Elsevier S & T

International Review of Research in Mental Retardation

Glidden, Laraine Masters

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Table of contents
  • Contentsv
  • Contributorsix
  • Prefacexi
  • Chapter 1: Theory and Research on Autism: Do We Need a New Approach to Thinking About and Studying T1
  • 1. Introduction2
  • 2. Toward a Developmental Theory of Autism4
  • 3. Characteristics Associated with Autism7
  • 3.1. Arousal/activation and emotion processes7
  • 3.2. Sensory processing12
  • 3.3. Motor characteristics14
  • 3.4. Cognitive characteristics16
  • 3.5. Social interaction deficiencies19
  • 3.6. Communication and language23
  • 3.7. Repetitive, restricted, and stereotyped behavior: A self-regulatory perspective25
  • 4. Future Research Directions28
  • 5. Final Thoughts31
  • Acknowledgments34
  • References34
  • Chapter 2: Social Cognition in Children with Down Syndrome43
  • 1. Introduction44
  • 1.1. The focus of this chapter45
  • 1.2. Social Cognition: What is it and why is it important?47
  • 2. Early Indicators of Emerging Sociocognitive Understanding49
  • 2.1. Attending to people, objects, and the wider environment50
  • 2.2. Nonverbal gestures52
  • 2.3. Imitation54
  • 2.4. Expressing emotion56
  • 2.5. Possible links between early sociocognitive behavior and caregiver styles of interaction57
  • 3. Later Developments in Social Cognition: Understanding and Relating to Others58
  • 3.1. Emotional understanding58
  • 3.2. Theory of mind63
  • 3.3. Empathy and prosocial behavior66
  • 4. Linking Sociocognitive and Cognitive Development: Learning from and with Others68
  • 4.1. Learning with others69
  • 4.2. Learning from others71
  • 5. Conclusions72
  • Acknowledgments76
  • References76
  • Chapter 3: The Development of Social Competence Among Persons with Down Syndrome: From Survival to S87
  • 1. Introduction88
  • 2. The Case for Social Competence Research on DS89
  • 3. Defining the Construct of Social Competence89
  • 3.1. Cognitive influences89
  • 3.2. Social-environmental influences91
  • 4. Status of Evidence on Social Competence in DS92
  • 4.1. Infancy and the preschool years: Dyadic and triadic interactions93
  • 4.2. Middle childhood: Peer interactions, group play, and friendships98
  • 4.3. Adolescence: Intimate relationships and social inclusion103
  • 5. Conclusion109
  • Acknowledgments110
  • References110
  • Chapter 4: The Flynn Effect and the Shadow of the Past: Mental Retardation and the Indefensible and121
  • 1. Introduction122
  • 2. The Flynn Effect and MR Diagnosis122
  • 2.1. MR becomes a matter of life and death122
  • 2.2. A temporary expedient127
  • 2.3. The history of the bottom 2.27%128
  • 2.4. How many of our grandparents had MR?133
  • 2.5. The WISC subtests to the rescue134
  • 2.6. Did almost everyone once have MR?137
  • 3. Possible Solutions137
  • 3.1. Piagetian approach137
  • 3.2. Psychometric approach based on item response theory140
  • 4. Concluding Remarks142
  • 4.1. Temptation to be resisted142
  • 4.2. Necessary tasks142
  • 4.3. Remaining problems145
  • 4.4. "Bring the tires to me"146
  • 4.5. Quid faciendum est?147
  • Acknowledgments148
  • References148
  • Chapter 5: Remaining Open to Quantitative, Qualitative, and Mixed-Method Designs: An Unscientific Co151
  • 1. Introduction152
  • 2. Selecting Appropriate Research Method(s)153
  • 2.1. Researcher-centered influences154
  • 2.2. Contextual influences156
  • 2.3. The clinical research paradigm and critical multiplism158
  • 3. Quantitative, Qualitative, and Mixed-Method Designs159
  • 3.1. Quantitative methods159
  • 3.2. Qualitative methods162
  • 3.3. Quantitative versus qualitative methods170
  • 3.4. Mixed-method designs175
  • 4. Collecting Data Using Different Research Designs182
  • 4.1. Obtaining consent from people with disability182
  • 4.2. Interviewing people with intellectual disability187
  • 4.3. Involving significant others192
  • 5. Summary and Concluding Remarks194
  • Authors' note195
  • References195
  • Chapter 6: Active Support: Development, Evidence Base, and Future Directions205
  • 1. Introduction206
  • 2. What is Active Support?207
  • 2.1. A brief history of Active Support207
  • 2.2. Active Support as a philosophy of care208
  • 2.3. Active Support as a system of planning and review208
  • 2.4. Structural components of Active Support208
  • 2.5. Functional aspects of Active Support components212
  • 3. Staff Training in Active Support214
  • 3.1. Workshop training214
  • 3.2. On-site interactive training214
  • 4. Recent Developments in Active Support and the Training Model215
  • 5. Conceptual Issues217
  • 5.1. Active Support and Normalization217
  • 5.2. Active Support and ABA218
  • 5.3. Active Support and other approaches: PCP and PBS223
  • 6. Setting the Context for Evaluating the Effects of Active Support Implementation225
  • 7. Evidence Base for Active Support227
  • 7.1. Evaluation studies of Active Support227
  • 7.2. Indirect evidence related to Active Support236
  • 8. Discussion and Future Directions238
  • References242
  • Chapter 7: Child Abuse Among Children with Disabilities: What We Know and What We Need to Know251
  • 1. Introduction252
  • 2. Definitional and Methodological Issues253
  • 2.1. Definitional issues253
  • 2.2. Methodological issues258
  • 3. Demographics of Child Abuse in Children with Disabilities263
  • 3.1. Prevalence studies of abuse of children with disabilities263
  • 3.2. Abuse and neglect among specific disabilities265
  • 4. Going Beyond More or Less Abuse269
  • 4.1. The ecology of child abuse: Theoretical issues269
  • 4.2. Characteristics contributing to child abuse among typically developing children271
  • 4.3. Characteristics contributing to abuse among children with disabilities273
  • 5. Remaining Issues for Research278
  • 5.1. Correlates or antecedents?279
  • 5.2. Same or different amounts of each risk factor?279
  • 5.3. What percentage of the variance is accounted for by each risk factor?280
  • 5.4. How should screening and intervention be performed?281
  • 6. Conclusion282
  • Acknowledgments283
  • References283
  • Chapter 8: Siblings of Children with Mental Retardation: The Role of Helping291
  • 1. Introduction292
  • 2. Impact of Having a Sibling with Mental Retardation293
  • 2.1. Negative effects294
  • 2.2. Positive effects295
  • 3. Factors Associated with Adjustment295
  • 3.1. Sex296
  • 3.2. Birth order297
  • 3.3. Socioeconomic status and family size299
  • 3.4. Parental adjustment and family climate300
  • 3.5. Severity and type of mental retardation301
  • 4. Methodological Considerations301
  • 5. Helping by Siblings of Children with Mental Retardation304
  • 5.1. The definition of helping305
  • 5.2. The development of helping behavior306
  • 5.3. Consequences of helping308
  • 6. Conclusions and Future Directions312
  • References313
  • Index319
  • Contents of Previous Volumes327
Book details
  • Vendor Elsevier S & T
  • SKU 9780123662347
  • ISBN-13 9780080557236
  • Author Glidden, Laraine Masters
  • Category Psychology
  • Subject Reference

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Description eBook delivery & access Reviews
International Review of Research in Mental Retardation is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of mental retardation. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.

Volume 35 of the series offers chapters on theory and research, social cognition and social competence in children with Down Sydrome, the Flynn Effect and the role of IQ, remaining open to quantitative, qualitative and mixed-method designs, active support, child abuse, and the role of siblings of children with mental retardation.

The wide range of topics covered in these chapters make Volume 35 of the International Review of Research in Mental Retardation a particularly valuable resource for academic researchers in developmental and cognitive psychology, as well as those in neuropsychology.

*Provides the most recent scholarly research in the study of mental retardation
*A vast range of perspectives is offered, and many topics are covered
*An excellent resource for academic researchers