Developmental Approaches to Children with Mental Retardation: A Second Generation

Hodapp, Robert M.; Burack, Jacob A.

doi:10.1002/9780470939406.ch6

Cited by 7 publications

(9 citation statements)

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“…Furthermore, despite their heightened interest in social engagement, persons with Williams syndrome frequently experience difficulties in forming friendships and even in making conversation while being at increased risk for both social rejection and vulnerability to abuse (Tager-Flusberg & Plesa-Skwerer, 2013). These tempered portrayals of the functioning of persons with Williams syndrome are more consistent with developmentally based delineations of syndrome-specific patterns of behaviors in which the various strengths and weaknesses are linked together in some meaningful and organized ways (Burack, Russo, Gordon Green, Landry, & Iarocci, 2016; Cicchetti & Beeghly, 1990; Cicchetti & Pogge-Hesse, 1982; Hodapp & Burack, 2006; Hodapp, Burack, & Zigler, 1990).…”

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confidence: 56%

Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes

et al. 2016

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Individuals with Williams syndrome and those with Down syndrome are both characterized by heightened social interest, although the manifestation is not always similar. Using a dot-probe task, we examined one possible source of difference: allocation of attention to facial expressions of emotion. Thirteen individuals with Williams syndrome (mean age = 19.2 years, range = 10-28.6), 20 with Down syndrome (mean age = 18.8 years, range = 12.1-26.3), and 19 typically developing children participated. The groups were matched for mental age (mean = 5.8 years). None of the groups displayed a bias to angry faces. The participants with Williams syndrome showed a selective bias toward happy faces, whereas the participants with Down syndrome behaved similarly to the typically developing participants with no such bias. Homogeneity in the direction of bias was markedly highest in the Williams syndrome group whose bias appeared to result from enhanced attention capture. They appeared to rapidly and selectively allocate attention toward positive facial expressions. The complexity of social approach behavior and the need to explore other aspects of cognition that may be implicated in this behavior in both syndromes is discussed.

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confidence: 56%

Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes

et al. 2016

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“…There are over a thousand genetic disorders that are associated with IDD (Hodapp and Burack, 2006). These conditions damage and interfere with the growth and maturation of the brain in during the prenatal, perinatal and postnatal periods.…”

Section: Associated Features: Pb Aetiology Course and Co-morbiditiesmentioning

confidence: 99%

“Intellectual developmental disorders”: reflections on the international consensus document for redefining “mental retardation-intellectual disability” in ICD-11

Bertelli¹,

Münir

Harris

et al. 2016

Advances in Mental Health and Intellectual Disabilities

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Purpose The debate as to whether intellectual disability (ID) should be conceptualized as a health condition or as a disability has intensified as the revision of World Health Organization’s (WHO’s) International Classification of Diseases (ICD) is being finalized. Defining ID as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. The purpose of this paper is to include some reflections on the consensus document produced by the first WHO Working Group on the Classification of MR (WHO WG-MR) and on the process that was followed to realize it. The consensus report was the basis for the development of official recommendations sent to the WHO Advisory Group for ICD-11. Design/methodology/approach A mixed qualitative approach was followed in a series of meetings leading to the final consensus report submitted to the WHO Advisory group. These recommendations combined prior expert knowledge with available evidence; a nominal approach was followed throughout with face-to-face conferences. Findings The WG recommended a synonym set (“synset”) ontological approach to the conceptualisation of this health condition underlying a clinical rationale for its diagnosis. It proposed replacing MR with Intellectual Developmental Disorders (IDD) in ICD-11, defined as “a group of developmental conditions characterized by a significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills”. The WG further advised that IDD be included under the parent category of neurodevelopmental disorders, that current distinctions (mild, moderate, severe and profound) be continued as severity qualifiers, and that problem behaviours removed from its core classification structure and instead described as associated features. Originality/value Within the ID/IDD synset two different names combine distinct aspects under a single construct that describes its clinical as well as social, educational and policy utilities. The single construct incorporates IDD as a clinical meta-syndrome, and ID as its functioning and disability counterpart. IDD and ID are not synonymous or mirror concepts as they have different scientific, social and policy applications. New diagnostic criteria for IDD should be based on a developmental approach, which accounts for the complex causal factors known to impact the acquisition of specific cognitive abilities and adaptive behaviours. The paper focuses on a new clinical framework for the diagnosis of IDD that also includes and complements the existing social, educational and policy components inherent in ID.

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“…The cause of familial ID would be related to having parents with low IQ, relatives with ID, or low socioeconomic status, whereas the cause for an organic ID is explicitly coupled to a biological cause; such as Down syndrome (DS), Williams syndrome (WS), or that the person has experienced prenatal or perinatal injuries (Bennett-Gates & Zigler, 1998;Zigler, 1967). During the 1990s the theory was expanded, and environmental factors within individuals with both familial and organic ID were considered important aspects of ID (Hodapp et al, 1998). Zigler's (1967) models and the emphasis on considering the aetiology of the ID has had at least two implications for the study of ID (Burack et al, 2012).…”

Section: The Developmental Delay and Difference Modelsmentioning

confidence: 99%

Time to Plan : How to support everyday planning in adolescents with intellectual disability

Palmqvist

2020

Studies From the Swedish Institute for Disability Research

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Studies from the Swedish Institute for Disability Research No. 100 At the Faculty of Arts and Sciences at Linköping University, research and doctoral studies are carried out within broad problem areas. Research is organized in interdisciplinary research environments and doctoral studies mainly in graduate schools. Jointly, they publish the series Linköping Studies in Arts and Science. This thesis comes from the Swedish Institute for Disability Research at the Department of Behavioural Sciences and Learning.

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Developmental Approaches to Children with Mental Retardation: A Second Generation

Cited by 7 publications

References 120 publications

Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes

Attention allocation to facial expressions of emotion among persons with Williams and Down syndromes

“Intellectual developmental disorders”: reflections on the international consensus document for redefining “mental retardation-intellectual disability” in ICD-11

Time to Plan : How to support everyday planning in adolescents with intellectual disability

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