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Service delivery systems for individuals with intellectual and developmental disabilities and their families across the lifespan /

International Review of Research in Developmental Disabilities, Volume 54 shares the latest research on the interactions between families of individuals with intellectual and developmental disabilities and service delivery systems. Chapters discuss Strengthening service access for children of color...

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Bibliographic Details
Corporate Author: ScienceDirect (Online service)
Other Authors: Burke, Meghan M. (Editor)
Format: eBook
Language:English
Published: London : Academic Press, 2018.
Series:International review of research in developmental disabilities ; v. 54.
Subjects:
Developmentally disabled > Services for > United States.
Personnes atteintes de troubles du développement > Services > États-Unis.
POLITICAL SCIENCE > Public Policy > Social Security.
POLITICAL SCIENCE > Public Policy > Social Services & Welfare.
Developmentally disabled > Services for
United States
Electronic books.
Online Access:Connect to the full text of this electronic book
Table of Contents:
  • Front Cover
  • International Review of Research in Developmental Disabilities
  • SERIAL EDITORS
  • Service Delivery Systems for Individuals with Intellectual and Developmental Disabilities and their Families Across the Lifespan
  • Copyright
  • Contents
  • CONTRIBUTORS
  • PREFACE
  • One
  • Strengthening Service Access for Children of Color With Autism Spectrum Disorders: A Proposed Conceptual Fram ...
  • 1. INTRODUCTION
  • 1.1 Relationship Between Ethnicity and Socioeconomic Status
  • 1.2 Factors Linking Ethnicity and SES for Children With ASD
  • 2. BEHAVIORAL MODEL OF HEALTH SERVICES USE: A CONCEPTUAL MODEL FOR EXAMINING SERVICE ACCESS AND DISPARITY
  • 2.1 Overview of the Behavioral Model of Health Services Use
  • 2.2 Relevant Research on the Behavioral Model
  • 2.3 Summary
  • 2.4 Model of School-Based Service Access for Children of Color With ASD
  • 2.5 Summary
  • 3. CHARTING THE PATH FORWARD: A RESEARCH AGENDA FOCUSED ON UNDERSTANDING DISPARITIES IN EDUCATIONAL SERVICES ACCESS IN ASD
  • 3.1 Social Concordance
  • 3.2 Service Negotiation
  • 3.3 Implicit Bias
  • 3.4 Charting a Research Agenda
  • 4. CONCLUSION
  • REFERENCES
  • Two
  • Family-Professional Partnerships With Refugee Families of Children With Disabilities
  • 1. REFUGEES IN THE U.S.
  • 1.1 Refugee Resettlement
  • 2. FAMILY-PROFESSIONAL PARTNERSHIPS
  • 2.1 Barriers to Partnerships Between Refugee Families and School Professionals
  • 2.2 The Sunshine Model
  • 3. SHINING A LIGHT ON THE RESEARCH LANDSCAPE
  • 3.1 Principles of Family-Professional Partnerships
  • 3.2 Partnership Activities
  • 4. IMPLICATIONS
  • 5. CONCLUSION
  • ACKNOWLEDGMENT
  • REFERENCES
  • Three
  • Supporting Students With Disabilities, Families, and Professionals to Collaborate During the Transition to ...
  • 1. TRANSITION PLANNING PROCESS
  • 1.1 Age-Appropriate Transition Assessments
  • 1.2 Postsecondary Goal Statements.
  • 1.3 Transition Services and Activities
  • 2. THEORETICAL SUPPORT FOR COLLABORATION DURING TRANSITION
  • 3. POLICIES AND PRACTICES THAT IMPACT COLLABORATION AMONG STAKEHOLDERS
  • 3.1 Student Engagement
  • 3.2 Family Engagement
  • 3.3 Interagency Collaboration
  • 4. SEARCH AND REVIEW METHODS
  • 4.1 Search Process
  • 4.2 Vetting Process
  • 4.3 Article Review Process
  • 5. TRANSITION PROGRAMS SUPPORTING COLLABORATION
  • 5.1 Commonalities Among Programs
  • 5.2 Degrees of Collaboration and Student Outcomes Among Programs
  • 6. IMPLICATIONS FOR PRACTICE
  • 7. DIRECTIONS FOR FUTURE RESEARCH
  • REFERENCES
  • Four
  • Post-High School Transition for Individuals With Down Syndrome
  • 1. INTRODUCTION
  • 1.1 What is Transition?
  • 1.2 Achieving Successful Transition to Adulthood
  • 1.3 Phenotypic Approach
  • 1.3.1 Individual Differences
  • 1.3.2 Family
  • 1.3.3 Education
  • 2. TRANSITIONING TO ADULTHOOD WITH DOWN SYNDROME: CURRENT OUTCOMES AND POTENTIAL PREDICTORS
  • 2.1 Community-Based Living
  • 2.1.1 Factors Associated With Community-Based Living
  • 2.1.1.1 Individual level factors
  • 2.1.1.2 Environmental level factors
  • 2.1.2 Summary of Empirical Findings: Community-Based Living
  • 2.2 Post-Secondary Education
  • 2.2.1 Summary of Empirical Findings: Post-Secondary Education
  • 2.3 Employment
  • 2.3.1 Factors Associated With Employment
  • 2.3.1.1 Individual level factors
  • 2.3.1.2 Environmental level factors
  • 2.3.2 Summary of Empirical Findings: Employment
  • 2.4 Community Engagement
  • 2.4.1 Factors Associated With Community Engagement
  • 2.4.1.1 Individual level factors
  • 2.4.1.2 Environmental level factors
  • 2.4.2 Summary of Empirical Findings: Community Engagement
  • 3. CONCLUSIONS AND FUTURE DIRECTIONS
  • 3.1 Post-High School Outcomes
  • 3.2 Factors Associated With Post-High School Outcomes
  • 3.3 Additional Future Directions
  • 3.4 Conclusion.
  • 4. REFRAMING CHANGE TO FOCUS ON INTEGRATED SUPPORTS
  • 5. CURRENT STATUS AND FUTURE DIRECTIONS FOR THE INTEGRATED SUPPORTS PARADIGM
  • 6. CONCLUSION
  • ACKNOWLEDGMENTS
  • REFERENCES
  • Seven
  • Information and Referral Services in IDD: Toward Integrated and Comprehensive Services?
  • 1. DISABILITY SERVICES IN THE UNITED STATES: MANY WEEDS SPROUTING
  • 1.1 Description of Services
  • 1.2 History
  • 1.3 Disorganized and Uncoordinated Services
  • 2. INFORMATION MOVEMENT IN LIBRARY SCIENCE AND I&R SERVICES
  • 2.1 The Information Revolution and Library Sciences
  • 2.2 Information and Referral (I&R) Services
  • 2.3 Issues Pertaining to Disability I&R Information Providers
  • 3. EXAMPLE OF A DISABILITY I&R SERVICE: TENNESSEE DISABILITY PATHFINDER
  • 3.1 The History of Tennessee Disability Pathfinder
  • 3.2 Larger, Disability-Related I&R Themes
  • 4. THE FUTURE OF DISABILITY-RELATED I&R SYSTEMS
  • 4.1 Promises
  • 4.2 Remaining Challenges
  • 5. CONCLUSION
  • REFERENCES
  • Back Cover.