International review of research in developmental disabilities. Vol. 63 : Social and Communicative Functioning in Populations with Intellectual Disability : Rethinking Measurement.

Format:

Book

Author/Creator:

Mattie, Laura Jean.

Contributor:

Channell, Marie Moore.

Series:

International review of research in developmental disabilities ; 0074-7750 v. 63 (OCoLC)1585860

International review of research in developmental disabilities ; v. 64 2211-6095

Language:

English

Subjects (All):

Intellectual disability.

Developmental disabilities.

Physical Description:

1 online resource (374 pages)

Edition:

1st ed.

Place of Publication:

San Diego : Elsevier Science & Technology, 2023.

Summary:

This volume, edited by Marie Moore Channell and Laura J. Mattie, is part of the 'International Review of Research in Developmental Disabilities' series. It focuses on social and communicative functioning in populations with intellectual disabilities (ID), exploring new methodologies for assessment and intervention. The book highlights the importance of understanding social cognition, communication skills, and the relationship between communication and social functioning across various developmental stages and neurogenetic syndromes. It addresses the challenges of standardized assessments and introduces novel approaches like remote and naturalistic assessments. The authors aim to improve communication assessments for young children with neurogenetic syndromes and emphasize community and family involvement. This scholarly work is intended for researchers, practitioners, and students in developmental disabilities, psychology, and related fields. Generated by AI.

Contents:

Front Cover

Series Page

Title Page

Copyright

Contents

Contributors

Preface

Chapter One: The interaction between social and communication skills in individuals with intellectual disability

1 Introduction

2 The interdependence between social interaction and communication

2.1 What are social and communication skills?

2.2 Theoretical framework from neurotypical development: Social information processing

2.3 Applications to ID: Developmental cascades

3 Social cognition: Examples from development and approaches to assessment

3.1 Joint attention

3.1.1 Defining joint attention through assessment

3.1.2 Implications for research on ID

3.2 Theory of mind and perspective-taking

3.2.1 Defining theory of mind through assessment

3.2.2 Implications for research on ID

3.3 Pragmatic language

3.3.1 Defining pragmatic language through assessment

3.3.2 Implications for research on ID

4 Broader measures of social and communicative functioning

4.1 Implications for research on ID

5 Recommendations for researchers: Challenges and opportunities

6 Conclusions

References

Chapter Two: Novel approaches for characterizing social communication and language development of young children with neurogenetic syndromesSocial communication and language development

1 The trajectory of communication development

2 Communication development in neurogenetic syndrome populations

3 The importance of appropriate communication assessment tools

4 Limitations of existing communication assessment tools

5 Advancing communication assessment for young children with neurogenetic syndromes

6 Novel approaches for adapting existing communication assessment tools

7 Novel communication assessment methods-remote naturalistic assessment

7.1 Remote assessments

7.2 Naturalistic assessments.

7.2.1 Data collection approaches for remote naturalistic assessment

7.2.1.1 Comprehensive sampling

7.2.1.2 Periodic sampling

7.2.1.3 Targeted sampling

7.2.2 Data processing approaches for remote naturalistic assessment

7.2.2.1 Behavioral ratings

7.2.2.2 Behavioral coding

7.2.2.3 Human coding

7.2.2.4 Automated coding

7.2.3 Summary and practical applications

8 Future directions for research on communication assessment in young children with neurogenetic syndromes

9 Naturalistic assessment and data privacy

10 Family and community involvement in assessment

11 Conclusion

Chapter Three: The importance of refined assessment of communication and social functioning in people with intellectual disabilities: Insights from neurogenetic syndrome researchInsights from neurogenetic syndrome research

1 Concepts of communication and social functioning

1.1 Communication functioning

1.2 Social functioning

1.3 The relationship between communication and social functioning

2 Common assessment approaches

2.1 Standardized assessments of communication and social functioning

2.2 Appropriateness of standardized assessments based on neurotypical development for ID populations

2.3 Conflation between communication and social functioning domains, and other behaviors in studies of people with ID

2.4 Treating people with ID as a heterogeneous group

2.5 Impact of common assessment approaches upon communication and social functioning interventions

3 Insights from the neurogenetic syndrome literature

3.1 Angelman syndrome

3.1.1 Communication functioning in AS

3.1.2 Social functioning in AS

3.1.3 Autism in AS

3.1.4 Implications

3.2 Cornelia de Lange syndrome

3.2.1 Communication functioning in CdLS

3.2.2 Social functioning in CdLS

3.2.3 Autism in CdLS

3.2.4 Implications.

3.3 Down syndrome

3.3.1 Communication functioning in DS

3.3.2 Social functioning in DS

3.3.3 Autism in DS

3.3.4 Implications

3.4 Fragile X syndrome

3.4.1 Communication functioning in FXS

3.4.2 Social functioning in FXS

3.4.3 Autism in FXS

3.4.4 Implications

3.5 Tuberous sclerosis complex

3.5.1 Communication functioning in TSC

3.5.2 Social functioning in TSC

3.5.3 Autism in TSC

3.5.4 Implications

4 Conclusions

4.1 Considerations of assessment and intervention for both communication and social functioning

4.2 Implications and future directions for the wider ID population

Chapter Four: Adaptation of in-person curriculum tools for remote assessment of infants and toddlers with social communication concerns in community-based settingsAdaptation of in-person curriculum tools

2 Challenges with norm-referenced standardized assessment

3 Why use a developmental curriculum assessment?

4 Current approaches to remote assessment

5 Adaptation and implementation of a remote developmental curriculum assessment

5.1 Initial development and use of the Early Start Denver Model curriculum checklist

5.2 Creation of the infant-toddler ESDM checklist for parent coaching

5.3 Adapting the IT-CC for community settings

5.4 Adaptation of the IT-CC for remote assessment of infants with early social communication delays: The Telehealth Evaluation of Development for Infants (TEDI) protocol

5.4.1 Initial feasibility and psychometric analysis of the IT-CC TEDI protocol

5.4.2 Ability of the IT-CC TEDI to capture developmental change

6.1 Ability of developmental curriculum tools to capture developmental change

6.2 Measurement of clinically meaningful outcomes

6.3 Scalability and feasibility for community-based implementation.

6.4 Implications for practice

6.5 Summary

Chapter Five: Measuring social communication in people with intellectual disability who use minimal speech: Differences across the lifespan

2 What is social communication?

2.1 Communication forms

2.2 Communication functions

2.3 Pragmatics

3 Social communication in infants, toddlers, and preschoolers

3.1 Measurement considerations

3.1.1 Communication function

3.1.2 Communication partners

3.2 Measurement of social communication in infants, toddlers, and preschoolers

3.2.1 Caregiver report

3.2.2 Structured observations

3.2.3 Communication sampling

4 Social communication in school age and adolescence

4.1 Measurement considerations

4.1.1 Communicative functions

4.1.2 Communication partners

4.1.3 Communication context

4.2 Measurement of social communication in school aged children and adolescents

4.2.1 Caregiver report

4.2.2 Communication sampling

5 Social communication in adulthood

5.1 Measurement considerations

5.1.1 Communication partners

5.2 Measurement of social communication in adults

5.2.1 Caregiver report

5.2.2 Structured observation

5.2.3 Communication sampling

6 Cultural considerations across the lifespan

7 Recommendations for researchers

7.1 Multi-method assessment

7.2 Validated procedures for communication sampling

8 Conclusion

Chapter Six: Social inclusion of adults with intellectual and developmental disabilities: Toward belongingSocial inclusion of adults

1 Social inclusion

1.1 Why is social inclusion important?

1.2 Social inclusion and sense of belonging

1.3 Our approach

2 Community participation

2.1 Neighborhood engagement

2.2 Recreation and leisure

2.3 Mainstream community groups

2.4 Faith communities

2.5 Virtual groups.

2.6 Postsecondary education

2.7 Employment

2.7.1 Interviews with workers with IDD

2.7.2 Workplace culture and social inclusion

2.7.3 Retirement

2.8 Encounters

2.9 Measuring community participation and social inclusion

3 Relationships

3.1 Families

3.1.1 Sibling relationships

3.2 Relationships in the neighborhood

3.3 Friendships

3.4 Work relationships

3.5 Intimate relationships

3.6 LGBTQ+ relationships

3.7 Online relationships

3.8 Loneliness

4 Cross-cutting issues that affect social inclusion

4.1 Adult life course

4.1.1 Age-related mobility limitations and social inclusion

4.1.2 Social inclusion and end of life

4.2 Supporting social inclusion

4.2.1 Facilitators and barriers to social inclusion

4.2.2 Approaches to support social inclusion

4.2.2.1 Co-worker support

4.2.2.2 Active mentoring

4.2.2.3 Independent participation

4.2.2.4 Social roles

4.2.2.5 Befriending

4.2.2.6 Community builders

4.2.2.7 Quality of social interactions

4.2.2.8 Supporting encounters

4.3 Policy and funding

5 Discussion and conclusions

5.1 Future research

Acknowledgments

Conflict of interest disclosure

Chapter Seven: Building a life: Examining the advocacy and social experiences of students with intellectual disability in inclusive postsecondary educationBuilding a life

1.1 Purpose of this review

2 What is IPSE?

2.1 IPSE in the global context

3 IPSE structure in the United States

3.1 IPSE inclusivity

3.2 Mentorship structures in IPSE programs

3.3 Residential options in IPSE programs

3.4 Social life during IPSE

3.5 IPSE demographics

4 IPSE outcomes

4.1 Employment outcomes of IPSE

4.2 Life outcomes of IPSE

4.3 Research gaps

5 Model IPSE research

5.1 Model research design.

5.2 Model study context and participants.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

9780443132759

0443132755

9780443133633

0443133638

OCLC:

1405943362