The Oxford Handbook of Intellectual Disability and Development

Edited by Jacob A. Burack, Robert M. Hodapp, Grace Iarocci, and Edward Zigler

Oxford Library of Psychology

An essential, comprehensive resource for researchers, as well as for graduate and undergraduate teaching programs
Takes care to consider the "whole person" in addition to discussing the disability
Focuses on understanding development within the framework of specific populations, such as those of persons with Down, fragile, X, Williams, and other syndromes
Part of THE OXFORD LIBRARY OF PSYCHOLOGY

The Oxford Handbook of Intellectual Disability and Development

Edited by Jacob A. Burack, Robert M. Hodapp, Grace Iarocci, and Edward Zigler

Description

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.

The Oxford Handbook of Intellectual Disability and Development

Edited by Jacob A. Burack, Robert M. Hodapp, Grace Iarocci, and Edward Zigler

Oxford Library of Psychology

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, Mariëtte 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

The Oxford Handbook of Intellectual Disability and Development

Edited by Jacob A. Burack, Robert M. Hodapp, Grace Iarocci, and Edward Zigler

Oxford Library of Psychology

Author Information

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 Hôpital Rivière-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. He is a member of the Institute of Medicine and the American Academy of Arts and Sciences. In the 1970's, he was the founding Director of the U.S. Office of Child Development (now ACYF) and Chief of the U.S. Children's Bureau.

Contributors:

Leonard Abbeduto
Waisman Center
University of Wisconsin
Madison, WI

Michal Al-Yagon
School of Education
Bar-Ilan University
Ramat Gan, Israel

Armando Bertone
Neuroscience Laboratory for Research in Education in Developmental Disorders
Department of Neurology and Neurosurgery
McGill University
Montreal, Quebec

Anjali K. Bhatara
Department of Psychology
McGill University
Montreal, Quebec

Nancy Brady
Schiefelbusch Institute for Life Span Studies
University of Kansas
Lawrence, KS

Jon Brock
Department of Psychology
University of Oxford
Oxford, UK

Jacob A. Burack
Department of Educational & Counselling Psychology
McGill University
Hôpital Rivières-des-Prairies
Montreal, Quebec

Robin S. Chapman
Waisman Center
University of Wisconsin
Madison, WI

Kim M. Cornish
Neuroscience Laboratory for Research in Education in Developmental Disorders
Department of Neurology and Neurosurgery
Department of Educational Psychology
McGill University
Montreal, Quebec

Tamara Dawkins
McGill University
Montreal, Quebec

Mayada Elsabbagh
Centre for Brain and Cognitive Development
Birkbeck, University of London
London, UK

James T. Enns
Department of Psychology
University of British Columbia
Vancouver, British Columbia

Anna J. Esbensen
Waisman Center
University of Wisconsin
Madison, WI

Rinat Feniger-Schaal
Department of Psychology
University of Haifa
Haifa, Israel

Deborah J. Fidler
Department of Human Development and Family Studies
Colorado State University
Ft. Collins, CO

Heidi Flores
Hôpital Rivières-des-Prairies
Montreal, Quebec

Laraine Masters Glidden
Department of Psychology
St. Mary's College of Maryland
St. Mary's City, MD

Amanda Gulsrud
University of California, Los Angeles
Los Angeles, CA

Penny Hauser-Cram
Department of Applied Developmental and Educational Psychology
Boston College
Chestnut Hill, MA

Robert M. Hodapp
Vanderbilt Kennedy Center & Department of Special Education
Nashville, TN

Patricia Howlin
Institute of Psychiatry
King's College London
London, UK

Mariëtte Huizinga
Department of Psychology
University of Amsterdam
The Netherlands

Grace Iarocci
Department of Psychology
Simon Fraser University
Burnaby, British Columbia

Laudan Jahromi
School of Social and Family Dynamics
Arizona State University
Tempe, AZ

Christopher Jarrold
Department of Experimental Psychology
University of Bristol
Bristol, UK

Connie Kasari
Graduate School of Education and Information Studies
University of California, Los Angeles
Los Angeles, CA

Annette Karmiloff-Smith
Centre for Brain and Cognitive Development
Birkbeck, University of London
London, UK

Elizabeth Kay-Raining Bird
School of Human Communication Disorders
Dalhousie University
Halifax, Nova Scotia

Alexandra P.F. Key
Vanderbilt Kennedy Center for Research on Human Development
Department of Hearing and Speech Sciences
Vanderbilt University School of Medicine
Nashville, TN

Cary S. Kogan
Department of Educational Psychology
McGill University
Montreal, Quebec

Nina Koren-Karie
School of Social Work
University of Haifa
Haifa, Israel

Sara T. Kover
Waisman Center
University of Wisconsin
Madison, WI

Marty Wyngaarden Krauss
Office of the Provost
Brandeis University
Waltham, MA

Barbara Landau
Department of Cognitive Science
Johns Hopkins University
Baltimore, MD

Daniel J. Levitin
Department of Psychology
Department of Educational Counseling Psychology
McGill University
Montreal, Quebec

Malka Margalit
School of Education
Tel Aviv University
Tel Aviv, Israel

Andrea McDuffie
Department of Curriculum and Instruction
Indiana University
Bloomington, IN

Carolyn B. Mervis
Department of Psychological and Brain Sciences
University of Louisville
Louisville, KY

Joanna Moss
Centre for Neurodevelopmental Disorders
University of Birmingham
Birmingham, UK

Alison Niccols
Department of Psychiatry & Behavioural Neurosciences
Offord Centre for Child Studies
McMaster University
Hamilton, Ontario

Chris Oliver
Centre for Neurodevelopmental Disorders
University of Birmingham
Birmingham, UK

David Oppenheim
Department of Psychology
University of Haifa
Haifa, Israel

Stephen A. Petrill
Department of Human Development and Family Science
The Ohio State University
Columbus, OH

Mafalda Porporino
McGill University
Montreal, Quebec

Eve-Marie Quintin
Department of Psychology
University of Quebec at Montreal
Montreal, Quebec

Natalie Russo
Children's Research Unit
City College of New York
New York, NY

Gaia Scerif
Department of Experimental Psychology
University of Oxford
Oxford, UK

Louis A. Schmidt
Offord Centre for Child Studies
Department of Psychology, Neuroscience & Behaviour
McMaster University
Hamilton, Ontario

Marsha Mailick Seltzer
Waisman Center
University of Wisconsin
Madison, WI

Karen Thomas
Department of Medicine
McMaster University
Hamilton, Ontario

Tricia A. Thornton-Wells
Department of Molecular Physiology & Biophysics
Center for Human Genetics Research
Vanderbilt Institute of Imaging Science
Nashville, TN

Stefano Vicari
Department of Neuroscience
Institute of Research and Clinical Care
Bambino Gesù Children's Hospital
Institute for Cognitive Sciences and Technologies
European University
Rome, Italy

Nurit Yirmiya
Department of Psychology
School of Education
Hebrew University of Jerusalem
Jerusalem, Israel

Edward Zigler
The Edward Zigler Center in Child Development and Social Policy
Yale University
New Haven, CT