilities and their families." - Michael L. Hardman, University of Utah