ERIC Number: EJ1132598
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: N/A
Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well-Being
Crnic, Keith A.; Neece, Cameron L.; McIntyre, Laura Lee; Blacher, Jan; Baker, Bruce L.
Child Development, v88 n2 p436-445 Mar-Apr 2017
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence-based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family-focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.
Descriptors: Intellectual Disability, Risk, Parenting Skills, Metacognition, Stress Variables, Clinical Diagnosis, Early Intervention, Behavior Problems, Models, Evidence Based Practice, Child Development, Family Role, Family Relationship, Resilience (Psychology)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A