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The landmark International Handbook of Applied Research in Intellectual Disabilities presents, explains, and illustrates key methods of research and evaluation of proven relevance and value to the field of intellectual disabilities. It features sections on the concepts and theoretical models underlying research and evaluation, the methods and techniques themselves, and the key application areas where the methods are demonstrated in action. Coverage includes applications in educational, social, family, health, and employment aspects of care and provision for those with intellectual disabilities

In the developed world alone an increasing number of people have a severe learning disability leading to challenging behaviour. This can encompass aggression, self-injury, destructiveness, hyperactivity, inappropriate sexual or social conduct and bizarre mannerisms, which adversely affects the health and safety of both the sufferer and the carer. In this thoroughly revised and updated new edition, Eric Emerson provides a comprehensive overview of the current findings about the nature, epidemiology, causes and treatment outcomes of challenging behaviour caused by learning disability. The material about motivational factors and the relationship between challenging behaviour and psychiatric disorder has been considerably expanded, and the book combines evidence and research drawn from the fields of psychology, psychiatry and medicine. It will be essential reading for clinicians and all health care professionals involved in the assessment and treatment of challenging behaviour

This article illustrates the potential value of undertaking secondary analyses of large‐scale population‐based survey data to better inform our understanding of disabled childhoods. It is argued that while such approaches can never address the lived experience of growing up with disability, they can provide valuable insights into the ways in which the social and environmental contexts of disabled childhoods can compound (or redress) the disadvantage and inequality faced by disabled children.

Sturmey (2005) argues that the evidence base underlying approaches to intervention based on applied behavioural analysis (ABA) are significantly stronger than that underlying approaches to intervention based on cognitive therapy. He concludes that 'the ethical imperative of beneficence requires that people, including people with ID, receive known effective treatments. Those effective treatments are based on ABA' (p. X). In this commentary, I argue that his selection of evidence to support the central argument (the superiority of ABA) involves some highly contestable assumptions and that evidence of the effectiveness of ABA falls far short of that required for evidence‐based policy and practice.

Despite changes in the nature of supported accommodation services for people with learning disabilities, little progress was made during the '70s, '80s and '90s in addressing the extent of unmet need. While the advent of Supporting People has more recently led to an increase in the volume of provision, unmet need continues to be a major concern to people with learning disabilities and their families. There is good reason to believe that, as a result of changes in the demographic profile of people with learning disabilities, changes in expectations and changes in the pattern of informal care, this issue will become substantially more pressing over the coming two decades. This paper attempts to estimate the nature and extent of increased need.

Abstract  Recent developments in epidemiological and applied behavioural research and practice are reviewed. Three key themes in applied behavioural approaches are identified and discussed: an increasing tendency to base interventions upon prior experimental analyses; the use of communication as a metaphor in understanding the function of self‐injurious behaviour; a questioning of the social validity of aversive interventions.

International Review of Research in Developmental Disabilities is an ongoing scholarly look at research into the causes, effects, classification systems, and syndromes of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. Provides the most recent scholarly research in the study of developmental disabilitiesA vast range of perspectives is offered, and many topics are coveredAn excellent resource for academic researchers

"People with intellectual disabilities die at a younger age and have poorer health than their non-disabled peers. This is largely avoidable and is unjust. This book uses concepts from contemporary public health to provide a comprehensive evidence-based overview of: the nature and extent of the health inequalities experienced by people with intellectual disabilities; why these inequalities occur and persist; and what can and needs to be done to address these inequalities. The authors have a wealth of firsthand experience gained from years of working at the interface between disability research and public health. This experience is collected and shared in this volume, which will be an invaluable resource for practitioners, advocates, policymakers and researchers concerned with health and social care and the wellbeing of disabled people"--Provided by publisher

Home-based early intervention is a key component of strategic approaches to preventing the loss of developmental potential among young children in middle- and low-income countries. We undertook secondary analysis of nationally representative data collected in 30 middle- and low-income countries during Round 6 (2017-) of UNICEF's Multiple Indicator Cluster Surveys. Our analyses, involving over 100,000 children with/without disabilities or significant cognitive delay, indicated that children with disabilities and/or significant cognitive delay were more likely than their peers to: be living in relative household poverty and in rural areas; have a mother with only primary level education; live in households where intimate partner violence was considered acceptable by the child's mother; be less likely to be receiving any pre-school education; have a mother with disabilities; receive low levels of parental stimulation; be exposed to violent parental discipline. For many of these indicators of poorer home circumstances, the level of risk was notably higher for children with significant cognitive delay than for children with disabilities. Our study findings suggest the need to consider tailored, evidence-based approaches to reduce and (potentially) overcome the increased risks that young children with disabilities and young children with significant cognitive delay experience in middle- and low-income countries.

ObjectivesTo describe the rates of anti‐social behaviour (ASB) among adolescents with/without mild/moderate intellectual disability (MMID). To estimate whether any differences could be attributable to differences in exposure to extraneous risk factors.DesignSecondary analysis of the Longitudinal Study of Young People in England.MethodsParticipants with MMID were identified through data linkage with educational records.ResultsParents of children with MMID were more likely to report police contact, children with MMID were more likely to self‐report fighting/public disturbance, shoplifting and graffiti. When controlling for differences in exposure to extraneous risk factors, MMID was associated with increased rates of police contact and self‐reported graffiti, no difference in self‐reported shoplifting, reduced rates of self‐reported fighting/public disturbance and vandalism.ConclusionsDifferences in the rates of exposure to extraneous risk factors play an important role in accounting for the differences in the prevalence of self‐reported ASB among adolescents with and without MMID.