OXFORD UNIVERSITY PRESS

The Oxford Handbook of Intellectual Disability and Development

ISBN : 9780195305012

Price(incl.tax): 
¥21,560
Author: 
Jacob A. Burack; Robert M. Hodapp; Grace Iarocci; Edward Zigler
Pages
432 Pages
Format
Hardcover
Size
177 x 257 mm
Pub date
Sep 2011
Series
Oxford Library of Psychology
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Though the tremendous amount of recently-emerged developmentally-oriented research has produced much progress in understanding the personality, social, and emotional characteristics of persons with intellectual disabilities (ID), there is still much we don't know, and the vast task of precisely charting functioning in all these areas, while also identifying the associated fine-tuned, complex, and intertwined questions that crop up along the way, seems daunting and insurmountable. The goal of The Oxford Handbook of Intellectual Disability and Development is to update the field with new, precise research and sophisticated theory regarding individuals with ID provided by seasoned developmental theorists who have made original conceptual contributions to the field. This volume is divided into five general sections (ID and its connection to genetics, relationships, cognitive development, socio-emotional development, and development of language), with each focused on a domain of functioning or aspect of life that is inherent to an integrated, transactional perspective of development. While developmental approaches to understanding persons with intellectual disability will continue to emerge, this comprehensive volume is a must-read for specialists and developmental psychologists who must have the conceptual foundations for examining the developmental trajectories across persons with any of the many different ID etiologies.

Index: 

Part One: Introduction and Overview
1. The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
Jacob A. Burack, Natalie Russo, Heidi Flores, Grace Iarocci, and Edward Zigler
Part Two: Genes and Behavior
2. Behavioural Genetics, Genomics, Intelligence, and Mental Retardation
Grace Iarocci and Stephen A. Petrill
3. The Contribution of Developmental Models towards Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
Mayada Elsabbagh & Annette Karmiloff-Smith
4. Linking Genes to Cognition: The Case of Fragile X Syndrome
Kim M. Cornish, Armando Bertone, Cary S. Kogan, and Gaia Scerif
Part Three: Cognitive Development
5. The Organization and Development of Spatial Representation: Insights from Williams Syndrome
Barbara Landau
6. Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
Grace Iarocci, Mafalda Porporino, James T. Enns, and Jacob A. Burack
7. Memory and Learning in Intellectual Disabilities
Stefano Vicari
8. Short-Term Memory and Working Memory in Mental Retardation
Christopher Jarrold and Jon Brock
9. Executive Function across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
Natalie Russo, Tamara Dawkins, Mariette Huizinga, and Jacob A. Burack
10. Musical Ability and Developmental Disorders
Anjali K. Bhatara, Eve-Marie Quintin, and Daniel J. Levitin
11. Brain-Based Methods in the Study of Developmental Disabilities: Examples from ERP and MRI Research
Alexandra P.F. Key and Tricia A. Thornton-Well
Part Four: Language Development
12. Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
Robin S. Chapman and Elizabeth Kay-Raining Bird
13. Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
Elizabeth Kay-Raining Bird and Robin S. Chapman
14. Language Development in Fragile X Syndrome: Syndrome-Specific Features, Within-Syndrome Variation, and Contributing Factors
Leonard Abbeduto, Andrea McDuffie, Nancy Brady, and Sara T. Kover
15. Language Development in Williams Syndrome
Carolyn B. Mervis
Part Five: Social-Emotional Development
16. Emotional Development in Children with Developmental Disabilities
Connie Kasari, Laudan Jahromi, and Amanda Gulsrud
17. Socio-emotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
Alison Niccols, Karen Thomas, and Louis A. Schmidt
18. The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
Joanna Moss, Patricia Howlin, and Chris Oliver
Part Six: Family and Context
19. Family Well-being and Children with Intellectual Disability
Laraine Masters Glidden
20. Dyadic Interaction between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
Penny Hauser-Cram, Angela N. Howell-Moneta, and Jessica Mercer Young
21. Parenting and Mental Retardation: An attachment perspective
Rinat Feniger-Schaal, David Oppenheim, Nina Koren-Karie, and Nurit Yirmiya
22. Children with Down Syndrome: Parents' Perspectives
Michal Al-Yagon and Malka Margalit
23. Child Eliciting Effects in Families of Children with Intellectual Disability:
Proximal and Distal Perspectives
Deborah J. Fidler
24. Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
Anna J. Esbensen, Marsha Mailick Seltzer, and Marty Wyngaarden Krauss
Part Seven: Conclusions and Future Directions
25. On Knowing More: Future Issues for Developmental Approaches to Intellectual Disabilities
Jacob A. Burack, Robert M. Hodapp, Grace Iarocci, and Edward Zigler
Index

About the author: 

Jacob A. Burack, Ph.D., is Professor of School/Applied Developmental Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University, Director of the McGill Youth Study Team (MYST), and a researcher at Hopital Riviere-des-Prairies. Robert M. Hodapp, Ph.D., is a Professor of Special Education in the Department of Special Education at Vanderbilt Peabody College and Director of Research at Vanderbilt University Center for Excellence in Developmental Disabilities. Grace Iarocci, Ph.D., is Associate Professor of Developmental and Clinical Psychology in the Department of Psychology at Simon Fraser University, a Michael Smith Foundation for Health Research Scholar, and Director of the Autism and Developmental Disorders Lab at SFU. Edward Zigler, Ph.D., is Sterling Professor of Psychology (Emeritus) at Yale University, founder and Director Emeritus of Yale's Edward Zigler Center in Child Development and Social Policy.

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