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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

Front Cover -- International Review of Research in Developmental Disabilities -- SERIAL EDITORS -- International Review of research in Developmental DisabilitiesIdentifying and Addressing the Social Issues Experienced by I ... -- Contents -- CONTRIBUTORS -- PREFACE -- One - Autism and Child Maltreatment: A Population-Based, Record Linkage Methodology for Studying Children Referred ... -- 1. INTRODUCTION -- 2. INTRODUCING A NEW RESEARCH STRATEGY -- 3. OUR APPROACH -- 3.1 Measurement of Maltreatment -- 3.2 Tennessee Department of Children's Services Records -- 3.2.1 Assessment -- 3.2.2 Investigation -- 3.2.3 Decision -- 3.2.4 Maltreatment -- 3.3 ASD Classification -- 3.4 Study Samples -- 4. METHODS -- 4.1 Dataset Used to Study Maltreatment and ASD -- 4.2 Tennessee Department of Children's Service (TDCS) Datasets -- 4.2.1 TDCS Workflow -- 4.3 Autism and Developmental Disabilities Monitoring Data -- 4.3.1 ADDM Project -- 4.3.2 ADDM Methodology -- 4.3.3 ADDM Data Sources -- 4.4 Tennessee Department of Health-Birth Vital Records Dataset -- 4.4.1 ADDM Dataset -- 4.4.2 Tennessee Department of Children's Services Datasets -- 4.4.3 TN Department of Health Birth Vital Records Dataset -- 4.4.4 Variables Used in Record Linkage -- 5. RECORD LINKAGE -- 5.1 Data Cleaning -- 5.2 Applied Linkage Methodology -- 5.3 Analysis Dataset -- 6. PRELIMINARY RESULTS -- 6.1 ADDM Cases -- 6.2 TDCS Cases -- 6.3 Birth Cases -- 7. NEXT STEPS -- 7.1 Research Questions -- 8. DISCUSSION -- ACKNOWLEDGMENTS -- REFERENCES -- Two - Peer Relationships Among Children With ASD: Interventions Targeting Social Acceptance, Friendships, and Peer ... -- 1. INTRODUCTION -- 2. REVIEW OF DESCRIPTIVE LITERATURE -- 2.1 Experience and Context -- 2.2 Role of Gender -- 2.3 The Importance of Intervention -- 3. METHOD -- 3.1 Search Strategy -- 3.2 Study Selection

Background  Research suggests that children with Down syndrome may be at increased risk of having an autism spectrum disorder; however, previous studies have not utilized comprehensive, state‐of‐the‐art diagnostic tools to address the question of comorbid autism and Down syndrome.Method  Comprehensive evaluations for autism were conducted in 20 2‐year‐old children with Down syndrome. The Autism Diagnostic Observation Schedule‐Generic (ADOS‐G) and the Autism Diagnostic Interview–Revised (ADI‐R) were administered by experienced clinicians, who then determined if the child presented with significant symptoms of autism. Eighteen children participated in a follow‐up evaluation at age 4 years.Results  Three children (15%) met criteria for an autism spectrum disorder at both time points, and two (10%) for autistic disorder. Case descriptions are provided. Several children presented with difficulties in communication and play, but did not show problems in core social relatedness. The ADOS‐G, if used alone, over‐identifies autism in toddlers with Down syndrome.Conclusions  Clinical judgement is critical in diagnosing autism in Down syndrome. Young children may show some signs of autism (particularly in the area of communication) and not have the disorder. Children who have comorbid Down syndrome and autism are particularly challenged, relative to their peers without autism.

Background  This study explores everyday social competence in the lives of persons with three genetic intellectual disability syndromes.Methods  Using parent reports on the Social and Activity Competence domains of Achenbach's Child Behavior Checklist (CBCL), socially competent behaviours were examined in 58 persons with Williams syndrome, 54 persons with Prader‐Willi syndrome, and 65 persons with Down's syndrome.Results  The Down's syndrome group showed the highest overall social competence scores, while individuals with Prader‐Willi syndrome fared worst in terms of their behaviour with others. The Williams syndrome group scored lowest in terms of skill with jobs and chores, and the Down's syndrome group showed the least skill in non‐sport activities. Regarding specific activities, musical activities were popular in both Williams syndrome and Down's syndrome, but more participants with Williams syndrome played musical instruments. Compared with the other groups, individuals with Prader‐Willi syndrome were five to 25 times more likely to play with jigsaw puzzles, and those with Williams syndrome were least likely to engage in any visual–spatial leisure activities. Age was found to be a positive correlate of social competence for the Williams and Down's syndrome groups, but not for the Prader‐Willi group.Conclusions  Implications are discussed for interventions and for future behavioural phenotype work.