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Nash, Rebecca; Riley, Catharine; Paramsothy, Pangaja; Gilbertson, Kendra; Raspa, Melissa; Wheeler, Anne; Dziuban, Eric J.; Peacock, Georgina – American Journal on Intellectual and Developmental Disabilities, 2019
Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. We describe the educational setting of students with FXS and assess the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample (n = 982). The majority of students…
Descriptors: Genetic Disorders, Intellectual Disability, Behavior Problems, Individualized Education Programs
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Fielding-Gebhardt, Heather; Warren, Steven F. – American Journal on Intellectual and Developmental Disabilities, 2019
The predictive ability of early consonant inventory and intentional communication on later expressive language was examined in 36 boys with fragile X syndrome (FXS). Autism symptom severity was included as a potential moderator. Participants were visited in their homes twice over a 6-year period, and mother-child interactions were videotaped,…
Descriptors: Intellectual Disability, Home Visits, Mothers, Parent Child Relationship
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Thiemann-Bourque, Kathy; Johnson, Lynette K.; Brady, Nancy C. – American Journal on Intellectual and Developmental Disabilities, 2019
Contradictory reports of play strengths and weaknesses for children with autism spectrum disorders (ASD) persist in the literature. We compared the play of 19 children with ASD to 19 typically developing (TD) children matched on language and cognitive skills. All children were verbal. Results revealed no differences in indiscriminate actions,…
Descriptors: Play, Autism, Pervasive Developmental Disorders, Children
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Ledford, Jennifer R.; Barton, Erin E.; Severini, Katherine E.; Zimmerman, Kathleen N. – American Journal on Intellectual and Developmental Disabilities, 2019
The overarching purpose of this article is to provide an introduction to the use of rigorous single-case research designs (SCRDs) in special education and related fields. Authors first discuss basic design types and research questions that can be answered with SCRDs, examine threats to internal validity and potential ways to control for and detect…
Descriptors: Special Education, Research Methodology, Case Studies, Research Design
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Mazurek, Micah O.; Baker-Ericzén, Mary; Kanne, Stephen M. – American Journal on Intellectual and Developmental Disabilities, 2019
Despite the importance of expressive language for individuals with autism spectrum disorder (ASD), expressive language assessments are not consistently included in ASD research and many studies do not adequately describe participants' verbal abilities. A valid and efficient measure of expressive language would facilitate consistent reporting…
Descriptors: Autism, Diagnostic Tests, Observation, Pervasive Developmental Disorders
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Andzik, Natalie R.; Cannella-Malone, Helen I. – American Journal on Intellectual and Developmental Disabilities, 2019
This study evaluated the effects of a pyramidal training approach that used an expert trainer who taught teachers how to train their paraeducators. Three special education teachers were taught to train four paraeducators to provide students with intellectual and developmental disabilities opportunities to initiate (OTI). A multiple baseline design…
Descriptors: Communication Problems, Intellectual Disability, Developmental Disabilities, Special Education Teachers
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Courbois, Yannick; Mengue-Topio, Hursula; Blades, Mark; Farran, Emily K.; Sockeel, Pascal – American Journal on Intellectual and Developmental Disabilities, 2019
The ability to describe routes was assessed in participants with intellectual disability (ID) and participants without ID matched on chronological age (CA) or on mental age (MA). In two experiments, participants learned a route through a virtual environment until they reached a learning criterion. They were then asked to externalize their spatial…
Descriptors: Intellectual Disability, Age, Mental Age, Virtual Classrooms
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Facon, Bruno; Magis, David – American Journal on Intellectual and Developmental Disabilities, 2019
Uncertainty persists regarding the post-childhood trajectory of syntactic acquisition of persons with Down syndrome (DS). In some studies, asymptote is reached in the early teens, whereas others find syntax continuing to develop at least into early adulthood. This study addressed the issue using a cross-sectional approach. Receptive syntax and…
Descriptors: Syntax, Comprehension, Down Syndrome, Vocabulary
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Qian, Xueqin; Larson, Sheryl A.; Tichá, Renáta; Stancliffe, Roger; Pettingell, Sandra L. – American Journal on Intellectual and Developmental Disabilities, 2019
Two non-U.S. quasi-experimental studies reported Active Support training was associated with increased engagement in individuals with IDD, but no randomized controlled trials (RCTs) exist. We evaluated effects of Active Support training on staff assistance, and social and nonsocial engagement in 75 individuals with intellectual and developmental…
Descriptors: Intellectual Disability, Randomized Controlled Trials, Developmental Disabilities, Behavior Problems
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Esbensen, Anna J.; Hoffman, Emily K.; Shaffer, Rebecca; Chen, Elizabeth; Patel, Lina; Jacola, Lisa – American Journal on Intellectual and Developmental Disabilities, 2019
The current study evaluates the psychometric properties of the Behavior Rating Inventory of Executive Function (BRIEF) with children with Down syndrome. Caregivers of 84 children with Down syndrome rated their child's behavior with the BRIEF. Teacher ratings were obtained for 57 children. About 40% of children with Down syndrome were reported by…
Descriptors: Executive Function, Children, Down Syndrome, Behavior Rating Scales
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Bertollo, Jennifer R.; Yerys, Benjamin E. – American Journal on Intellectual and Developmental Disabilities, 2019
Adaptive behavior is a critical metric for measuring outcomes in those with autism spectrum disorder (ASD). Executive function skills predict adaptive behavior in youth with ASD with average or higher IQ; however, no study has examined this relationship in ASD with lower IQ (IQ = 75). The current study evaluated whether executive function…
Descriptors: Intelligence Quotient, Executive Function, Adjustment (to Environment), Nonverbal Ability
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Payakachat, Nalin; Long, Christopher R.; McElfish, Pearl A.; Narcisse, Marie-Rachelle; Felix, Holly C.; Bursac, Zoran; Hudson, Teresa J. – American Journal on Intellectual and Developmental Disabilities, 2019
Little is known about health limitations and service utilization among the Native Hawaiian and Pacific Islander (NHPI) children with developmental disabilities (DDs) due to limited data. Our study examined the prevalence of DDs, health limitations, services used, and the unmet needs of NHPI children aged 3 to 17 years using cross-sectional data…
Descriptors: Incidence, Health Services, Health Needs, Pacific Islanders
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Hamrick, Lisa R.; Tonnsen, Bridgette L. – American Journal on Intellectual and Developmental Disabilities, 2019
Although social communication skills are commonly delayed in children with neurogenetic syndromes (NGS), skill profiles in very young children are largely under characterized, in part due to the lack of validated assessment measures appropriate for these populations. We addressed this gap by validating and applying a popular early social…
Descriptors: Rating Scales, Genetic Disorders, Test Validity, Interpersonal Communication
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Hagiwara, Mayumi; Shogren, Karrie A.; Shaw, Leslie A. – American Journal on Intellectual and Developmental Disabilities, 2019
This secondary analysis examined the impact of respondent-level factors on scores on the "Supports Intensity Scale--Children's Version" (SIS-C) for children and youth with intellectual disability to determine if there were any significant differences in the SIS-C scores by different respondent pairs when considering children's age,…
Descriptors: Children, Youth, Intellectual Disability, Scores
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Faught, Gayle G.; Conners, Frances A. – American Journal on Intellectual and Developmental Disabilities, 2019
Sustained attention (SA) and short-term memory (STM) contribute to language function in Down syndrome (DS). We proposed models in which relations of SA to language in DS are mediated by STM. Thirty-seven youth with DS aged 10-22 years (M = 15.59) completed SA, STM, and language tasks. Cross-sectional mediation analyses were run with the…
Descriptors: Models, Correlation, Attention, Short Term Memory
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