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|The Construct of Developmental Disabilities||p. 3|
|Public Policy and Developmental Disabilities: A 35-Year Retrospective and a 5-Year Prospective Based on the Core Concepts of Disability Policy||p. 15|
|Disability Research Methodology: Current Issues and Future Challenges||p. 35|
|Race, Culture, and Developmental Disabilities||p. 55|
|Current Issues In Health, Neuroscience, And Genetics||p. 77... MORE|
|General Health||p. 79|
|Advances in Genetics||p. 98|
|Neuroscience of Developmental Disabilities||p. 129|
|Early Intervention||p. 159|
|Early Intervention for Infants and Toddlers with Developmental Disabilities||p. 161|
|Trends and Issues in Interventions for Preschoolers with Developmental Disabilities||p. 181|
|Early Intervention for Children with Autism Spectrum Disorder||p. 199|
|Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development||p. 224|
|School-Age Education And Intervention||p. 247|
|Advances in Instruction||p. 249|
|Inclusive Education||p. 269|
|Academic Skills: Reading and Mathematics||p. 292|
|Social Interaction Interventions: Promoting Socially Supportive Environments and Teaching New Skills||p. 310|
|Augmentative and Alternative Communication||p. 330|
|Physical Activity and Youth with Developmental Disabilities||p. 349|
|Postschool And Adult Issues||p. 367|
|Transition and Quality of Life||p. 371|
|Living with Support in the Community: Factors Associated with Quality-of-Life Outcome||p. 410|
|Independent Living||p. 429|
|Adult Social Relationships||p. 449|
|Behavior Supports||p. 467|
|Positive Behavior Support and Developmental Disabilities: A Summary and Analysis of Research||p. 469|
|Mental Health Supports in Developmental Disabilities||p. 483|
|Psychotherapeutic Medications and Positive Behavior Support||p. 501|
|Family Issues||p. 529|
|Families in Context: Influences on Coping and Adaptation||p. 531|
|Family Impact in Adulthood||p. 552|
|Families as Partners in Educational Decision Making: Current Implementation and Future Directions||p. 570|
|International Perspectives And Future Directions||p. 591|
|International Perspectives||p. 593|
|Reflections on the Future of Research in Developmental Disabilities||p. 614|
|Author Index||p. 625|
|Subject Index||p. 643|
|Table of Contents provided by Ingram. All Rights Reserved.|
Samuel L. Odom, PhD, is Director of the Frank Porter Graham Child Development Institute and Professor in the School of Education at the University of North Carolina at Chapel Hill. His current work focuses on the efficacy of preschool readiness programs for at-risk children, treatment efficacy of early intervention for young children with autism, and professional development related to autism spectrum disorder.
Robert H. Horner, PhD, is Alumni-Knight Professor of Special Education and interim Associate Dean for Research in the College of Education at the University of Oregon. His research interests focus on positive behavior support, applied behavior analysis, stimulus control, instructional technology, severe disabilities, and sustainable systems change.
Martha E. Snell, PhD, is Professor in the Curry School of Education at the University of Virginia, where she is also coordinator of the Special Education Program. Her current research addresses positive behavior support and beginning communication.
Jan Blacher, PhD, is Professor of Education and Faculty Chair of the Graduate School of Education at the University of California, Riverside. Her research addresses intellectual disability/mental retardation and other developmental disabilities, family issues, and special education programming.