Mental Retardation

Hodapp, Robert M.; Dykens, Elisabeth M.

doi:10.1002/9780470147658.chpsy0412

Cited by 2 publications

(2 citation statements)

References 133 publications

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“…Historically, children with DS were commonly associated with positive personality characteristics such as sociability and cheerfulness (Smith & Wilson 1973); however, current research shows that they are more likely to develop temperaments similar to typical children (Chapman & Hesketh 2000). When speaking of a ‘behavioural phenotype’, features characteristic of children with DS include diagnosis within the moderate ID range, inherent social strengths and interests, a tendency over time to slow in development of intellectual abilities and adaptive behaviour skills, and noted weaknesses in grammar and speech (Hodapp & Dykens 1996). In addition, primary language deficits for children with DS include a delay in speech (first word at approximately 18 months), weaker (than receptive) expressive language skills and unintelligible speech (Roizen 2002).…”

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confidence: 99%

A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autism

Kroeger

Nelson

2005

J intellect Disabil Res

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A combined treatment approach incorporating direct instruction, natural environment teaching and incidental teaching can be effective in increasing and maintaining responsive and spontaneous speech in a child with Down syndrome diagnosed with autism. Replication studies are needed with such multiple dually diagnosed children to further evaluate the effectiveness and generalizability of this combined language programme.

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confidence: 99%

A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autism

Kroeger

Nelson

2005

J intellect Disabil Res

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“…In the United States, just over a third meet proficiency [2]. IDs are less prevalent with 1-3% of the population having this diagnosis, and they tend to have more intensive needs related to functional academics and skills of daily living [33]. Consequently, these two groups of students provide a wide view of the types of services students require and how DBDM can be implemented in inclusive settings.…”

Section: How Data Can Be Used To Inform Inclusive Education In Practi...mentioning

confidence: 99%

Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021

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There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

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Mental Retardation

Cited by 2 publications

References 133 publications

A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autism

A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autism

Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

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