Relevant bibliographies by topics / Division of Developmental Disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Division of Developmental Disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Division of Developmental Disabilities.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Division of Developmental Disabilities"

1

Bouck, Emily C., Jordan Shurr, and Jiyoon Park. "Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities." Focus on Autism and Other Developmental Disabilities 35, no. 4 (July 23, 2020): 195–207. http://dx.doi.org/10.1177/1088357620943499.

Full text
Abstract:
Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.
APA, Harvard, Vancouver, ISO, and other styles
2

Foley, Teresa E., and John F. Cawley. "About the Mathematics of Division: Implications for Students With Disabilities." Exceptionality 11, no. 3 (September 2003): 131–49. http://dx.doi.org/10.1207/s15327035ex1103_02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Montague, Marjorie. "Teaching Division to Students With Learning Disabilities: A Constructivist Approach." Exceptionality 11, no. 3 (September 2003): 165–75. http://dx.doi.org/10.1207/s15327035ex1103_04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Parmar, Rene S., John F. Cawley, and Richard R. Frazita. "Word Problem-Solving by Students with and without Mild Disabilities." Exceptional Children 62, no. 5 (March 1996): 415–29. http://dx.doi.org/10.1177/001440299606200503.

Full text
Abstract:
Performance on mathematics word problems having varying structures was compared for Grade 3–8 students with and without mild disabilities. Students with disabilities performed at significantly lower levels than did those without disabilities in four types of word problems, even when the problems involved only single-digit computation. Significant effects were also evident for grade and operation (addition, subtraction, multiplication, and division). The findings highlight the need for math instruction to move from a focus on computation to problem-solving activities, including word problems of varying structures. Further, test developers must make more effort to present a variety of reasoning and problem-solving activities in standardized tests.
APA, Harvard, Vancouver, ISO, and other styles
5

Bryant, Diane Pedrotty, Paula Hartman, and Sun A. Kim. "Using Explicit and Strategic Instruction to Teach Division Skills to Students With Learning Disabilities." Exceptionality 11, no. 3 (September 2003): 151–64. http://dx.doi.org/10.1207/s15327035ex1103_03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gulati, Sheffali. "Neurodevelopmental Disorders: The Journey, the Dreams and their Realization." Annals of the National Academy of Medical Sciences (India) 53, no. 01 (January 2017): 030–35. http://dx.doi.org/10.1055/s-0040-1712742.

Full text
Abstract:
ABSTRACTNeuro Developmental Disorders (NDDs) are associated with significant morbidity. This involves early identification of the disorder, the correct management of the disorder and associated disabilities. In India, the paucity of trained personnel and lack of knowledge about these disorders has been instrumental in inadequate management and recognition of these NDDs. The Child Neurology Division, Department of Pediatrics at All India Institute of Medical Sciences has made few noteworthy and meaningful contributions in these aspects: devising a DM curriculum for pediatric neurology, developing indigenous tools for diagnosing these NDDs and performing relevant research. These endeavors would go a long way in serving the children with NDDs.
APA, Harvard, Vancouver, ISO, and other styles
7

Fishbaugh, Mary Susan E., Linda Christensen, Harvey Rude, and Susan Bailey-Anderson. "Regional Comprehensive System of Personnel Development Council Activity in Big Sky Country." Rural Special Education Quarterly 17, no. 1 (March 1998): 33–40. http://dx.doi.org/10.1177/875687059801700106.

Full text
Abstract:
The Montana Office of Public Instruction, Special Education Division, initiated its state Comprehensive System of Personnel Development (CSPD) Council 15 years ago in compliance with Public Law 94–142, The Education of All Handicapped Children Act. The state council has remained active and has become stronger from its beginning to the present time. Because of the large geography of the state and diversity of needs across the state, however, the state council was somewhat limited and fragmented in meeting personnel development needs. Consequently, the state council implemented a CSPD regionalization concept based on the five existing Developmental Disabilities Planning and Advisory Council (DDPAC) and Montana Council of Administrators of Special Education (MCASE) regions. The purpose of this article is to report on strategies and activities of regional CSPD actions in Montana. The regional model holds promise for replication as a framework of personnel development in other large rural states. This information is represented within the context of the recently enacted amendments to the Individuals with Disabilities Education Act through the provisions of Public Law 105–17.
APA, Harvard, Vancouver, ISO, and other styles
8

Klingner, Janette K., Amy Boelé, Sylvia Linan-Thompson, and Diane Rodriguez. "Essential Components of Special Education for English Language Learners with Learning Disabilities: Position Statement of the Division for Learning Disabilities of the Council for Exceptional Children." Learning Disabilities Research & Practice 29, no. 3 (August 2014): 93–96. http://dx.doi.org/10.1111/ldrp.12040.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wood, Michelle. "Whose Job is it Anyway? Educational Roles in Inclusion." Exceptional Children 64, no. 2 (January 1998): 181–95. http://dx.doi.org/10.1177/001440299806400203.

Full text
Abstract:
Qualitative research methods were used to investigate teachers' perceptions of their educational roles and collaborative teaching efforts in the inclusion of children with severe disabilities in general education classrooms of one school district. Individual interviews were conducted with three educational teams; each consisted of a general education teacher and a special education teacher of an included student. Results indicated that in the initial stages of inclusion, teachers maintained discrete role boundaries through a relatively clear, albeit informal, division of labor. As the school year progressed, role perceptions became less rigid as the teaming became more cooperative. Implications relate to special education reform and effective strategies to facilitate collaboration among teachers who work within and to promote inclusive environments.
APA, Harvard, Vancouver, ISO, and other styles
10

Putnam, Michelle. "Extending the Promise of the Older Americans Act to Persons Aging With Long-Term Disability." Research on Aging 39, no. 6 (June 1, 2017): 799–820. http://dx.doi.org/10.1177/0164027516681052.

Full text
Abstract:
This article discusses the need for Older Americans Act (OAA) programs to evaluate and develop where needed the capacity to serve persons aging with long-term disabilities such as intellectual and/or developmental disabilities and physical disabilities including polio, spinal cord injury, and multiple sclerosis. The rationale for this work is the universal access to OAA programs for all adults over 60, regardless of the disability type, age of onset, or severity, acknowledging that other needs-based criteria often need to be met to receive services. Recommendations for increasing OAA and aging network capacity include addressing long-standing divisions between the fields of aging and disability, a comprehensive review of all Administration for Community Living programs and policies, engaging in program adaptation to build capacity, advancing knowledge and skills of the professional workforce, creating new knowledge to support delivery of evidence-based interventions to all older adults including those with lifelong and early and midlife onset of disability.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Division of Developmental Disabilities"

1

Klimaitis, Cindy Carter. "Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/100064.

Full text
Abstract:
This study identified key instructional practices for science, technology, engineering, and mathematics (STEM) lessons for students with disabilities (SWD) based on the perceptions of teachers. Barriers to STEM lessons for SWD were identified, as well as the professional development desired by teachers. SWD can benefit from participation in STEM lessons. STEM is an acronym that is often defined as an interdisciplinary approach to learning by incorporating at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. This basic qualitative study consisted of 13 interviews (5 elementary, 4 middle, and 4 high school) with teachers from 12 schools. Results were analyzed using deductive coding to identify instructional practices, barriers, and recommended professional development. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, teachers believe that professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category. The information gained should support teachers and school leaders with inclusivity of SWD in STEM lessons.
Doctor of Philosophy
Implementation of key instructional practices for STEM lessons can improve inclusivity for SWD. Knowledge of barriers and desired professional development can also increase inclusiveness. STEM is an acronym that is often defined as an interdisciplinary approach to learning that incorporates at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. Through a basic qualitative study involving 13 teachers (5 elementary, 4 middle, and 4 high school) from 12 schools, information about SWD's participation in STEM lessons was gained. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, the results revealed that teachers believe that more professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category.
APA, Harvard, Vancouver, ISO, and other styles
2

Faux, S. A., and Wendy M. Nehring. "Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6713.

Full text
Abstract:
Book Summary: Nurses play a key role in high-quality health care for people with intellectual and developmental disabilities (IDD)--and now this up-to-date textbook fully prepares them to provide patients with the best possible services across the lifespan. The most comprehensive text available for nurses who specialize in IDD, this essential book clarifies evidence-based practices and gives readers an integrated, interdisciplinary approach to care that meets each person's individual needs. Cecily Betz and Wendy Nehring--authors of the respected text Promoting Health Care Transitions for Adolescents with Special Health Care Needs and Disabilities--gather the latest research and wisdom of 18 diverse authorities in the medical field. Together, they give pre- and in-service nurses the foundation of knowledge they need to help ensure equal access to health care for people with IDD choose from today's models and philosophies of carepromote their patients' psychosocial developmentprovide effective physical careconduct health assessments and develop individualized plans of caremaintain successful interdisciplinary collaboration with other professionals address the issues associated with specific disabilities, including autism, Down syndrome, cerebral palsy, fragile X, sensory impairment, and medical and behavioral health problems support developmental transitions across the lifespan expand their knowledge of genetics and apply it to nursing practice skillfully manage ethical and legal issuesunderstand the service agencies used by individuals with IDD Enhanced with clinical practice guidelines to support effective work with individuals who have IDD, this textbook lights every nurse's path to person-centered, evidence-based care that improves their patients' lives.
APA, Harvard, Vancouver, ISO, and other styles
3

Murray, Meghan. "Developmental Disabilities and Family Dynamics." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495883075851037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nowak, Reneé André. "Self-determination skills used by individuals with developmental disabilities : perceptions of adults with developmental disabilities and advocates /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7910.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cox, Judith 1959. "Children with developmental disabilities : finding permanent homes." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.

Full text
Abstract:
Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.
These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.
APA, Harvard, Vancouver, ISO, and other styles
6

Lees-Warley, Gemma T. "Deliberate firesetting by adults with developmental disabilities." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5180/.

Full text
Abstract:
This thesis is submitted in partial fulfilment to the requirements for the degree of Doctor of Clinical Psychology at the University of Birmingham and comprises two volumes. Volume I of the thesis contains the research component and is presented in the form of three papers related to deliberate firesetting by people with low intellectual functioning. The first paper is a systematic review of the literature in which the existing evidence has been critically examined to determine what is known about adults with low intellectual functioning who deliberately set fires. The second paper is an empirical research paper which utilised Interpretative Phenomenological Analysis (IPA) to qualitatively explore the experiences of deliberate firesetting by seven adult men with mild intellectual disabilities detained in a secure forensic learning disability service. The third paper is a public domain briefing paper which summarises the main findings of the systematic review and empirical paper and has been produced for distribution to wider audiences and for the individuals who agreed to participate in the empirical research study. Volume II of the thesis comprises the written clinical component and consists of five Clinical Practice Reports (CPR) which relate to work completed during five training placements.
APA, Harvard, Vancouver, ISO, and other styles
7

Smith, Heather Kathleen. "Church attendance of adults with developmental disabilities." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1362.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Viola, Teresa. "Remediating behaviour problems in children with developmental disabilities." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.

Full text
Abstract:
The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.
APA, Harvard, Vancouver, ISO, and other styles
9

Nolting, Claudia. "Resilience in families of children with developmental disabilities." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4371.

Full text
Abstract:
Thesis (MA (Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Family resilience refers to the family’s ability to overcome adversity using inherent and/or acquired strengths and resources. The aim of this study was to identify factors contributing to the successful adaptation, or resilience, of families following the birth or diagnosis of a child with a developmental disability. The study is based on the theoretical frameworks of family resilience proposed by McCubbin and McCubbin (1996) and Walsh (2003), namely the Family Resiliency Model of Family Stress, Adjustment and Adaptation and the Family Resilience Framework. The study population in this study comprised 40 families with a child with a developmental disability living in the Boland region of the Western Cape. One parent from each family was asked to complete a number of quantitative measuring instruments and answer an open-ended question aimed at identifying the strengths and resources contributing to the family’s adaptation. Quantitative data was analysed through analyses of variance, Pearson product-moment correlations and a multiple regression analysis. The qualitative data was analysed using thematic content analysis. These analyses revealed that an acceptance of the situation, positive patterns of family communication, commitment and support within the family unit, and a positive attitude with regard to new experiences and challenges facilitate family adaptation and resilience, while negative patterns of communication within the family were found to be inversely related to family adaptation. An inverse association was also found between age of the child with a disability and family adaptation. These findings suggest some possible avenues of intervention by which the adaptation of families with a child with a developmental disability in South Africa can be facilitated or supported.
AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid verwys na die gesin se vermoë om terugslae en teenspoed te oorkom deur die gebruik van bestaande en aangeleerde sterktes en hulpbronne. Die doel van die huidige studie was om kwaliteite te identifiseer wat tot die aanpassing, en dus veerkragtigheid, van gesinne met ‘n kind met ‘n ontwikkelingsgestremdheid bydra. Die studie is gebaseer op die teoretiese raamwerke wat deur McCubbin en McCubbin (1996) en Walsh (2003) voorgestel is, naamlik die Family Resiliency Model of Family Stress, Adjustment and Adaptation en die Family Resilience Framework. Veertig gesinne van ‘n kind met ‘n ontwikkelingsgestremdheid wat in die Bolandgebied in die Wes-Kaap bly, het aan die studie deelgeneem. ‘n Reeks kwantitatiewe vraelyste en ‘n oopeinde-vraag is deur een ouer van elke gesin voltooi. Hierdie vraelyste en oopeinde-vraag was gerig op die identifisering van sterktes en hulpbronne wat tot die suksesvolle aanpassing van die gesin bydra. Die kwantitatiewe data is ontleed deur gebruik te maak van variansieontleding, die berekening van Pearson-produkmomentkorrelasies en meerregressie-ontledings. Die kwalitatiewe data is ontleed deur gebruik te maak van tematiese inhoudsontleding. Die kwantitatiewe en kwalitatiewe ontledings het getoon dat aanvaarding van die situasie, positiewe kommunikasie tussen gesinslede, toegewydheid tot die gesin, gesinseenheid en ‘n positiewe houding om krisisse as `n uitdaging te beskou, belangrike veerkragtigheidskwaliteite is, terwyl negatiewe en opruiende kommunikasie in die gesin omgekeerd met aanpassing verband hou. ‘n Omgekeerde verband is ook gevind tussen gesinsaanpassing en die ouderdom van die kind met ‘n gestremdheid. Hierdie bevindings kan bydra tot die ontwikkeling van ingrypingsprogramme waardeur die aanpassing van Suid-Afrikaanse gesinne met ‘n kind met ‘n gestremdheid gefasiliteer en ondersteun kan word.
APA, Harvard, Vancouver, ISO, and other styles
10

Smith, Matthew S. "Employment affect of working adults with developmental disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526955.

Full text
Abstract:

The unemployment rate for people with developmental disabilities is almost 7 times higher than the current national unemployment statistics. Research indicates that the majority of those with developmental disabilities do wish to work and moreover, have many skills and talents that organizations can benefit from. This paper aims to use common industrial and organizational psychological measures in a unique population--developmentally disabled adults. Specifically, the present study examines the job satisfaction, affective commitment, and turnover intentions of adults with developmental disabilities from the Harbor Regional Center and Regional Center of Orange in Southern California. This is the first research h that examines affective feelings about employment in the developmentally disabled population in Los Angeles and Orange counties. Results from the study show that adults with developmental disabilities had higher than expected job satisfaction and affective commitment towards their job. They also had lower turnover intentions than expected.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Division of Developmental Disabilities"

1

Washington (State). Legislature. Joint Legislative Audit and Review Committee. Division of Developmental Disabilities management audit. Olympia (506 16th Ave. SE, Olympia 98501-2323): State of Washington, Joint Legislative Audit and Review Committee, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Committee, Washington (State) Legislature Joint Legislative Audit and Review. Division of Developmental Disabilities management audit. [Olympia, Wash.]: State of Washington, Joint Legislative Audit and Review Committee, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kohlenberg, Elizabeth. Division of Developmental Disabilities, fiscal year 1990. Olympia, Wash: Office of Research and Data Analysis, Planning, Research and Development, Dept. of Social and Health Services, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Washington (State). Legislature. Joint Legislative Audit and Review Committee. Voluntary Placement Program, Division of Developmental Disabilities, DSHS. Olympia, WA: The Committee, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cox, Wendy M. Division of developmental disabilities clients currently living with their families. Olympia, WA: Program Research and Evaluation Section, Office of Research and Data Analysis, Dept. of Social and Health Services, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cox, Wendy M. Division of developmental disabilities clients no longer living with their families. Olympia, WA: Program Research and Evaluation Section, Office of Research and Data Analysis, Dept. of Social and Health Services, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Committee, Washington (State) Legislature Joint Legislative Audit and Review. DSHS responses to JLARC's studies of the Division of Developmental Disabilities. Olympia, WA: The Committee, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Washington (State). Legislature. Joint Legislative Audit and Review Committee. DSHS responses to JLARC's studies of the Division of Developmental Disabilities. Olympia, WA: Joint Legislative Audit and Review Committee, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Colorado. Office of State Auditor. Department of Human Services, Division for Developmental Disabilities residential services reimbursements performance audit. [Denver, Colo: Office of State Auditor, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Weber, Lisa A. An analysis of unmet service needs for Washington State's Division of Developmental Disabilities. [Olympia, Wash.]: Washington State Dept. of Social and Health Services, Research and Data Analysis and Division of Developmental Disabilities, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Division of Developmental Disabilities"

1

Lunde, Stanley E., and James Anton Mulick. "APA Division 33 Intellectual and Developmental Disabilities." In Encyclopedia of Autism Spectrum Disorders, 215–21. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_708.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lunde, Stanley E., and James Anton Mulick. "APA Division 33 Intellectual and Developmental Disabilities." In Encyclopedia of Autism Spectrum Disorders, 1–7. New York, NY: Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_708-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lunde, Stanley E., and James Anton Mulick. "APA Division 33 Intellectual and Developmental Disabilities." In Encyclopedia of Autism Spectrum Disorders, 280–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_708.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Krug, Ernest F. "Developmental Disabilities." In Developmental-Behavioral Disorders, 257–69. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0939-0_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Thompson, Kristin C., and Richard J. Morris. "Developmental Disabilities." In Advancing Responsible Adolescent Development, 87–119. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29343-1_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Carpenter, Nancy J., Kristin May, Benjamin Roa, and Jack Tarleton. "Developmental Disabilities." In Molecular Pathology in Clinical Practice: Genetics, 71–84. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-87374-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wheeler, Anne. "Developmental Disabilities." In Encyclopedia of Quality of Life and Well-Being Research, 1605–8. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3343.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Duncan, Burris R., Jennifer G. Andrews, Heidi L. Pottinger, and F. John Meaney. "Developmental Disabilities." In Nutrition and Health in a Developing World, 523–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43739-2_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Developmental Disabilities." In Encyclopedia of Autism Spectrum Disorders, 888–89. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1428.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Upchurch Sweeney, C. Renn, J. Rick Turner, J. Rick Turner, Chad Barrett, Ana Victoria Soto, William Whang, Carolyn Korbel, et al. "Developmental Disabilities." In Encyclopedia of Behavioral Medicine, 570–73. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_738.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Division of Developmental Disabilities"

1

Gotfrid, Taylor. "Games for People with Developmental Disabilities." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2982142.2982148.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rector, Kyle. "Session details: Users with Developmental Disabilities." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3254065.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Koroleva, Yulia. "Social Needs Of Adolescents With Developmental Disabilities." In International Scientific Conference “Personality in Norm and in Pathology. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.04.6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dudakovic, Fran, Marin Maskarin, Vjekoslav Matecic, Lucija Razenj, Zeljka Car, Ivana Rasan, and Matea Zilak. "Learning Colors - Application for Children with Developmental Disabilities." In 2018 International Symposium ELMAR. IEEE, 2018. http://dx.doi.org/10.23919/elmar.2018.8534588.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rakap, Salih. "PARENTING CHILDREN WITH DEVELOPMENTAL DISABILITIES DURING COVID-19 OUTBREAK." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2359.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yeongju Lee and Minseok Song. "Recognizing problem behaviors of children with developmental disabilities using smartwatch." In IEEE INFOCOM 2016 - IEEE Conference on Computer Communications Workshops (INFOCOM WKSHPS). IEEE, 2016. http://dx.doi.org/10.1109/infcomw.2016.7562229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sharma, Sumita, Saurabh Srivastava, Krishnaveni Achary, Blessin Varkey, Tomi Heimonen, Jaakko Hakulinen, Markku Turunen, and Nitendra Rajput. "Gesture-based Interaction for Individuals with Developmental Disabilities in India." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2982142.2982166.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Shamsuddin, Syamimi, Norjasween Abdul Malik, Hanafiah Yussof, Salina Mohamed, Fazah Akhtar Hanapiah, and Farhana Wan Yunus. "Telerehabilitation in robotic assistive therapy for children with developmental disabilities." In 2014 IEEE Region 10 Symposium. IEEE, 2014. http://dx.doi.org/10.1109/tenconspring.2014.6863060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Plötz, Thomas, Nils Y. Hammerla, Agata Rozga, Andrea Reavis, Nathan Call, and Gregory D. Abowd. "Automatic assessment of problem behavior in individuals with developmental disabilities." In the 2012 ACM Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2370216.2370276.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Roche, Tricia, and Anne Marshall. "EXPLORING TRANSITIONS TO EMPLOYMENT FOR YOUNG ADULTS WITH DEVELOPMENTAL DISABILITIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2151.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Division of Developmental Disabilities"

1

Totten, Joseph. Travel Behaviors of Persons with Intellectual and Developmental Disabilities. Portland State University, June 2019. http://dx.doi.org/10.15760/ccemp.45.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stack, Erin. Empowerment in Community-Based Participatory Research with Persons with Developmental Disabilities: Perspectives of Community Researchers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.550.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hopfer, Elizabeth Newcomb, Lauren San Diego, Jo'ell Maree, Meeshay Williams Wheeler, Heather Colleran, and Devona L. Dixon. Digital Closets � An Engaging Method of Teaching Wardrobe Basics to Adults With Intellectual and Developmental Disabilities. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.11199.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fletcher, Jason, Nicole Hair, and Barbara Wolfe. Am I my Brother's Keeper? Sibling Spillover Effects: The Case of Developmental Disabilities and Externalizing Behavior. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18279.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

McNulty, Kristy. Adjustment to College among Lower Division Students with Disabilities: An Exploratory Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1652.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mirabella, Angelo, and James F. Love. Self-Assessment Based Mini-After Action Review (SAMAAR) Methodology: Developmental Application to Division Artillery Staff Training. Fort Belvoir, VA: Defense Technical Information Center, July 1998. http://dx.doi.org/10.21236/ada352838.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

Full text
Abstract:
In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
APA, Harvard, Vancouver, ISO, and other styles
8

Principles for Speech-Language Pathologists Serving Persons With Mental Retardation/Developmental Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.tr2005-00144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Roles and Responsibilities of Speech-Language Pathologists Serving Persons With Mental Retardation/Developmental Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.gl2005-00061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Knowledge and Skills Needed by Speech-Language Pathologists Serving Persons With Mental Retardation/Developmental Disabilities. Rockville, MD: American Speech-Language-Hearing Association, 2005. http://dx.doi.org/10.1044/policy.ks2005-00081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Division of Developmental Disabilities' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography