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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

AbstractBackgroundCompared to the general population, individuals with intellectual and developmental disabilities (IDD) more often experience bullying and its negative social and emotional impacts. Prior studies explored bullying of individuals with IDD primarily through investigations of the perspectives of others and the negative impacts of bullying. The current study examined how individuals with IDD describe their responses to experiences of bullying, with a focus on whether responses included component skills of self‐determination.MethodEighteen adults with IDD (50% female) aged 18–63 years were interviewed about their experiences with bullying. Interviews were analysed to determine responses to bullying and the degree to which their responses demonstrated self‐determination.ResultsData analysis revealed two primary themes, outside support and self‐determination, with additional subthemes.ConclusionsFindings provide a more nuanced description of the ways in which individuals with IDD respond to bullying, including the demonstration of self‐determination skills. Implications for research and practice are discussed.

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors' personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees' personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors' attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

AbstractSocial inclusion of individuals with intellectual and developmental disabilities (IDD) is related to positive mental health and social outcomes; yet, individuals with IDD experience societal barriers that limit opportunities for community participation. Providing opportunities for interactions between individuals with and without IDD through peer mentoring may diminish barriers and improve community inclusion. Guided by the self‐determination theory, the current report describes the development of a peer mentoring programme to promote the natural process of building intrinsic motivation and personal growth through opportunities for individuals without disabilities to socialize with individuals with IDD on a large university campus and throughout the surrounding community. The theoretical framework that informed the development of the peer mentoring programme is described, as well as the participants, the setting in which the programme is situated, the structure of the programme, the initial impacts and improvement of the programme over time, including approaches to sustainability, and implications for future research and practice.

AbstractIntroductionThis study examined factors that predict stress level and life satisfaction among adults with intellectual or developmental disabilities during the COVID‐19 pandemic and the role of social support.MethodFrom a larger study about the experiences during the pandemic of 2028 individuals with and without disabilities, 181 adults with intellectual or developmental disabilities (or proxy) responded.ResultsMost respondents with intellectual or developmental disabilities (92.8%) reported negative impacts from the pandemic, with 55.2% of the 96 employed pre‐pandemic reporting impacted employment, including job loss. The negative impact of the pandemic was a significant predictor of stress level; social support was related to reduced stress. Stress level and the negative impact of the pandemic were inversely related to life satisfaction; social support was positively related to life satisfaction. Social support partially mediated the association between stress level and life satisfaction.DiscussionComprehensive services and social support systems are needed to combat the impact of the pandemic.

Individuals with special education needs have been particularly affected by the COVID-19 pandemic as they have been shown to be at high risk of losing medical and institutional support at a time when people are being asked to stay isolated, suffering increased anxiety and depression as a consequence. Their families have often found themselves under tremendous pressure to provide support, engendering financial hardship, and physical and emotional strains. In such times, it is vital that international collaborations assess the impact on the individuals and their families, affording the opportunity to make national and international comparisons of how people have coped and what needs to be done to optimize the measures taken by families, associations and governments. This paper introduces one such collaboration.