Relevant bibliographies by topics / Developmental disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Developmental disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Developmental disabilities"

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&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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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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Olusanya, Bolajoko O., Claudine Storbeck, Vivian G. Cheung, and Mijna Hadders-Algra. "Disabilities in Early Childhood: A Global Health Perspective." Children 10, no. 1 (January 12, 2023): 155. http://dx.doi.org/10.3390/children10010155.

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Prior to the launch of the United Nations Sustainable Development Goals (SDGs) in 2015, childhood disability was rarely considered an important subject in global health. The SDGs till 2030 now require that children under 5 years who are at risk of not benefitting from inclusive quality education are identified, monitored, and promptly supported. A new tool for identifying children who are not developmentally on track has been developed by UNICEF but has limited sensitivity for detecting children with disabilities due to reliance on parental assessment of child behavior in certain everyday situations. In this paper, we identified conditions that are commonly associated with developmental disabilities based on the International Classification of Diseases (ICD) codes and clarified the concept of “developmentally on track” as it relates to children with developmental disabilities and developmental delays. We summarized the latest evidence on the global burden of developmental disabilities in children under 5 years based on the diagnostic and functional approaches for measuring disabilities at the population level. We highlighted the global health context for addressing the needs of children with developmental disabilities and provided an overview of the opportunities and the role of pediatric caregivers in supporting children with developmental disabilities.
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Resti, Amelia, and Yohannes Firzal. "PENERAPAN PRINSIP DESAIN RICHARD MEIER PADA PEKANBARU DEVELOPMENTAL CHILDREN OF DISABILITY." Vitruvian Jurnal Arsitektur Bangunan dan Lingkungan 9, no. 3 (June 29, 2020): 121. http://dx.doi.org/10.22441/vitruvian.2020.v9i3.001.

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ABSTRAKPekanbaru sebagai Ibu Kota dari Provinsi Riau belum adanya fasilitas yang mampu memberikan pelayan secara lengkap terhadap anak penyandang disabilitas berupa pendidikan non formal dan terapi. Hal ini juga tertera dalam UUD No 4 Th 2007 bahwa anak disabilitas belum optimal dalam pemperoleh pelayanan yang dibutuhkan kerena kemudahan aksesibilitas belum dapat dipenuhi. Tujuan dari perancangan Pekanbaru developmental children of disability ini mampu memberikan fasilitas dan layanan pendidikan nonformal serta terapi yang dibutuhkan oleh anak penyandang disabilitas baik secara fisik maupun mental, serta dengan penerapan prinsip desain Richard Meier dapat memberikan pengaruh dan dampak pisikologi yang baik bagi anak disabilitas. Jurnal ini membahas tentang karakter anak disabilitas, jenis edukasi dan terapi yang dibutuhkan anak disabilitas serta cara penanganan anak disabilitas, serta hubungan fungsi terhadap tema perancangan. Manfaat pada perancangan pekanbaru developmental children of disability bahwa adanya wadah yang mampu memberikan fasilitas dan mewadahi kebutuhan yang beragam oleh anak penyandang disabilitas, dengan menggunakan prinsip desain Richard Meier dapat mempermudah aktivitas anak disabilitas berada di bangunan. Metode penelitian yang digunakan berupa pengamatan, wawancara dan data literatur. Pekanbaru developmental children of disability ini muncul sebagai jawaban ketidak setaraan kesempatan yang terjadi pada anak penyandang disabilitas. Pada perancangan ini terdiri dari fasilitas pendidikan nonformal berupa edukasi, pelatihan dan penampilan, seta terapi yang dibutuhan anak disabilitas yang terdiri dari indoor dan outdoor yang berupa healing garden. Dengan menerapkan karakter desain Richard Meier serta penerapan standar khusus yang dibutuhkan oleh anak penyandang disabilitas yang mampu memberikan kenyamanan rancangan terhadap pengguna. Pada perancangan ini merapkan konsep friendly interacation yang didapatkan dari keterkaitan fungsi serta tema pada rancangan. ABSTRACTThe basics Pekanbaru as the capital of Riau Province has no facilities that can provide a complete service to children with disabilities in the form of non-formal education and therapy. This is also stated in the Constitution No. 4 of 2007 that children with disabilities have not been optimal in obtaining the services needed because the accessibility has not been fulfilled. The purpose of designing Pekanbaru developmental is able to provide non-formal education facilities and services and therapies needed by children with disabilities both physically and mentally, and with the application of Richard Meier design principles can provide a good psychological impact and impact on children with disabilities. This journal discusses the character of children with disabilities, the types of education and therapy children with disabilities and how to handle children with disabilities, and the relationship of functions to the design theme. The benefit of the design of the developmental children of disability week is that a container that is able to provide facilities and accommodate the diverse children with disabilities, using Richard Meier's design principles can facilitate the activities of children with disabilities in buildings. The research method used in the form of observations, interviews, and literature data. Pekanbaru developmental emerged as an answer to the inequality of opportunity that occurs in children with disabilities. this design consists of non-formal education facilities in the form of education, training, and appearance, and therapy needs of children with disabilities consisting of indoor and outdoor in the form of a healing garden. Character design of Richard Meier and the application of special standards required by children with disabilities who are able to provide design comfort to the user. this design apply the concept of friendly interaction obtained from the interrelation of functions and themes in the design.
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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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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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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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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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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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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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Dissertations / Theses on the topic "Developmental disabilities"

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Faux, S. A., and Wendy M. Nehring. "Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6713.

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Book Summary: Nurses play a key role in high-quality health care for people with intellectual and developmental disabilities (IDD)--and now this up-to-date textbook fully prepares them to provide patients with the best possible services across the lifespan. The most comprehensive text available for nurses who specialize in IDD, this essential book clarifies evidence-based practices and gives readers an integrated, interdisciplinary approach to care that meets each person's individual needs. Cecily Betz and Wendy Nehring--authors of the respected text Promoting Health Care Transitions for Adolescents with Special Health Care Needs and Disabilities--gather the latest research and wisdom of 18 diverse authorities in the medical field. Together, they give pre- and in-service nurses the foundation of knowledge they need to help ensure equal access to health care for people with IDD choose from today's models and philosophies of carepromote their patients' psychosocial developmentprovide effective physical careconduct health assessments and develop individualized plans of caremaintain successful interdisciplinary collaboration with other professionals address the issues associated with specific disabilities, including autism, Down syndrome, cerebral palsy, fragile X, sensory impairment, and medical and behavioral health problems support developmental transitions across the lifespan expand their knowledge of genetics and apply it to nursing practice skillfully manage ethical and legal issuesunderstand the service agencies used by individuals with IDD Enhanced with clinical practice guidelines to support effective work with individuals who have IDD, this textbook lights every nurse's path to person-centered, evidence-based care that improves their patients' lives.
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Murray, Meghan. "Developmental Disabilities and Family Dynamics." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495883075851037.

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Smith, Heather Kathleen. "Church attendance of adults with developmental disabilities." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1362.

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Nowak, Reneé André. "Self-determination skills used by individuals with developmental disabilities : perceptions of adults with developmental disabilities and advocates /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7910.

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Neely-Barnes, Susan L. "Consumer choice in developmental disability services : assessing the impact on quality of life indicators /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8135.

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Cox, Judith 1959. "Children with developmental disabilities : finding permanent homes." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.

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Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.
These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.
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Lees-Warley, Gemma T. "Deliberate firesetting by adults with developmental disabilities." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5180/.

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This thesis is submitted in partial fulfilment to the requirements for the degree of Doctor of Clinical Psychology at the University of Birmingham and comprises two volumes. Volume I of the thesis contains the research component and is presented in the form of three papers related to deliberate firesetting by people with low intellectual functioning. The first paper is a systematic review of the literature in which the existing evidence has been critically examined to determine what is known about adults with low intellectual functioning who deliberately set fires. The second paper is an empirical research paper which utilised Interpretative Phenomenological Analysis (IPA) to qualitatively explore the experiences of deliberate firesetting by seven adult men with mild intellectual disabilities detained in a secure forensic learning disability service. The third paper is a public domain briefing paper which summarises the main findings of the systematic review and empirical paper and has been produced for distribution to wider audiences and for the individuals who agreed to participate in the empirical research study. Volume II of the thesis comprises the written clinical component and consists of five Clinical Practice Reports (CPR) which relate to work completed during five training placements.
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Viola, Teresa. "Remediating behaviour problems in children with developmental disabilities." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.

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The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.
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Smith, Matthew S. "Employment affect of working adults with developmental disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1526955.

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The unemployment rate for people with developmental disabilities is almost 7 times higher than the current national unemployment statistics. Research indicates that the majority of those with developmental disabilities do wish to work and moreover, have many skills and talents that organizations can benefit from. This paper aims to use common industrial and organizational psychological measures in a unique population--developmentally disabled adults. Specifically, the present study examines the job satisfaction, affective commitment, and turnover intentions of adults with developmental disabilities from the Harbor Regional Center and Regional Center of Orange in Southern California. This is the first research h that examines affective feelings about employment in the developmentally disabled population in Los Angeles and Orange counties. Results from the study show that adults with developmental disabilities had higher than expected job satisfaction and affective commitment towards their job. They also had lower turnover intentions than expected.

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Nolting, Claudia. "Resilience in families of children with developmental disabilities." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4371.

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Thesis (MA (Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Family resilience refers to the family’s ability to overcome adversity using inherent and/or acquired strengths and resources. The aim of this study was to identify factors contributing to the successful adaptation, or resilience, of families following the birth or diagnosis of a child with a developmental disability. The study is based on the theoretical frameworks of family resilience proposed by McCubbin and McCubbin (1996) and Walsh (2003), namely the Family Resiliency Model of Family Stress, Adjustment and Adaptation and the Family Resilience Framework. The study population in this study comprised 40 families with a child with a developmental disability living in the Boland region of the Western Cape. One parent from each family was asked to complete a number of quantitative measuring instruments and answer an open-ended question aimed at identifying the strengths and resources contributing to the family’s adaptation. Quantitative data was analysed through analyses of variance, Pearson product-moment correlations and a multiple regression analysis. The qualitative data was analysed using thematic content analysis. These analyses revealed that an acceptance of the situation, positive patterns of family communication, commitment and support within the family unit, and a positive attitude with regard to new experiences and challenges facilitate family adaptation and resilience, while negative patterns of communication within the family were found to be inversely related to family adaptation. An inverse association was also found between age of the child with a disability and family adaptation. These findings suggest some possible avenues of intervention by which the adaptation of families with a child with a developmental disability in South Africa can be facilitated or supported.
AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid verwys na die gesin se vermoë om terugslae en teenspoed te oorkom deur die gebruik van bestaande en aangeleerde sterktes en hulpbronne. Die doel van die huidige studie was om kwaliteite te identifiseer wat tot die aanpassing, en dus veerkragtigheid, van gesinne met ‘n kind met ‘n ontwikkelingsgestremdheid bydra. Die studie is gebaseer op die teoretiese raamwerke wat deur McCubbin en McCubbin (1996) en Walsh (2003) voorgestel is, naamlik die Family Resiliency Model of Family Stress, Adjustment and Adaptation en die Family Resilience Framework. Veertig gesinne van ‘n kind met ‘n ontwikkelingsgestremdheid wat in die Bolandgebied in die Wes-Kaap bly, het aan die studie deelgeneem. ‘n Reeks kwantitatiewe vraelyste en ‘n oopeinde-vraag is deur een ouer van elke gesin voltooi. Hierdie vraelyste en oopeinde-vraag was gerig op die identifisering van sterktes en hulpbronne wat tot die suksesvolle aanpassing van die gesin bydra. Die kwantitatiewe data is ontleed deur gebruik te maak van variansieontleding, die berekening van Pearson-produkmomentkorrelasies en meerregressie-ontledings. Die kwalitatiewe data is ontleed deur gebruik te maak van tematiese inhoudsontleding. Die kwantitatiewe en kwalitatiewe ontledings het getoon dat aanvaarding van die situasie, positiewe kommunikasie tussen gesinslede, toegewydheid tot die gesin, gesinseenheid en ‘n positiewe houding om krisisse as `n uitdaging te beskou, belangrike veerkragtigheidskwaliteite is, terwyl negatiewe en opruiende kommunikasie in die gesin omgekeerd met aanpassing verband hou. ‘n Omgekeerde verband is ook gevind tussen gesinsaanpassing en die ouderdom van die kind met ‘n gestremdheid. Hierdie bevindings kan bydra tot die ontwikkeling van ingrypingsprogramme waardeur die aanpassing van Suid-Afrikaanse gesinne met ‘n kind met ‘n gestremdheid gefasiliteer en ondersteun kan word.
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Books on the topic "Developmental disabilities"

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Greydanus, Donald E., Dilip R. Patel, and Helen D. Pratt. Developmental disabilities. Philadelphia, Pa: Saunders, 2009.

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J, Accardo Pasquale, Whitman Barbara Y, and Behr Shirley K, eds. Dictionary of developmental disabilities terminology. 2nd ed. Baltimore, Md: Paul H. Brooks Pub., 2002.

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Y, Whitman Barbara, ed. Dictionary of developmental disabilities terminology. Baltimore: Paul H. Brookes Pub. Co., 1996.

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Lindsay, William R., John L. Taylor, and Peter Sturmey, eds. Offenders with Developmental Disabilities. West Sussex, England: John Wiley & Sons, Ltd, 2004. http://dx.doi.org/10.1002/9780470713440.

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Nelson Goff, Briana S., and Piland Springer Nicole. Intellectual and Developmental Disabilities. Edited by Briana S. Nelson Goff and Nicole Piland Springer. First edition. | New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315562490.

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M, Pueschel Siegfried, and Mulick James A. 1948-, eds. Prevention of developmental disabilities. Baltimore: Brookes Pub. Co., 1990.

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R, Lindsay William, Taylor John L. 1961-, and Sturmey Peter, eds. Offenders with developmental disabilities. Chichester, West Sussex, England: Wiley, 2004.

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American Association on Intellectual and Developmental Disabilities., ed. Intellectual and developmental disabilities. Washington, D.C: American Association on Intellectual and Developmental Disabilities, 2007.

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Orrin, Devinsky, and Westbrook Lauren E, eds. Epilepsy and developmental disabilities. Boston: Butterworth-Heinemann, 2002.

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Ontario Association on Developmental Disabilities, ed. Developmental disabilities in Ontario. 3rd ed. Toronto]: Ontario Association on Developmental Disabilities, 2011.

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Book chapters on the topic "Developmental disabilities"

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Spirrison, Charles L., and Xenia Anastassiou-Hadjicharalambous. "Developmental Disabilities." In Encyclopedia of Child Behavior and Development, 489–90. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_820.

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Upchurch Sweeney, C. Renn, J. Rick Turner, J. Rick Turner, Chad Barrett, Ana Victoria Soto, William Whang, Carolyn Korbel, et al. "Developmental Disabilities." In Encyclopedia of Behavioral Medicine, 570–73. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_738.

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Wheeler, Anne. "Developmental Disabilities." In Encyclopedia of Quality of Life and Well-Being Research, 1605–8. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3343.

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Carpenter, Nancy J., Kristin May, Benjamin Roa, and Jack Tarleton. "Developmental Disabilities." In Molecular Pathology in Clinical Practice: Genetics, 71–84. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-87374-9_6.

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Duncan, Burris R., Jennifer G. Andrews, Heidi L. Pottinger, and F. John Meaney. "Developmental Disabilities." In Nutrition and Health in a Developing World, 523–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43739-2_24.

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Dowling, Monica. "Developmental Disabilities." In Encyclopedia of Behavioral Medicine, 1–4. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6439-6_738-2.

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Neef, Nancy A., and Stephanie M. Peterson. "Developmental Disabilities." In Behavior Theory and Philosophy, 369–89. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-4590-0_20.

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Developmental Disabilities." In Encyclopedia of Autism Spectrum Disorders, 888–89. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1428.

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Carpenter, Nancy J., Kristin May, Benjamin Roa, and Jack Tarleton. "Developmental Disabilities." In Molecular Pathology in Clinical Practice, 73–86. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-33227-7_6.

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Dowling, Monica. "Developmental Disabilities." In Encyclopedia of Behavioral Medicine, 635–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_738.

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Conference papers on the topic "Developmental disabilities"

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Gotfrid, Taylor. "Games for People with Developmental Disabilities." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2982142.2982148.

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Rector, Kyle. "Session details: Users with Developmental Disabilities." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3254065.

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Koroleva, Yulia. "Social Needs Of Adolescents With Developmental Disabilities." In International Scientific Conference “Personality in Norm and in Pathology. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.04.6.

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Dudakovic, Fran, Marin Maskarin, Vjekoslav Matecic, Lucija Razenj, Zeljka Car, Ivana Rasan, and Matea Zilak. "Learning Colors - Application for Children with Developmental Disabilities." In 2018 International Symposium ELMAR. IEEE, 2018. http://dx.doi.org/10.23919/elmar.2018.8534588.

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Tubele, Sarmite. "Prevention of Learning Disabilities in Pre-school Children." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.
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Ogoshi, Sakiko, Yasuhiro Ogoshi, and Akemi Emoto. "Development of individual education support system for children with developmental disabilities." In ACIT 2019: 7th ACIS International Conference on Applied Computing and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325291.3325380.

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Rakap, Salih. "PARENTING CHILDREN WITH DEVELOPMENTAL DISABILITIES DURING COVID-19 OUTBREAK." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2359.

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Štimac, Maja, Ksenija Romstein, and Tena Velki. "481 Features of breastfeeding of children with developmental disabilities." In 10th Europaediatrics Congress, Zagreb, Croatia, 7–9 October 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-europaediatrics.481.

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Roche, Tricia, and Anne Marshall. "EXPLORING TRANSITIONS TO EMPLOYMENT FOR YOUNG ADULTS WITH DEVELOPMENTAL DISABILITIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2151.

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Shamsuddin, Syamimi, Norjasween Abdul Malik, Hanafiah Yussof, Salina Mohamed, Fazah Akhtar Hanapiah, and Farhana Wan Yunus. "Telerehabilitation in robotic assistive therapy for children with developmental disabilities." In 2014 IEEE Region 10 Symposium. IEEE, 2014. http://dx.doi.org/10.1109/tenconspring.2014.6863060.

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Reports on the topic "Developmental disabilities"

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Totten, Joseph. Travel Behaviors of Persons with Intellectual and Developmental Disabilities. Portland State University, June 2019. http://dx.doi.org/10.15760/ccemp.45.

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Zablotsky, Benjamin, Amanda Ng, Lindsey Black, and Stephen Blumberg. Diagnosed Developmental Disabilities in Children Aged 3–17 Years: United States, 2019–2021. National Center for Health Statistics (U.S.), July 2023. http://dx.doi.org/10.15620/cdc:129520.

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This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3–17 years from the 2019–2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.
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Thakur, Urvashi, Shantanu Menon, and Kushagra Merchant. Ummeed Child Development Center: A hope for Acceptance. Indian School Of Development Management, March 2023. http://dx.doi.org/10.58178/2303.1020.

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This case study engages with the journey of Ummeed Child Development Center, a non-profit based in Mumbai, working in the field of developmental disabilities amongst children. Part of its story is closely wound up with the story of Vibha Krishnamurthy, a developmental paediatrician who, along with her team at Ummeed, has put in a pioneering effort to wean developmental disabilities away from the shadows of public and private conversations and to bring a holistic lens to awareness about them, interventions for them, and including others into mainstreaming the cause and seeking solutions for it. Remarkably, it has made what is often a solitary and anxious concern for parents into a collective and caring process providing a chance for parents themselves to participate in the development of their child. The result has been that Ummeed has become a point of reference when it comes to childhood disabilities. This case-study, in tracing Ummeed’s journey, also unfolds what it means to build and sustain a culture on which such a practice can stand: a culture that must deal with multiple interventions through multiple types of talent all the while holding true to what it means to care for a child. As far as case studies go, this case study aims to speak not only to learners and practitioners of management but also to parents of children with developmental disabilities, so that they too might find an echo of their concerns, and a hope for tomorrow; as well as to all of us as a broader society that contributes to the experiences of people with disabilities and their families.
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Adams, Chelsea. Communicating job skills to individuals living with developmental disabilities: Preparation of a wireframe prototype. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-385.

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Stack, Erin. Empowerment in Community-Based Participatory Research with Persons with Developmental Disabilities: Perspectives of Community Researchers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.550.

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AlFaris, Nora, Saleh AlSalehi, Naseem Alshwaiyat, Reham Alagal, Lujain AlMousa, Jozaa ALTamimi, Raed AlZarah, et al. Nutritional status and dietary behaviors of children with intellectual or developmental disabilities in Saudi Arabia. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2024. http://dx.doi.org/10.37766/inplasy2024.2.0055.

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Hopfer, Elizabeth Newcomb, Lauren San Diego, Jo'ell Maree, Meeshay Williams Wheeler, Heather Colleran, and Devona L. Dixon. Digital Closets � An Engaging Method of Teaching Wardrobe Basics to Adults With Intellectual and Developmental Disabilities. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.11199.

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Fletcher, Jason, Nicole Hair, and Barbara Wolfe. Am I my Brother's Keeper? Sibling Spillover Effects: The Case of Developmental Disabilities and Externalizing Behavior. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18279.

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Steckelberg, Eva. A sample relationship of vitamin D levels and bone health in people with intellectual and developmental disabilities. Ames (Iowa): Iowa State University, May 2024. http://dx.doi.org/10.31274/cc-20240624-81.

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Spencer, Trina, Kerstin Tönsing, and Shakila Dada. Augmentative and Alternative Communication (AAC) Interventions that Promote Labeling, Commenting, and Telling: A Systematic Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0078.

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Review question / Objective: The aim of this systematic review is to identify and describe the augmentative and alternative communication (AAC) interventions that improve the labeling, commenting, and telling skills of children with communication disabilities. To that end, the following questions will be addressed: What is the quality and quantity of research investigating AAC interventions to promote labeling, commenting, and telling skills of children with communication disabilities? Which (if any) AAC interventions have sufficient empirical evidence to support their recommendation in practice for teaching children with communication disabilities labeling, commenting, and telling skills? Condition being studied: Speech is the primary modality of communication and socialization. However, not all individuals develop functional speech due to a variety of developmental or acquired disabilities, such as autism spectrum disorders (ASD), cerebral palsy (CP), or traumatic brain Injury. Although diagnoses vary, all these individuals share the condition of being unable to meet all the communication needs that others without disabilities typically meet through speech. Such Individuals are typically described as having complex communication needs or a severe communication disorder, or as requiring augmentative and alternative communication (Von Tetzchner & Basil, 2011).
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