The Impact of COVID-19 on Individuals With Intellectual and Developmental Disabilities: Clinical and Scientific Priorities.

Presidential Address, 2022-Dismantling Systemic Barriers: Re-Envisioning Equity and Inclusion.

Editorial: Introduction to Special Section on Evidence-Based Practices for Persons With Intellectual and Developmental Disabilities

Clean and Healthy Lifestyle Behavior (PHBS Program) for Children with Intellectual Disability

Characteristics and Needs of People With Intellectual Disability Who Have Higher IQs

The first plenary session of 132nd Annual Meeting of the American Association on Intellectual and Developmental Disabilities (AAIDD) reflected its support for basic and applied research to prevent or minimize the effects of conditions causing developmental disabilities, with Dr. Alan Guttmacher (2008), currently the acting director of the National Human Genome Research Institute, discussing the realized and potential benefits of genomics research on health and quality of life. This presentation dealt with an incredibly complex topic with clarity and sensitivity, and it was carefully neutral in tone and content with respect to intellectual and developmental disabilities. Nevertheless, a major implication regarding disabilities in general and developmental disabilities more specifically was quite clear. Current research in genomics, as well as in many other areas, is intended to improve understanding of the fundamental causes of disability to reduce risk, thereby lowering incidence of impairments and minimizing their severity. Should these goals be realized, the proportion of the population with disability would decrease, perhaps dramatically, and in some distant future significant impairments might even be eliminated altogether. As unachievable as that ultimate goal might appear to be, an assumption supporting many of the programs and much of the research agenda in the field of developmental disabilities is that we, as a society and as individuals, would be better off if physical, mental, and cognitive impairments ceased to exist. Yet, prevention encompasses many things and can be viewed from many perspectives, some of which have continued to challenge the universality of this assumption. There is a need for serious and open discussion of the many aspects of prevention within our field (and the disabilities field more generally) that entails explicit consideration of risks and benefits of specific programs and approaches to implementation. Although important distinctions can and should be made among primary prevention (avoiding the occurrence of a causal condition), secondary prevention (avoiding or minimizing the consequences of a causal condition after it occurs), and tertiary prevention (minimizing or improving outcomes after the consequences of a causal condition are evident), this dialogue needs to begin with consideration of the overarching goal of lowering the incidence and prevalence of impairments and reducing disability. In many respects, prevention was embraced long ago as a valued societal benefit, and this has had significant impacts in the case of intellectual and developmental disabilities. Certainly, the history of prevention in our own field has included some policies and actions that had devastating consequences for people with intellectual and developmental disabilities, and careful and constant vigilance will always be required to ensure that the rights, privileges, and dignity of every individual are respected and preserved. Nevertheless, many other aspects of the past continue to be broadly viewed as enormously beneficial, and several examples seem particularly illustrative. Until the late 19th century, congenital hypothyroidism (cretinism) caused many individuals in western Europe to have intellectual disability. For some alpine regions, it was so common an occurrence that local physicians thought it unremarkable (Merke, 1984). We now know that this condition is caused by dietary iodine deficiency, and this discovery, along with the availability of iodized salt, has virtually eliminated it as a public health concern in industrialized countries. (Nevertheless, congenital hypothyroidism remains one of the most common preventable causes of intellectual impairment in many underdeveloped regions of the world; Jain, Agarwal, Deorari, & Paul, 2008.) Prior to the 1950s, babies born with phenylketonuria (PKU), a relatively rare genetic disorder, were unimpaired at birth but invariably developed severe intellectual disabilities. This was caused by their inability to metabolize phenylalanine, a INTELLECTUAL AND DEVELOPMENTAL DISABILITIES VOLUME 47, NUMBER 4: 320–322 | AUGUST 2009

Diagnostic Manual–Intellectual Disability: A Textbook of Diagnosis of Mental Disorders in Persons With Intellectual Disability, by R. Fletcher, E. Loschen, C. Stavrakaki, and M. First

Changes in the Primary Diagnosis of Students With Intellectual or Developmental Disabilities Ages 6 to 21 Receiving Special Education Services 1999 to 2008

Connecting Through Technology During the Coronavirus Disease 2019 Pandemic: Avoiding "Zoom Fatigue".

Commentary on the 12th Edition of <i>Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports</i>

The authors compared the type and number of life events experienced by 19 mentally retarded patients and 19 nonretarded control subjects in the month before their admission to the same unit of a state mental hospital. The retarded patients had exhibited fewer changes in eating and other personal habits. On admission they presented fewer signs of intrapsychic disturbance but more of self-destruction or aggression. These results imply that clinicians need specific training to diagnose and treat psychiatric disorders in the mentally retarded patients who now use community mental health facilities, because their presentations may be atypical.

Academy of Nutrition and Dietetics: Standards of Practice and Standards of Professional Performance for Registered Dietitians (Competent, Proficient, and Expert) in Intellectual and Developmental Disabilities

The provision of health and social services for people with intellectual and developmental disabilities has historically followed a different path in Asian countries than in Western countries. The most important of these paths is that there was no institutionalization in the history of Taiwan in the last 150 years. However, residential services for people with intellectual and developmental disabilities in Taiwan are available, but not on a large scale. One reason is that families are concerned about stigmatization if they have a family member with intellectual disabilities. Such families are not likely to seek outside services, choosing instead to have the immediate family or relatives provide the care. The other reason has to do with the fact that during the past 200–300 years, Chinese society has not been influenced by social Darwinism, which contributed to social separation and the isolation of people with intellectual disabilities from the rest of the society. This unique history has not been recognized by most Western researchers. Because Asian culture is both rich and highly diversified, it is nearly impossible to discuss in a single chapter the health and social services available for people with intellectual disability. Asia has not been a mainstream focus for Western researchers and most of the published Western research work on intellectual disability services in Asian countries has assumed a Western perspective and has ignored the characteristics of these services that are unique to Asia. In the last two to three decades, there has been little published research about the situation of people with intellectual or developmental disabilities in Asian countries, and only recently a few reports have appeared in Western journals. In this chapter, I use the case of Taiwan to open a window for understanding the status of health and social services for people with intellectual disability in Asia. Taiwan stands out partly because in the last 15 years many articles about intellectual and developmental disabilities have been published in Western journals, which provides material for comparison. The other reason is that Taiwan has the most advanced democratic system of any country influenced by Chinese culture, and disability-rights advocacy groups in Taiwan have actively participated in various policy-making initiatives; this has not been true in China or Hong Kong. From a disability-rights viewpoint, the accumulating research results from Taiwan offer Western countries an opportunity to learn about the health and social services available to people with intellectual disability in Taiwan and to see how they compare to the services available in the West.

Part I. Assessment and Diagnosis: 1. Diagnosis of mental disorders in people with intellectual disabilities Peter Sturmey 2. Mental health assessment and monitoring tools for people with intellectual disabilities Caroline Mohr and Helen Costello 3. Interdisciplinary multi-modal assessment for mental health problems in people with intellectual disabilities Jean O'Hara 4. The relationship between challenging behaviour and psychiatric disorders in people with severe intellectual disabilities Collin Hemmings 5. The interface between medical and psychiatric disorders in people with intellectual disabilities Nick Lennox Part II. Psychopathology and Special Topics: 6. The psychopathology of children with intellectual disabilities Bruce Tonge 7. Depression, anxiety and adjustment disorders in people with intellectual disabilities Chrissoula Stavrakaki and Yona Lunsky 8. Schizophrenia spectrum disorders in people with intellectual disabilities David Clarke 9. Personality disorder W. Lindsay 10. Dementia and mental ill health in older people with intellectual disabilities Sally-Anna Cooper and Anthony J. Holland 11. People with intellectual disabilities who are at risk of offending Glynis Murphy and Jonathan Mason 12. Behavioural phenotypes: growing understandings of psychiatric disorders in individuals with intellectual disabilities Robert Hodapp and Elizabeth Dykens 13. Mental health problems in people with autism and related disorders Celine Saulnier and Fred Volkmar 14. Self-injurious behaviour John Hillery and Philip Dodd 15. Mental health and epilepsy among adults with intellectual disabilities Sumitro Deb 16. Neuroimaging and intellectual disabilities Max Pickard and Dene Robertson Part III. Treatment and Therapeutic Interventions: 17. Treatment methods for destructive and aggressive behaviour in people with severe developmental and intellectual disabilities R. Matthew Reese, Jessica Hellings and Stephen Schroeder 18. Behavioural approaches to treatment: principles and practices Betsy Benson, Susan Havercamp 19. The psychopharmacology in intellectual disabilities Bryan King 20. Psychosocial interventions for people with intellectual disabilities Dave Dagnan 21. Psychodynamic approaches to people with intellectual disabilities: individuals, groups/systems, and families Georgina Parkes and Sheila Hollins Part IV. Policy and Service Systems: 22. Mental health and intellectual disabilities: the development of services Stuart Cumella 23. Clinical services for people with intellectual disabilities and psychiatric or severe behaviour disorders Philip Davidson and Jean O'Hara 24. Staff supporting people with intellectual disabilities and mental health problems Chris Hatton and Fiona Lobban 25. Professional training for those working with people with intellectual disabilities and mental health problems Helen Costello and Geraldine Holt, Nancy Caine, Elspeth Bradley, Jennifer Torr, Robert Davis, Niki Edwards and Nicholas Lennox.

The Alliance for Full Participation (AFP) is a coalition of 14 national organizations organized with the purpose of focusing separate constituencies on long-term initiatives for people with intellectual and developmental disabilities. At the current time, AFP is emphasizing employment and real jobs. Current AFP members include the American Association on Intellectual and Developmental Disabilities (AAIDD), American Network of Community Options and Resources (ANCOR), The Arc, Association of University Centers on Disability (AUCD), Autism Society of America (ASA), Association for Persons in Supported Employment (ASPE), Council on Quality and Leadership (CQL), National Association of Councils on Developmental Disabilities (NACDD), National Association of Direct Support Professionals (NADSP),

Be a Fan. You see that on Special Olympics literature, websites, and paraphernalia. More than a mere slogan, Be a Fan is part of a belief system that values people with intellectual disability for their gifts and talents, their abilities and humanity. I am a Special Olympics volunteer. Like approximately 550,000 people in the United States and 850,000 internationally (Andrea Cahn, personal communication, October 14, 2010), I give a small bit of my time, talent, and treasure to Special Olympics as Senior Advisor to the Chairman and CEO. No, I am not out there coaching or training athletes or refereeing events, that is just not something where I have anything to offer. I am participating in discussions, reviewing or drafting the occasional document, and responding to ideas and issues impacting the inclusion and full citizenship of people with intellectual disability, something I have been doing for most of my adult life. I hope my very small contribution to Special Olympics is helping the movement towards the goals of full citizenship, community membership, and respect for all people with intellectual disability. Movements and organizations, like people, grow and change. I am writing this article because, as the world for people with intellectual and developmental disabilities continues to change and evolve, I think those who have advocated for community inclusion and participation have an ally, one we have failed to recognize, and with gifts and talents we have ignored, one we need to take seriously, and one who many of us shunned in the past. Special Olympics is a program we need now perhaps more than ever.