Details

Autor(en) / Beteiligte

• Sturmey, Peter,
• Lang, Russell,

Titel

Adaptive behavior strategies for individuals with intellectual and developmental disabilities : evidence-based practices across the life span

Ort / Verlag

Cham, Switzerland : Springer,

Erscheinungsjahr

[2021]

Link zum Volltext

• SpringerLink Books - AutoHoldings

Beschreibungen/Notizen

• Includes bibliographical references and index.
• Intro -- Preface -- Contents -- Contributors -- Chapter 1: Adaptive Behavior and Functional Life Skills Across the Lifespan: Conceptual and Measurement Issues -- 1.1 Definition and History -- 1.2 Disorders Associated with Deficits in Adaptive Behavior -- 1.2.1 Developmental Disabilities -- 1.2.2 Autism Spectrum Disorder -- 1.2.3 Intellectual Disability -- 1.2.4 Relation Between Adaptive Behavior and Intellectual Functioning -- 1.2.5 Importance of Adaptive Behavior -- 1.3 Assessment of Adaptive Behavior -- 1.3.1 Adaptive Behavior Assessment System: Third Edition -- 1.3.2 Adaptive Behavior Diagnostic Scale -- 1.3.3 Diagnostic Adaptive Behavior Scale -- 1.3.4 Vineland Adaptive Behavior Scale, Third Edition -- 1.3.5 Other Means and Measures -- 1.3.6 Social Skills Improvement System: Rating Scales -- 1.3.7 Texas Functional Living Scale -- 1.3.8 Teaching Adaptive Behavior -- 1.4 Summary and Conclusions -- References -- Chapter 2: Interventions to Support Feeding in People with Intellectual and Developmental Disabilities -- 2.1 Eating and Feeding -- 2.1.1 Picky Eating -- 2.1.2 Disabilities and Persistent Feeding Problems -- 2.1.3 A Continuum of Pediatric Feeding Disorders -- 2.1.4 Common Behavioral Deficits and Excesses -- 2.1.4.1 Behavioral Deficits -- 2.1.4.2 Behavioral Excesses -- 2.1.4.3 The Development and Maintenance of Feeding Problems -- 2.1.5 Evidence-Based Treatment -- 2.2 Method -- 2.2.1 Search Procedures -- 2.2.2 Inclusion and Exclusion Criteria -- 2.2.3 Data Extraction and Interobserver Agreement -- 2.2.4 Classification of Certainty of Evidence -- 2.3 Results -- 2.3.1 Participant Characteristics -- 2.3.2 Study Characteristics -- 2.3.3 Results Aggregated by Age Group -- 2.3.3.1 Toddler -- 2.3.3.2 Preschool -- 2.3.3.3 School Age -- 2.3.3.4 Adolescent -- 2.3.3.5 Adulthood -- 2.4 Discussion -- 2.5 Recommendations -- 2.6 Conclusions.
• References -- Chapter 3: Empirically Supported Strategies for Teaching Personal Hygiene Skills to People with Intellectual Disabilities -- 3.1 Personal Hygiene and Grooming Skills -- 3.1.1 Challenges in Acquisition of Personal Hygiene Skills -- 3.2 Assessment and Treatment Formulation -- 3.2.1 Selecting Developmentally Appropriate Target Hygiene Skills -- 3.2.2 Task Analysis of the target skill -- 3.3 Empirically Supported Intervention Approaches -- 3.3.1 Chaining Procedures -- 3.3.2 Prompting -- 3.3.3 Modeling Procedures -- 3.3.4 Activity-Based Intervention Approaches -- 3.3.5 Visual Supports -- 3.4 Teaching Specific Hygiene Skills -- 3.4.1 Dressing Skills -- 3.4.2 Oral Hygiene Skills -- 3.4.3 Menstrual Care -- 3.4.4 Washing and Bathing Skills -- 3.4.4.1 Handwashing -- 3.4.5 Grooming Skills -- 3.4.6 Toilet Training Skills -- 3.4.7 Self-Care Routines -- 3.5 Recommendations for Further Research -- 3.6 Conclusion -- References -- Chapter 4: Teaching Communication Skills to People with Intellectual and Developmental Disabilities -- 4.1 Communication in Developmental and Intellectual Disabilities -- 4.1.1 Chapter Aim -- 4.2 Historical Overview -- 4.3 Contemporary Intervention Approaches -- 4.3.1 Applied Verbal Behavior -- 4.3.1.1 Mand -- 4.3.1.2 Tact -- 4.3.1.3 Intraverbal -- 4.3.1.4 Echoic -- 4.3.2 Functional Communication Training -- 4.3.2.1 Implementing FCT -- 4.3.3 Naturalistic Developmental Behavioral Intervention -- 4.3.3.1 Pivotal Response Treatment (PRT) -- 4.4 Summary and Conclusions -- References -- Chapter 5: Teaching Academic Skills to People with Intellectual and Developmental Disability -- 5.1 Academic Skills -- 5.2 Review of Literature -- 5.2.1 Selecting Academic Goals and Objectives -- 5.2.2 Research-Based Practices -- 5.2.2.1 Systematic Instruction -- 5.2.2.2 Prompting -- 5.2.2.3 Time Delay -- 5.2.2.4 Stimulus Prompting and Fading.
• 5.2.2.5 Task Analysis -- 5.2.2.6 Reinforcement -- 5.2.2.7 Error Correction -- 5.2.2.8 Multiple Exemplars -- 5.2.2.9 Visual Support -- 5.2.2.10 Video Modeling -- 5.2.2.11 Technology-Aided Instruction -- 5.2.2.12 Peer-Mediated Instruction -- 5.2.2.13 Behavior Skills Training -- 5.2.2.14 Explicit Instruction -- 5.3 Strategies to Improve Academic Outcomes of Students with ID and DD -- 5.3.1 Literacy Instruction -- 5.3.1.1 Emergent Literacy -- 5.3.1.2 Academic Literacy -- 5.3.1.3 Functional Literacy -- 5.3.2 Mathematics Instruction -- 5.3.2.1 Early Numeracy -- 5.3.2.2 Academic Mathematics -- 5.3.2.3 Functional Mathematics -- 5.3.3 Science Instruction -- 5.3.3.1 Academic Science -- 5.3.3.2 Functional Science -- 5.4 Summary -- References -- Chapter 6: Improving Skills to Empower Community Access and Increase Independence -- 6.1 What Are Life Skills? -- 6.1.1 Life Skill Deficits -- 6.1.2 Chapter Organization -- 6.2 Age-Band Specific Considerations -- 6.2.1 Pre-kindergarten -- 6.2.1.1 Communication Skills -- 6.2.1.2 Other Life Skills -- 6.2.2 Elementary School -- 6.2.2.1 Communication -- 6.2.2.2 Functional Life Skills -- 6.2.2.3 Academics -- 6.2.3 Middle and High School -- 6.2.3.1 Academics -- 6.2.3.2 Etiquette and Social Skills -- 6.2.3.3 Hygiene/Sexual Behavior -- 6.2.3.4 Problem Behavior -- 6.3 Recommendations for Practitioners -- 6.3.1 Surveying the Environment -- 6.3.2 Developing Skill Inventories -- 6.3.3 Assessment -- 6.4 Summary and Future Directions -- References -- Chapter 7: Community Safety Skills of People with Intellectual and Developmental Disabilities -- 7.1 Definitions -- 7.2 Review -- 7.2.1 Method -- 7.2.2 Results -- 7.2.2.1 Respond to Lures from Strangers -- 7.2.2.2 Being Lost in the Community -- 7.2.2.3 Road Crossing Skills -- 7.2.2.4 First Aid Skills -- 7.2.2.5 Responding to Bullying -- 7.2.2.6 Extinguishing a Fire.
• 7.2.3 Conclusions Regarding the Evidence Base -- 7.3 Practitioner Recommendations -- 7.4 Case Example -- 7.5 Summary and Future Directions -- References -- Chapter 8: Training Parents and Staff to Implement Interventions to Improve the Adaptive Behavior of Their Children with Intellectual and Developmental Disability -- 8.1 Literature Review -- 8.1.1 Method -- 8.1.1.1 Inclusion and Exclusion Criteria -- 8.2 Results -- 8.2.1 Participants -- 8.2.2 Skills -- 8.2.3 Setting -- 8.2.4 Training Method -- 8.3 Practitioners' Recommendations -- 8.3.1 Behavior Skills Training -- 8.3.2 Behavioral Parent Training -- 8.3.3 Performance Feedback -- 8.3.4 Digital or Telehealth Training of Parents or Staff -- 8.4 Summary and Future Directions -- 8.5 Conclusion -- References -- Chapter 9: The Role of Applied Cognitive Technology and Assistive Technology in Supporting the Adaptive Behavior of People with Intellectual Disability -- 9.1 Applied Cognitive Technologies and Assistive Technology -- 9.1.1 Assistive Technology -- 9.1.2 Applied Cognitive Technology -- 9.1.3 Universal Design and Cognitive Access -- 9.1.4 Barriers to Technology and Information Access and Use -- 9.2 Technology Supports for Adaptive Behavior Across Life Domains -- 9.2.1 Community Living and Access -- 9.2.1.1 Independent Living Supports, Smart Homes, and Remote Supports -- 9.2.1.2 Community Navigation and Wayfinding -- 9.2.2 Employment -- 9.2.3 Recreation and Leisure -- 9.2.4 Social and Communication -- 9.3 Conclusion -- References -- Index.
• Description based on print version record.