Though the tremendous amount of recently-emerged developmentally-oriented research has produced much progress in understanding the personality, social, and emotional characteristics of persons with intellectual disabilities (ID), there is still much we don't know, and the vast task of precisely charting functioning in all these areas, while also identifying the associated fine-tuned, complex, and intertwined questions that crop up along the way, seems daunting and insurmountable. The goal of The Oxford Handbook of Intellectual Disability and Development is to update the field with new, precise research and sophisticated theory regarding individuals with ID provided by seasoned developmental theorists who have made original conceptual contributions to the field. This volume is divided into five general sections (ID and its connection to genetics, relationships, cognitive development, socio-emotional development, and development of language), with each focused on a domain of functioning or aspect of life that is inherent to an integrated, transactional perspective of development. While developmental approaches to understanding persons with intellectual disability will continue to emerge, this comprehensive volume is a must-read for specialists and developmental psychologists who must have the conceptual foundations for examining the developmental trajectories across persons with any of the many different ID etiologies. --- from the publisher Contents: Part One: Introduction and Overview
1. Jacob A. Burack, Natalie Russo, Heidi Flores, Grace Iarocci, and Edward Zigler: The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability Part Two: Genes and Behavior
2. Grace Iarocci and Stephen A. Petrill: Behavioural Genetics, Genomics, Intelligence, and Mental Retardation
3. Mayada Elsabbagh & Annette Karmiloff-Smith: The Contribution of Developmental Models towards Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
4. Kim M. Cornish, Armando Bertone, Cary S. Kogan, and Gaia Scerif: Linking Genes to Cognition: The Case of Fragile X Syndrome Part Three: Cognitive Development
5. Barbara Landau: The Organization and Development of Spatial Representation: Insights from Williams Syndrome
6. Grace Iarocci, Mafalda Porporino, James T. Enns, and Jacob A. Burack: Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
7. Stefano Vicari: Memory and Learning in Intellectual Disabilities
8. Christopher Jarrold and Jon Brock: Short-Term Memory and Working Memory in Mental Retardation
9. Natalie Russo, Tamara Dawkins, Mariëtte Huizinga, and Jacob A. Burack: Executive Function across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
10. Anjali K. Bhatara, Eve-Marie Quintin, and Daniel J. Levitin: Musical Ability and Developmental Disorders
11. Alexandra P.F. Key and Tricia A. Thornton-Well: Brain-Based Methods in the Study of Developmental Disabilities: Examples from ERP and MRI Research Part Four: Language Development
12. Robin S. Chapman and Elizabeth Kay-Raining Bird: Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
13. Elizabeth Kay-Raining Bird and Robin S. Chapman: Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
14. Leonard Abbeduto, Andrea McDuffie, Nancy Brady, and Sara T. Kover: Language Development in Fragile X Syndrome: Syndrome-Specific Features, Within-Syndrome Variation, and Contributing Factors
15. Carolyn B. Mervis: Language Development in Williams Syndrome Part Five: Social-Emotional Development
16. Connie Kasari, Laudan Jahromi, and Amanda Gulsrud: Emotional Development in Children with Developmental Disabilities
17. Alison Niccols, Karen Thomas, and Louis A. Schmidt: Socio-emotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
18. Joanna Moss, Patricia Howlin, and Chris Oliver: The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes Part Six: Family and Context
19. Laraine Masters Glidden: Family Well-being and Children with Intellectual Disability
20. Penny Hauser-Cram, Angela N. Howell-Moneta, and Jessica Mercer Young: Dyadic Interaction between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
21. Rinat Feniger-Schaal, David Oppenheim, Nina Koren-Karie, and Nurit Yirmiya: Parenting and Mental Retardation: An attachment perspective
22. Michal Al-Yagon and Malka Margalit: Children with Down Syndrome: Parents' Perspectives
23. Deborah J. Fidler: Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
24. Anna J. Esbensen, Marsha Mailick Seltzer, and Marty Wyngaarden Krauss: Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving Part Seven: Conclusions and Future Directions
25. Jacob A. Burack, Robert M. Hodapp, Grace Iarocci, and Edward Zigler: On Knowing More: Future Issues for Developmental Approaches to Intellectual Disabilities
Index About the Editors: Jacob A. Burack, Ph.D., is a Professor of School/Applied Developmental Psychology and Human Development in the Department of Educational and Counselling Psychology at McGill University. He is the Director of the McGill Youth Study Team (MYST), and a researcher at Hôpital Rivière-des-Prairies. Robert M. Hodapp, Ph.D., is a Professor of Special Education in the Department of Special Education at Vanderbilt Peabody College and Director of Research at Vanderbilt University Center for Excellence in Developmental Disabilities. Grace Iarocci, Ph.D., is an Associate Professor of Developmental and Clinical Psychology in the Department of Psychology at Simon Fraser University. She is a Michael Smith Foundation for Health Research Scholar, and Director of the Autism and Developmental Disorders Lab at SFU. Edward Zigler, Ph.D., is Sterling Professor of Psychology (Emeritus) at Yale University, founder and Director Emeritus of Yale's Edward Zigler Center in Child Development and Social Policy. He is a member of the Institute of Medicine and the American Academy of Arts and Sciences. In the 1970's, he was the founding Director of the U.S. Office of Child Development (now ACYF) and Chief of the U.S. Children's Bureau.
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