The Oxford Handbook of Intellectual Disability and Development by Jacob A. Burac

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We know considerably more about persons with intellectual disability than we did even a decade ago. Seeking to improve and increase upon this knowledge, The Oxford Handbook of Intellectual Disability and Development provides a map to continue sophisticated and precise research, to inspire professionals involved with intellectual disability, and to better the lives of persons affected by it.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher 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 andinsurmountable. The goal of The Oxford Handbook of Intellectual Disability and Development is to update the field with new, precise research and sophisticated theory regardingindividuals 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 understandingpersons 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 forexamining the developmental trajectories across persons with any of the many different ID etiologies.

Author Biography

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.

Table of Contents

Part One: Introduction and Overview1. The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual DisabilityJacob A. Burack, Natalie Russo, Heidi Flores, Grace Iarocci, and Edward ZiglerPart Two: Genes and Behavior2. Behavioural Genetics, Genomics, Intelligence, and Mental RetardationGrace Iarocci and Stephen A. Petrill3. The Contribution of Developmental Models towards Understanding Gene-to-Behavior Mapping: The Case of Williams SyndromeMayada Elsabbagh & Annette Karmiloff-Smith4. Linking Genes to Cognition: The Case of Fragile X SyndromeKim M. Cornish, Armando Bertone, Cary S. Kogan, and Gaia ScerifPart Three: Cognitive Development5. The Organization and Development of Spatial Representation: Insights from Williams SyndromeBarbara Landau6. Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the MythsGrace Iarocci, Mafalda Porporino, James T. Enns, and Jacob A. Burack7. Memory and Learning in Intellectual DisabilitiesStefano Vicari8. Short-Term Memory and Working Memory in Mental RetardationChristopher Jarrold and Jon Brock9. Executive Function across Syndromes Associated with Intellectual Disabilities: A Developmental PerspectiveNatalie Russo, Tamara Dawkins, Mariëtte Huizinga, and Jacob A. Burack10. Musical Ability and Developmental DisordersAnjali K. Bhatara, Eve-Marie Quintin, and Daniel J. Levitin11. Brain-Based Methods in the Study of Developmental Disabilities: Examples from ERP and MRI ResearchAlexandra P.F. Key and Tricia A. Thornton-WellPart Four: Language Development12. Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down SyndromeRobin S. Chapman and Elizabeth Kay-Raining Bird13. Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down SyndromeElizabeth Kay-Raining Bird and Robin S. Chapman14. Language Development in Fragile X Syndrome: Syndrome-Specific Features, Within-Syndrome Variation, and Contributing FactorsLeonard Abbeduto, Andrea McDuffie, Nancy Brady, and Sara T. Kover15. Language Development in Williams SyndromeCarolyn B. MervisPart Five: Social-Emotional Development16. Emotional Development in Children with Developmental DisabilitiesConnie Kasari, Laudan Jahromi, and Amanda Gulsrud17. Socio-emotional and Brain Development in Children with Genetic Syndromes Associated with Developmental DelayAlison Niccols, Karen Thomas, and Louis A. Schmidt18. The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic SyndromesJoanna Moss, Patricia Howlin, and Chris OliverPart Six: Family and Context19. Family Well-being and Children with Intellectual DisabilityLaraine Masters Glidden20. Dyadic Interaction between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging AgendasPenny Hauser-Cram, Angela N. Howell-Moneta, and Jessica Mercer Young21. Parenting and Mental Retardation: An attachment perspectiveRinat Feniger-Schaal, David Oppenheim, Nina Koren-Karie, and Nurit Yirmiya22. Children with Down Syndrome: Parents' PerspectivesMichal Al-Yagon and Malka Margalit23. Child Eliciting Effects in Families of Children with Intellectual Disability:Proximal and Distal PerspectivesDeborah J. Fidler24. Life Course Perspectives in Intellectual Disability Research: The Case of Family CaregivingAnna J. Esbensen, Marsha Mailick Seltzer, and Marty Wyngaarden KraussPart Seven: Conclusions and Future Directions25. On Knowing More: Future Issues for Developmental Approaches to Intellectual DisabilitiesJacob A. Burack, Robert M. Hodapp, Grace Iarocci, and Edward ZiglerIndex

Review

highly recommended as an excellent source for both new and experienced practicioners * Journal of Critical Psychology, Counselling & Psychotherapy *

Long 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 andinsurmountable. 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 conceptualcontributions 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 amust-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.

Review Quote

highly recommended as an excellent source for both new and experienced practicioners

Feature

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

Details ISBN0195305019 Pages 432 Series Oxford Library of Psychology Year 2011 ISBN-10 0195305019 ISBN-13 9780195305012 Format Hardcover Edited by Edward Zigler DEWEY 616.8588 Illustrations 50 halftones, 20 color & 100 line illus. Media Book Short Title OXFORD HANDBK OF INTELLECTUAL Edition Description Revised Language English Edition 2nd Author Edward Zigler Publisher Oxford University Press Inc Imprint Oxford University Press Inc Place of Publication New York Country of Publication United States UK Release Date 2011-09-22 Publication Date 2011-09-22 AU Release Date 2011-09-22 NZ Release Date 2011-09-22 US Release Date 2011-09-22 Birth 1954 Affiliation Sterling Professor of Psychology (Emeritus), Yale University Position Sterling Professor of Psychology (Emeritus) Qualifications RN, MEd, GDipAdvNsg (ICU), GCertAdvNsg (Ed), BSocSc, MRCNA; Audience Professional & Vocational We've got this

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