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“Makes available to the wider disability community a comprehensive synopsis of current knowledge in our field....The editors have assembled a 'who's who' of researchers in our field....This is a text that should find its way onto the curricula of all academic programs, as required reading for future practitioners in our field. It should be available to policy makers in government departments....It is a valuable source of information that should be available to managers and staff in all services providing support to people with disability.”

—Journal of Intellectual and Developmental Disability


“I was impressed by the breadth of the content, ranging from medication to schooling and employment, while the book's structure and index made it easy to find my way around. This is a book that I will use as a starting point when I have to work up a topic in this field.”

—Child and Adolescent Mental Health Journal


“The book is recommended for departmental and hospital libraries.”

—Journal of the Canadian Academy of Child and Adolescent Psychiatry


“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, Jr., PhD, Department of Psychology, University of Wyoming; Editor, American Journal on Mental Retardation


“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, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Duke Center for Autism and Brain Development, Duke 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, PhD, Department of Teaching and Learning and Department of Special Education, University of Utah


“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, PhD, Doctoral Program in Combined Counseling and School Psychology, Florida State University


“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, PhD, Center on Health and Education, Georgetown University

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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

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About the Editors

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.

• Author's website
• All titles by Samuel L. Odom

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.

• All titles by Robert H. Horner

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.

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Contributors

Linda M. Bambara, EdD, Department of Education and Human Services, College of Education, Lehigh University, Bethlehem, Pennsylvania

Cecily L. Betz, RN, PhD, Center of Excellence in Developmental Disabilities, University of Southern California, and Children's Hospital Los Angeles, Los Angeles, California

Jan Blacher, PhD, Graduate School of Education, University of California, Riverside, Riverside, California

Wanda J. Blanchett, PhD, School of Education and Human Development, University of Colorado at Denver, Denver, Colorado

Nick Bouras, MD, PhD, Institute of Psychiatry, King's College London, and Estia Centre, London, United Kingdom

Diane M. Browder, PhD, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Edward G. Carr, PhD, Department of Psychology, Stony Brook University, Stony Brook, New York

Judith J. Carta, PhD, Juniper Garden's Children Project, University of Kansas, Kansas City, Kansas

Erik W. Carter, PhD, Department of Rehabilitation Psychology and Special Education, University of Wisconsin, Madison, Madison, Wisconsin

Janis Chadsey, PhD, Department of Special Education, University of Illinois, Champaign, Illinois

Glen Dunlap, PhD, Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, Tampa, Florida

Carl J. Dunst, PhD, Orelena Hawks Puckett Institute, Asheville, North Carolina

Eric Emerson, PhD, Institute for Health Research, Lancaster University, Lancaster, United Kingdom

David Felce, PhD, Welsh Centre for Learning Disabilities, Cardiff University, Cardiff, United Kingdom

Brenda Fossett, MA, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Georgia C. Frey, PhD, Department of Kinesiology, Indiana University, Bloomington, Indiana

Glenn T. Fujiura, PhD, Department of Disability and Human Development, College of Applied Health Sciences, University of Illinois at Chicago, Chicago, Illinois

Susan L. Gibbs, PhD, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Randi J. Hagerman, MD, Developmental-Behavioral Pediatrics, UC Davis Health System, M.I.N.D. Institute, University of California, Davis, Sacramento, California

Robin L. Hansen, MD, Developmental-Behavioral Pediatrics, UC Davis Health System, M.I.N.D. Institute, University of California, Davis, Sacramento, California

Amber A. Harris, MS, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Beth Harry, PhD, Department of Teaching and Learning, University of Miami, Coral Gables, Florida

Chris Hatton, PhD, Institute for Health Research, Lancaster University, Lancaster, United Kingdom

Robert H. Horner, PhD, College of Education, University of Oregon, Eugene, Oregon

Carolyn Hughes, PhD, Departments of Special Education and Human and Organizational Development, Peabody College, Vanderbilt University, Nashville, Tennessee

Kara Hume, PhD, School of Education, Indiana University, Bloomington, Indiana

Pam Hunt, PhD, Department of Special Education, San Francisco State University, San Francisco, California

Ann P. Kaiser, PhD, Peabody College, Vanderbilt University, Nashville, Tennessee

Aaron S. Kemp, BA, Department of Psychiatry and Human Behavior, University of California, Irvine, Irvine, California

Janette K. Klingner, PhD, School of Education, University of Colorado at Boulder, Boulder, Colorado

Na Young Kong, MEd, Department of Special Education, University of Kansas, Lawrence, Kansas

K. Charlie Lakin, PhD, Research and Training Center on Community Living, University of Minnesota, Minneapolis, Minnesota

Julie J. Lounds, PhD, Waisman Center, University of Wisconsin, Madison, Madison, Wisconsin

David Mank, PhD, Indiana Institute on Disability and Community, Indiana University, Bloomington, Indiana

John McDonnell, PhD, Department of Special Education, University of Utah, Salt Lake City, Utah

Christopher J. McDougle, MD, Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana

Gail McGee, PhD, Department of Psychiatry, Emory University Medical Center, Atlanta, Georgia

Molly McKenzie, MEd, Department of Education and Human Services, College of Education, Lehigh University, Bethlehem, Pennsylvania

Pat Mirenda, PhD, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Tim Moore, MS, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Wendy M. Nehring, RN, PhD, College of Nursing, Rutgers, The State University of New Jersey, Newark, New Jersey

Samuel L. Odom, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Dimitrios Paschos, MRCPsych, South London and Maudsley NHS Foundation Trust, and Estia Centre, Guy's Hospital, London, United Kingdom

Jonathan Perry, PhD, Welsh Centre for Learning Disabilities, Cardiff University, Cardiff, United Kingdom

Denise Poston, PhD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Sally Rogers, PhD, M.I.N.D. Institute, University of California, Davis, School of Medicine, Sacremento, California

Curt A. Sandman, PhD, Department of Psychiatry and Human Behavior, University of California, Irvine, Irvine, California

Mary Suzanne Schrandt, JD, Arthritis Foundation, Prairie Village, Kansas

Marsha Mailick Seltzer, PhD, Waisman Center, University of Wisconsin, Madison, Madison, Wisconsin

Martha E. Snell, PhD, Department of Curriculum, Instruction and Special Education, Curry School of Education, University of Virginia, Charlottesville, Virginia

Roger J. Stancliffe, PhD, Research and Training Center on Community Living, University of Minnesota, Minneapolis, Minnesota

Zolinda Stoneman, PhD, Institute on Human Development and Disability, College of Family and Consumer Sciences, University of Georgia, Athens, Georgia

Matthew J. Stowe, JD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Jean Ann Summers, PhD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Frank Symons, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Nicole R. Tartaglia, MD, Developmental-Behavioral Pediatrics, UC Davis Health System, M.I.N.D. Institute, University of California, Davis, Sacramento, California

Travis Thompson, PhD, Department of Pediatrics, University of Minnesota School of Medicine, Minneapolis, Minnesota

Katherine Trela, MS, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

J. Alacia Trent, PhD, Peabody College, Vanderbilt University, Nashville, Tennessee

Ann P. Turnbull, EdD, Beach Center on Disability, University of Kansas, Lawrence, Kansas

H. Rutherford Turnbull, III, LiB/JD, LiM, Beach Center on Disability, University of Kansas, Lawrence, Kansas

Shawnee Wakeman, PhD, Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina

Steven F. Warren, PhD, Institute of Life Span Studies, University of Kansas, Lawrence, Kansas

Barbara A. Wilson, PhD, Department of Exceptionality Programs, Bloomsburg University, Bloomsburg, Pennsylvania

Nina Zuna, MEd, Beach Center on Disability, University of Kansas, Lawrence, Kansas

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Audience

Clinical, school, and developmental psychologists, special educators and early intervention specialists, speech-language pathologists, child psychiatrists, and other child health and education professionals.

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Course Use

May serve as a text in graduate-level courses on developmental disabilities.