Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD).
This study included parents of individuals with intellectual and developmental disabilities and parents of individuals without disabilities. Parents of individuals with intellectual and developmental disabilities were further divided into those who co-resided with their adult child and those whose adult child lived elsewhere, and the 3 groups were compared regarding parental patterns of attainment, social participation, psychological functioning, and health in midlife and early old age.
The authors examined predictors of inactivity in individuals with intellectual and developmental disabilities, as well as how inactivity related to their sibling’s well-being and the sibling relationship.
Differences between 70 adults with autism spectrum disorders and intellectual disability and 70 age-matched adults with Down syndrome were examined on variables indicative of independence in adult life.
This research provides valuable information for parents interested in having a service dog for their autistic child, and has implications for long-term human—animal companionship for children with special needs and their caregivers.
The experiences of individuals in middle adulthood with Asperger syndrome have been the subject of little previous research, especially in terms of their experience of support services. In the present research, 11 adults with Asperger syndrome were interviewed.
The goal of this research is to identify the forms of involvement adopted by mothers whose child follows an EIBI program.
The purpose of this article is to critically review the literature on young children’s attitudes toward peers with disabilities with an emphasis on measurement issues.
Fifteen parents and two grandparents of children with developmental disabilities (DD) were interviewed to discover common themes regarding specific ways in which they devised positive adaptations to their everyday routines to accommodate the needs of their children with DD, how they decided upon the accommodations, and how much help they felt they received from professionals in making the accommodations.
The effectiveness of a short-term (8–10 weeks) educational residential program to improve skills in these categories of everyday activities in adolescents with intellectual and developmental disabilities was examined, and the effect on participant self-determination was also measured.
