International Review of Research in Developmental Disabilities

Erscheinungsjahr 2016
ISBN: 978-0-12-804785-9
Verlag: William Andrew Publishing

Buch, Englisch, 314 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 700 g

International Review of Research in Developmental Disabilities provides an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes, etc. of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.

Zielgruppe

Academic researchers in developmental and cognitive psychology, as well as neuropsychology.

Autoren/Hrsg.

Weitere Mitwirkende

Hodapp, Robert M.

Fidler, Deborah J.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Biologische Psychologie, Neuropsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie

Inhaltsverzeichnis

1. Parental advocacy across the lifespan

Meghan Burke

2. Abuse and Vulnerability Among Individuals with IDD

Marisa H. Fisher

3. Emergent Anxiety through the Lens of Fragile X

Bridgette Tonnsen

4. Joint Attention and Early Social Developmental Cascades in Neurogenetic Disorders

Laura J. Hahn

5. Neuropsychology of Autism Spectrum Disorder

Gregory Wallace

6. What can neuropsychology teach us about intellectual disability (ID)?: Searching for common and unique features of ID in Down, Fragile X, and Williams syndromes

Nancy Raitano Lee

7. Sleep in Neurodevelopmental Disorders

Anna Esbensen

Über Autor(innen)

Hodapp, Robert M.
Vanderbilt University, Nashville, Tennessee, USA

Fidler, Deborah J.
Dr. Deborah Fidler is a Professor in the Department of Human Development and Family Studies at Colorado State University. Her research expertise is in the area of early development in individuals with neurogenetic syndromes, with a particular focus on the behavioral phenotype in Down syndrome and its implications for intervention and educational practice.