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Journal articles on the topic 'Division of Developmental Disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

Woolfenden, Sue, Kate Milner, Kali Tora, Kelera Naulumatua, Reapi Mataika, Fleur Smith, Raghu Lingam, Joseph Kado, and Ilisapeci Tuibeqa. "Strengthening Health Systems to Support Children with Neurodevelopmental Disabilities in Fiji—A Commentary." International Journal of Environmental Research and Public Health 17, no. 3 (February 4, 2020): 972. http://dx.doi.org/10.3390/ijerph17030972.

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Supporting children with neurodevelopmental disabilities (NDDs) is recognized as an increasing priority in Fiji, a middle-income Pacific Island country. Our objective was to describe our approach to developing a model of care and strengthening local leadership in developmental paediatrics in Fiji to ensure high-quality identification, assessment and management of children with NDDs. Paediatric staff at Colonial War Memorial (CWM) Hospital in Suva have worked in partnership with Australian paediatricians to develop the model of care. The platform of continuing medical education during biannual 3 to 4 days of clinic-based teaching with visiting developmental paediatricians from Australia has been used. Since 2010, there have been 15 local and regional paediatric trainees trained. Since 2015, our two local lead paediatric trainees have run a weekly local developmental clinic. In total, 370 children aged 0 to 18 with NDDs have been comprehensively assessed with a detailed history and standardised tools. The model is extending to two divisional hospitals. Research engagement with the team is resulting in the development of a local evidence base. Local, regional and international leadership and collaboration has resulted in increased capacity in the Fijian health system to support children with NDDs.

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12

Maddox, Brenna B., Samantha Crabbe, Rinad S. Beidas, Lauren Brookman-Frazee, Carolyn C. Cannuscio, Judith S. Miller, Christina Nicolaidis, and David S. Mandell. "“I wouldn’t know where to start”: Perspectives from clinicians, agency leaders, and autistic adults on improving community mental health services for autistic adults." Autism 24, no. 4 (November 1, 2019): 919–30. http://dx.doi.org/10.1177/1362361319882227.

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Most autistic adults struggle with mental health problems, and traditional mental health services generally do not meet their needs. This study used qualitative methods to identify ways to improve community mental health services for autistic adults for treatment of their co-occurring psychiatric conditions. We conducted semistructured, open-ended interviews with 22 autistic adults with mental healthcare experience, 44 community mental health clinicians, and 11 community mental health agency leaders in the United States. The participants identified clinician-, client-, and systems-level barriers and facilitators to providing quality mental healthcare to autistic adults. Across all three stakeholder groups, most of the reported barriers involved clinicians’ limited knowledge, lack of experience, poor competence, and low confidence working with autistic adults. All three groups also discussed the disconnect between the community mental health and developmental disabilities systems, which can result in autistic adults being turned away from services when they contact the mental health division and disclose their autism diagnosis during the intake process. Further efforts are needed to train clinicians to work more effectively with autistic adults and to increase coordination between the mental health and developmental disabilities systems. Lay Abstract Most autistic adults struggle with mental health problems, such as anxiety and depression. However, they often have trouble finding effective mental health treatment in their community. The goal of this study was to identify ways to improve community mental health services for autistic adults. We interviewed 22 autistic adults with mental healthcare experience, 44 community mental health clinicians (outpatient therapists, case managers, and intake coordinators), and 11 community mental health agency leaders in the United States. Our participants identified a variety of barriers to providing quality mental healthcare to autistic adults. Across all three groups, most of the reported barriers involved clinicians’ limited knowledge, lack of experience, poor competence, and low confidence working with autistic adults. All three groups also discussed the disconnect between the community mental health and developmental disabilities systems and the need to improve communication between these two systems. Further efforts are needed to train clinicians and provide follow-up consultation to work more effectively with autistic adults. A common suggestion from all three groups was to include autistic adults in creating and delivering the clinician training. The autistic participants provided concrete recommendations for clinicians, such as consider sensory issues, slow the pace, incorporate special interests, use direct language, and set clear expectations. Our findings also highlight a need for community education about co-occurring psychiatric conditions with autism and available treatments, in order to increase awareness about treatment options.

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13

Algahtani, Faris. "The Effectiveness of Computer-Based Learning in Developing Academic Skills for Children with Intellectual Disabilities." International Journal of Childhood, Counselling and Special Education 1, no. 1 (September 2020): 79–99. http://dx.doi.org/10.31559/ccse2020.1.1.5.

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Aim: The study aimed to investigate the effect of using a computer-based program in developing academic skills (reading, writing and arithmetic) for children with mild intellectual disabilities as compared to the conventional teaching instructions. Methods: The study was conducted in intellectual institutions in Jeddah, Saudi Arabia. A randomized controlled trial design was adopted in the study to determine the impact of the intervention. The study sample was composed of boys (n = 19) and girls (n = 21) aged 6 – 10 years who were selected purposively, and randomly assigned to the experimental group and control group. The two-division experimental group one for boys (n = 8) and the other for girls (n = 12) in the experimental group was studied by using an academic skills development program or a computer-based program. Results: The results indicated that there is a positive impact of the academic skills development program, which was applied to the experimental group to improve academic skills. The reason for the absence of gender differences in academic skills for the educational program is the similarity of the educational environment and the activities used in the educational program in terms of skills, activities, training methods, similar abilities and intellectual preparations for the genders, and for their interaction with the program itself. In addition, the program corresponds to the developmental characteristics of both genders, and there are no impediments to the application of the program in both genders.

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14

Classen, Audra I., Eva Horn, and Susan Palmer. "Needs of Military Families: Family and Educator Perspective." Journal of Early Intervention 41, no. 3 (May 18, 2019): 233–55. http://dx.doi.org/10.1177/1053815119847235.

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Limited research has focused on the unique needs of military families and their preschool-age children and even less work focused on military families whose preschool children have special needs or disabilities. Researchers implemented a multicase qualitative research design conducted at two sites to gain the perspectives across all service ranks. The study included two groups of participants from each site including (a) early educators working for the school district associated with each military base, and (b) families who had been deployed within the past 5 years and had a child with a disability, or who was at risk for developing a disability, younger than the age of 8 years. Researchers used a semi-structured question protocol to align with the study’s overarching purpose, theory, extant research on military families, and the Division for Early Childhood (DEC) recommended practices for serving children with special needs and their families. Based on the data gathered, researchers describe professional development needs related to developing transportable detailed Individualized Family Service Plans and Individualized Education Programs, using family-centered approaches, and creating a collaborative partnership between school leadership and military command.

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15

&NA;, &NA;. "DEVELOPMENTAL DISABILITIES." Journal of Developmental & Behavioral Pediatrics 11, no. 1 (February 1990): 41. http://dx.doi.org/10.1097/00004703-199002000-00017.

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16

Blondis, Thomas A., Nancy J. Roizen, Jeffrey H. Snow, and Pasquale J. Accardo. "Developmental Disabilities." Clinical Pediatrics 32, no. 8 (August 1993): 492–98. http://dx.doi.org/10.1177/000992289303200808.

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17

Fullerton, Amanda, Mark Douglass, and Richard A. Dodder. "A reliability study of measures assessing the impact of deinstitutionalization11Data have been obtained through a cooperative agreement with the Oklahoma State University Department of Sociology’s Developmental Disability Quality Assurance Research Project. The Sociology Department at O.S.U. has conducted yearly independent assessments of consumer outcomes for approximately 3700 individuals receiving services from the Oklahoma Department of Human Services, Developmental Disabilities Services Division since 1989." Research in Developmental Disabilities 20, no. 6 (November 1999): 387–400. http://dx.doi.org/10.1016/s0891-4222(99)00020-7.

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18

Bartoshesky, Louis E., and Charmaine Wright. "Intellectual Developmental Disabilities:." Delaware Journal of Public Health 7, no. 2 (March 2021): 6–8. http://dx.doi.org/10.32481/djph.2021.03.004.

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19

Leigh, Jim. "Introduction and Commentary." Learning Disability Quarterly 9, no. 2 (May 1986): 156–57. http://dx.doi.org/10.2307/1510364.

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The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the Division for Learning Disabilities (DLD), the International Reading Association (IRA), the National Association of School Psychologists (NASP), and The Orton Dyslexia Society (ODS).

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20

Hahn, Joan Earle, and Beth A. Marks. "Intellectual and developmental disabilities." Nursing Clinics of North America 38, no. 2 (June 2003): xi—xiv. http://dx.doi.org/10.1016/s0029-6465(02)00102-0.

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21

Kurtz, Lisa A., and Shirley A. Scull. "Rehabilitation for Developmental Disabilities." Pediatric Clinics of North America 40, no. 3 (June 1993): 629–43. http://dx.doi.org/10.1016/s0031-3955(16)38555-8.

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22

Vekemans, Michel. "Genetics of Developmental Disabilities." American Journal of Human Genetics 77, no. 5 (November 2005): 896–97. http://dx.doi.org/10.1086/498250.

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23

Berney, Tom. "Handbook of Developmental Disabilities." Child and Adolescent Mental Health 13, no. 3 (September 2008): 155. http://dx.doi.org/10.1111/j.1475-3588.2008.00500_7.x.

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24

Clarke, David. "Genetics of Developmental Disabilities." Journal of Intellectual Disability Research 50, no. 7 (July 2006): 553–54. http://dx.doi.org/10.1111/j.1365-2788.2006.00802.x.

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25

Long, Toby, and Sarkis Kavarian. "Aging With Developmental Disabilities." Topics in Geriatric Rehabilitation 24, no. 1 (January 2008): 2–11. http://dx.doi.org/10.1097/01.tgr.0000311402.16802.b1.

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26

Ross, Linda J. "Developmental Disabilities: Genetic Implications." Journal of Obstetric, Gynecologic & Neonatal Nursing 23, no. 6 (July 1994): 502–5. http://dx.doi.org/10.1111/j.1552-6909.1994.tb01912.x.

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27

Ogura, Kaeko. "Rehabilitation for Developmental Disabilities." Japanese Journal of Rehabilitation Medicine 53, no. 5 (2016): 365–69. http://dx.doi.org/10.2490/jjrmc.53.365.

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28

Flexer, Carol, Joseph P. Millin, and Lisa Brown. "Children With Developmental Disabilities." Language, Speech, and Hearing Services in Schools 21, no. 3 (July 1990): 177–82. http://dx.doi.org/10.1044/0161-1461.2103.177.

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Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.

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29

Leggett, Janice. "Offenders with Developmental Disabilities." Journal of Applied Research in Intellectual Disabilities 18, no. 2 (June 2005): 193–94. http://dx.doi.org/10.1111/j.1468-3148.2005.00229.x.

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30

Magiati, Iliana. "Handbook of Developmental Disabilities." Journal of Applied Research in Intellectual Disabilities 22, no. 3 (May 2009): 314. http://dx.doi.org/10.1111/j.1468-3148.2007.00420.x.

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31

Cendes, Fernando. "Epilepsy and Developmental Disabilities." Archives of Neurology 60, no. 2 (February 1, 2003): 289. http://dx.doi.org/10.1001/archneur.60.2.289.

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32

Gaag, Rutger Jan. "Handbook of developmental disabilities." Kind & Adolescent 2010, no. 2 (February 2010): 104–5. http://dx.doi.org/10.1007/s12453-010-0015-0.

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33

Batshaw, Mark, Peter Dowrick, Lisa Kurtz, and Susan Levy. "Handbook of Developmental Disabilities." Pediatric Physical Therapy 12, no. 4 (2000): 203–5. http://dx.doi.org/10.1097/00001577-200001240-00014.

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34

Jabali, Tina. "Handbook of Developmental Disabilities." Pediatric Physical Therapy 12, no. 4 (2000): 203???205. http://dx.doi.org/10.1097/00001577-200012040-00014.

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35

Rubin, I. Leslie. "Etiology of developmental disabilities." Infants & Young Children 3, no. 1 (July 1990): 25–32. http://dx.doi.org/10.1097/00001163-199007000-00005.

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36

Steege, Mark W. "Issues in Developmental Disabilities." Contemporary Psychology: A Journal of Reviews 40, no. 1 (January 1995): 64–65. http://dx.doi.org/10.1037/003358.

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37

Wodarski, Lois Ann, Caroline McMillian, and Neema Doshi. "Hypercholesterolemia and developmental disabilities." TOPICS IN CLINICAL NUTRITION 8, no. 4 (October 1993): 66–74. http://dx.doi.org/10.1097/00008486-199309000-00006.

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38

Gulati, Sheffali, and Vani Wasir. "Prevention of developmental disabilities." Indian Journal of Pediatrics 72, no. 11 (November 2005): 975–78. http://dx.doi.org/10.1007/bf02731675.

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39

Bush, Carol T. "People with Developmental Disabilities." Journal of Psychosocial Nursing and Mental Health Services 41, no. 11 (November 2003): 6–7. http://dx.doi.org/10.3928/0279-3695-20031101-03.

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40

Betz, Cecily Lynn. "Developmental Considerations of Adolescents with Developmental Disabilities." Issues in Comprehensive Pediatric Nursing 17, no. 3 (January 1994): 111–20. http://dx.doi.org/10.3109/01460869409078297.

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41

Desrochers, Marcie N., and Matthew G. Hile. "SIDDS: Simulations in developmental disabilities." Behavior Research Methods, Instruments, & Computers 25, no. 2 (June 1993): 308–13. http://dx.doi.org/10.3758/bf03204516.

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42

Harvey, Mark T., and Craig H. Kennedy. "Polysomnographic phenotypes in developmental disabilities." International Journal of Developmental Neuroscience 20, no. 3-5 (June 2002): 443–48. http://dx.doi.org/10.1016/s0736-5748(02)00008-4.

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43

Kropf, Nancy P., and D. Michael Malone. "Interdisciplinary Practice in Developmental Disabilities." Journal of Social Work in Disability & Rehabilitation 3, no. 1 (April 19, 2004): 21–36. http://dx.doi.org/10.1300/j198v03n01_03.

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44

Orr, Lauren E., Gail P. Craig, Jeremy Best, Angela Borland, Dan Holland, Heidi Knodel, Amy Lehman, Chad Mathewson, Melissa Miller, and Mike Pequignot. "Exploring Developmental Disabilities through Literature." TEACHING Exceptional Children 29, no. 6 (July 1997): 14–15. http://dx.doi.org/10.1177/004005999702900604.

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45

Leeds, Sheila. "Therapeutic Exercise in Developmental Disabilities." Pediatric Physical Therapy 17, no. 4 (2005): 286–88. http://dx.doi.org/10.1097/01.pep.0000191720.84085.a5.

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&NA;. "DEVELOPMENTAL DISABILITIES GIVING SPECIAL CARE." Nursing 21, no. 6 (June 1991): 71–72. http://dx.doi.org/10.1097/00152193-199106000-00026.

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47

Noronha, M. "Child Neurology & Developmental Disabilities." Journal of Neurology, Neurosurgery & Psychiatry 52, no. 9 (September 1, 1989): 1119–20. http://dx.doi.org/10.1136/jnnp.52.9.1119-a.

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48

Barnhill, Jarrett, and Donna McNelis. "Overview of Intellectual/Developmental Disabilities." FOCUS 10, no. 3 (January 2012): 300–307. http://dx.doi.org/10.1176/appi.focus.10.3.300.

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49

Dowker, Ann. "Arithmetic in developmental cognitive disabilities." Research in Developmental Disabilities 107 (December 2020): 103778. http://dx.doi.org/10.1016/j.ridd.2020.103778.

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50

McVilly, Keith R. "The Handbook of Developmental Disabilities." Journal of Intellectual & Developmental Disability 34, no. 3 (September 2009): 280. http://dx.doi.org/10.1080/13668250903103973.

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