Handbook of Intellectual and Developmental Disabilities

Handbook of Intellectual and Developmental Disabilities

Issues on Clinical Child Psychology Series Editors: Michael C. Roberts, University of Kansas Lawrence, Kansas Lizette Peterson, University of Missouri Columbia, Missouri CHILDREN AND DISASTERS Edited by Conway F. Saylor HANDBOOK OF ADOLESCENT HEALTH RISH BEHAVIOR Edited by Ralph J. DiClemente, William B. Hansen, and Lynn E. Ponton HANDBOOK OF BEHAVIORAL AND EMOTIONAL PROBLEMS IN GIRLS Edited by Debora Bell, Sharon L. Foster, and Eric J. Mash HANDBOOK OF CHILD ABUSE RESEARCH AND TREATMENT Edited by T. Steuart Watson and Frank M. Gresham HANDBOOK OF CHILDREN S COPING: Linking Theory and Intervention Edited by Sharlene A. Wolchik and Irwin N. Sandler HANDBOOK OF DEPRESSION IN CHILDREN AND ADOLESCENTS Edited by William M. Reynolds and Hugh F. Johnson HANDBOOK OF INTELLECTUAL AND DEVELOPMENTAL DISABILITIES Edited by John W. Jacobson, James A. Mulick, and Johannes Rojahn HANDBOOK OF MENTAL HEALTH SERVICES FOR CHILDREN, ADOLESCENTS, AND FAMILIES Edited by Ric G. Steele and Michael C. Roberts HANDBOOK OF PSYCHOTHERAPIES WITH CHILDREN AND FAMILIES Edited by Sandra W. Russ and Thomas H. Ollendick HANDBOOK OF RESEARCH IN PEDIATRIC AND CLINICAL CHILD PSYCHOLOGY Edited by Dennis Drotar HANDBOOK OF SCHOOL MENTAL HEALTH: Advancing Practice and Research Edited by Mark D. Weist, Steven W. Evans, and Nancy A. Lever INTERNATIONAL HANDBOOK OF PHOBIC AND ANXIETY DISORDERS IN CHILDREN AND ADOLESCENTS Edited by Thomas H. Ollendick, Neville J. King, and William Yule MENTAL HEALTH INTERVENTIONS WITH PRESCHOOL CHILDREN Edited by Robert D. Lyman and Toni L. Hembree-Kigin SCHOOL CONSULTATION: Conceptual and Empirical Bases of Practice William P. Erchul and Brian K. Martens SUCCESSFUL PREVENTION PROGRAMS FOR CHILDREN AND ADOLESCENTS Joseph A. Durlak A continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher.

Handbook of Intellectual and Developmental Disabilities Edited by John W. Jacobson NYS Office of Mental Retardation and Developmental Disabilities Albany, New York James A. Mulick The Ohio State University Columbus, Ohio Johannes Rojahn George Mason University Fairfax, Virginia

James A. Mulick Johannes Rojahn Department of Pediatrics and Psychology Department of Psychology The Ohio State University George Mason University Columbus, OH 43205 Fairfax, VA 22030 USA USA mulick.1@osu.edu jrojahn@gmu.edu Library of Congress Control Number: 2006923499 ISBN-10: 0-387-32930-7 e-isbn-10: 0-387-32931-5 ISBN-13: 978-0-387-32930-7 e-isbn-13: 978-0-387-32931-4 Printed on acid-free paper. C 2007 Springer Science+Business Media, LLC All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. 987654321 springer.com

Dedication John W. Jacobson conceived of this book, recruited most of the contributors, and served as the Senior Editor until his untimely death from rapidly progressing lung cancer on May 8, 2004. The book was about two-thirds done at that point. He had recognized that this project, and a related work on controversial issues in developmental disabilities treatment that was actually nearly ready for submission when he died (Jacobson, Foxx, & Mulick, 2005), needed to be turned over to his coeditors for completion. The work of completing this book was daunting for a single editor and progress floundered, so Professor Johannes Rojahn of George Mason University was recruited to serve as coeditor. Professor Rojahn had collaborated with both Jacobson and Mulick on many projects in the past, shared many of the same philosophical and scientific values that guided the original selection of topics and contributors, and agreed that the work was both important and sorely needed for the field. The happy result of this collaboration is before you, and simply would not have been there without the dedicated work of Professor Rojahn and his students in moving the project forward to completion. But the book is fundamentally a result of Jacobson s vision, vast knowledge of the field, and many professional relationships with the best minds currently working in this area. Jacobson was a civil servant, behavior analyst, scholar, editor, teacher, professional, futurist, and advocate for science and rational services for people with disabilities. His many contacts included leaders in government, professional psychology, and academe. He was generous with his time, frequently helping researchers to improve their research designs and parents to find and access high quality services for their children with developmental disabilities. He helped when he was asked, whether or not he knew previously the person requesting his assistance. He was genuinely friendly whenever friendship was offered to him. So many people sought his guidance in so many fields related to developmental disabilities, psychology, and applied research that his absence is sorely felt on at least three continents by scientists, professionals, and consumers of disability services alike. He was an internationalist and organizer, and consequently he earned recognition and leadership positions in learned societies, including the Association for Behavior Analysis International, the American

vi DEDICATION Psychological Association, the National Association for the Dually Diagnosed, the International Association for the Scientific Study of Intellectual Disabilities, and the American Association on Mental Retardation. There are many facets to his scientific and professional legacy, but perhaps none so fitting as a representative summary of his true avocation and life s work as this contribution to the next generation of scientists and professionals; hence, we, the editors and contributors will always think of this work in his memory as Jacobson s Handbook of Intellectual and Developmental Disabilities. James A. Mulick Johannes Rojahn REFERENCE Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (Eds.). (2005). Controversial therapies for developmental disabilities: Fad, fashion, and science in professional practice. Mahwah, NJ: Author.

Contributors James P. Acquilano, Comprehensive Geriatric Assessment Clinic, Finger Lakes Developmental Disabilities Service Office, 620 Westfall Road, Rochester, New York 14620. Michael G. Aman, The Nisonger Center, Ohio State University, 1581 Dodd Drive, Columbus, Ohio 43210. Jennifer Norins Bardon, Center for Social Development and Education, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, Massachusetts 02125. James W. Bodfish, Department of Psychiatry, University of North Carolina at Chapel Hill, J. Iverson Riddle Developmental Center, UNC Human Development Research Institute, 300 Enola Road, Morganton, North Carolina 28655. John Borkowski, University of Notre Dame Department of Psychology, University of Notre Dame, Notre Dame, Indiana 46556. Eric M. Butter, Department of Pediatrics, Columbus Children s Hospital and The Ohio State University, 700 Children s Drive, Columbus, Ohio 43205. Shannon S. Carothers, University of Notre Dame Department of Psychology, University of Notre Dame, Notre Dame, Indiana 46556. Janis G. Chadsey, Department of Special Education, University of Illinois at Urbana Champaign, 1310 S. 6th Street, Champaign, Illinois 61820. Mary Clair, Department of Psychology, Drexel University, 245 N 15th Street, MS 515, Philadelphia, Pennsylvania 19102-1192. Robin S. Codding, May Institute, One Commerce Way, Norwood, Massachusetts 02062. Philip W. Davidson, Pediatrics Department, Strong Center for Developmental Disabilities, Golisano Children s Hospital at Strong, Box 671, URMC, 601 Elmwood Avenue, Rochester, New York 14642. vii

viii CONTRIBUTORS Paula K. Davis, Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois 62901-4609. Shoumitro Deb, Neuropsychiatry & Intellectual Disability, Division of Neuroscience, Department of Psychiatry, University of Birmingham, Queen Elizabeth Psychiatric Hospital, Mindelsohn Way, Birmingham B15 2QZ United Kingdom. Sharon Duffy, Graduate School of Education, UC Riverside, Riverside, California 92521. Erin Dunn, May Institute, One Commerce Way, Norwood, Massachusetts 02062. Maureen S. Durkin, Population Health Sciences, University of Wisconsin Madison, 789 WARF, 610 Walnut Street, Madison, Wisconsin 53726. Elisabeth M. Dykens, Vanderbilt Kennedy Center for Research on Human Development, Department of Psychology and Human Development, Vanderbilt University, Peabody Box 40, 230 Appleton Place, Nashville, Tennessee 37205. Jaelyn R. Farris, University of Notre Dame Department of Psychology, University of Notre Dame, Notre Dame, Indiana 46556. Bonnie Forman, Thursday s Child, Brooklyn, New York 11209 William I. Gardner, Rehabilitation Psychology Program, 432 N. Murray Street, University of Wisconsin Madison, Madison, Wisconsin 53705. Joanne Gerenser, The Eden II Programs, Staten Island, New York. Christopher Gillberg, Department of Child and Adolescent Psychiatry, St. George s Hospital Medical School, University of London and Queen Silvia s Children s Hospital, University of Göteborg, Kungsgatan 12, SE 411 19 Gothenburg, Sweden. Beth Glasberg, Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey, 151 Ryders Lane, New Brunswick, New Jersey 08901-8528. Frances Page Glascoe, Pediatrics Department, Vanderbilt University, 25 Bragg Drive, East Berlin, Pennsylvania 17316. Laraine Masters Glidden, Department of Psychology, St. Mary s College of Maryland, 18952 E. Fisher Road, St. Mary s City, Maryland 20686 3001. Marc Goldman, Private Practice, 2310 Snowcrest Trail, Durham, North Carolina 27707. Michael J. Guralnick, Center on Human Development and Disability, Psychology and Pediatrics Department, University of Washington, Box 357920, Seattle, Washington 98195-7920.

CONTRIBUTORS ix Sandra L. Harris, Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey, 151 Ryders Lane, New Brunswick, New Jersey 08901-8528. Sigan L. Hartley, Dept. 3415, University of Wyoming, 1000 E. University Avenue, Laramie, Wyoming 82071. Linda J. Hayes, Psychology Department, University of Nevada Reno, Reno, Nevada 89557. Robert M. Hodapp, Vanderbilt Kennedy Center Research Program on Families, Department of Special Education, Vanderbilt University, Peabody Box 328, 230 Appleton Place, Nashville, Tennessee 37205. Sarah Christine Voss Horrell, Dept., 3415, University of Wyoming, 1000E. University Avenue, Laramie, Wyoming 82071. Kimberly S. Howard, University of Notre Dame Department of Psychology, University of Notre Dame, Notre Dame, Indiana 46556. Matthew P. Janicki, Technical Assistance Department, RRTC on Aging and Developmental Disabilities, University of Illinois at Chicago, 1640 West Roosevelt Road, Chicago, Illinois 60608. James M. Kauffman, Department of Curriculum, Instruction, and Special Education, University of Virginia, 405 Emmet Street South, PO Box 400273, Charlottesville, Virginia 22904-4273. Tamara L. Klein, Department of Psychology, Drexel University, 245 N 15th Street, MS 515 Philadelphia, Pennsylvania. Richard J. Landau, Dykema Gossett PLLC, 2723 South State Street, Suite 400, Ann Arbor, Michigan 48104. Timothy J. Landrum, Department of Curriculum, Instruction, and Special Education, University of Virginia, 617 West Main Street, Charlottesville, Virginia 22904. Robin Gaines Lanzi, Georgetown University Center on Health and Education, 3700 Reservoir Rd., NW, St. Mary s Hall, Suite 134, Georgetown University, Washington, District of Columbia 20057. Rinita B. Laud, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana 70803. James K. Luiselli, Applied Research, Clinical Training, and Peer Review, Internship Program in Clinical Psychology, The May Institute, Inc., Randolph, Massachusetts. William E. Maclean Jr., Dept., 3415, University of Wyoming, 1000E. University Avenue, Laramie, Wyoming 82071.

x CONTRIBUTORS Caroline I. Magyar, Pediatrics Department, Strong Center for Developmental Disabilities and STAART Center, University of Rochester School of Medicine and Dentistry, 601 Elmwood Ave., Box 671, Rochester, New York 14642. Johnny L. Matson, Department of Psychology, Louisiana State University, Baton Rouge, Louisiana 70803. Suzanne McDermott, Department of Family and Preventive Medicine, USC School of Medicine, Family Practice Center, 3209 Colonial Drive, Columbia, South Carolina 29208. Amanda R. Mohler, Center for Social Development and Education, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, Massachusetts 02125. Arthur M. Nezu, Psychology, Medicine, & Public Health, Center for Behavioral Medicine & Mind/Body Studies, Drexel University, 245 N 15th Street, MS 515, Philadelphia, Pennsylvania 19102-1192. Christine Maguth Nezu, Psychology, Medicine Departments, Center for Behavioral Medicine & Mind/Body Studies, Drexel University, Mail Stop 515, 245 N 15th Street; Philadelphia, Pennsylvania 19102-1192. Gary Pace, May Institute, One Commerce Way, Norwood, Massachusetts 02062. Vincent Pandolfi, School Psychology Program, College of Liberal Arts, Rochester Institute of Technology, 92 Lomb Memorial Drive, Rochester, New York 14623-5604. Christine R. Peterson, Pediatrics Department, Strong Center for Developmental Disabilities, University of Rochester School of Medicine and Dentistry, 601 Elmwood Ave., Box 671, Rochester, New York 14642. Yaser Ramadan, The Nisonger Center, The Ohio State University, 1581 Dodd Drive, Columbus, Ohio 43210. Craig Thomas Ramey, Georgetown University Center on Health and Education, 3700 Reservoir Rd., NW, St. Mary s Hall, Suite 134, Georgetown University, Washington, District of Columbia 20057. Sharon Landesman Ramey, Georgetown University Center on Health and Education, 3700 Reservoir Rd., NW, St. Mary s Hall, Suite 134, Georgetown University, Washington, District of Columbia 20057. Ruth Anne Rehfeldt, Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois 62901-4609. Joseph N. Ricciardi, The National Autism Center, The May Institute, Inc., Randolph, Massachusetts. Dennis C. Russo, May Institute, One Commerce Way, Norwood, Massachusetts 02062.

CONTRIBUTORS xi Richard R. Saunders, Schiefelbusch Institute for Life Span Studies, 1052 Robert Dole Human Development Center, 1000 Sunnyside Avenue, The University of Kansas, Lawrence, Kansas 66045. Julie N. Schatz, University of Notre Dame Department of Psychology, University of Notre Dame, Notre Dame, Indiana 46556. Sarah A. Schoolcraft, Department of Psychology, St. Mary s College of Maryland, 18952 E. Fisher Road, St. Mary s City, Maryland 20686 3001. Nicole Schupf, Clinical Epidemiology, Sergievsky Center, Columbia University, 630 West 168th Street, New York 10032. Gary N. Siperstein, Center for Social Development and Education, University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, Massachusetts 02125. Robert L. Sprague, University of Illinois, 1306 Old Farm Road, Champaign, Illinois 61821-5940. Zena A. Stein, Sergievsky Center, Columbia University, 630 West 168th Street, New York 10032. Peter Sturmey, Department of Psychology, Queens College and The Graduate Center, City University of New York. Denis G. Sukhodolsky, Child Study Center, Yale University School of Medicine, 230 South Frontage Road, New Haven, Connecticut 06520. Jonathan Tarbox, Center for Autism and Related Disorders, 19019 Ventura Blvd., 3rd Floor, Tarzana, California 91356. Sarah Winter, Columbus Children s Hospital, Ohio State University, 700 Children s Drive, Columbus, Ohio 43205.

Preface This book is intended for use by graduate students, practitioners in clinical disciplines or management roles in developmental disabilities services and education, university faculty, and to a considerably lesser degree, advanced undergraduate and graduate students, parents, attorneys, and advocacy groups. Faculty will find this book useful as a primary course text at the graduate level. Practitioners and educators will make similar use of the book, in order to identify key research, but also as a resource they can point to when there is debate regarding desirable treatment or intervention practices for a particular individual they may serve. Researchers will find the coverage contained herein useful when they want a summary of contemporary thinking about a subarea of application or practice that is new to them or that intersects as a result of new findings with their own specialty in the wider field of developmental disabilities. The purpose of this book is to provide readers with a complete and up-to-date overview of the state of knowledge in each topic area covered by the chapters. Authors were asked to emphasize conclusions and interpretations directly related to the status of the research in their assigned topic. In each case, they were urged to provide foundational conceptual information in their topic, to identify exceptionally valuable studies in the related literature, and to emphasize the latest research findings. Because research occurs in a social and political context, they were free to describe these other developments that might have affected research and practice during the past decade or so. Authors concluded their contributions with a brief summary of contemporary issues, concerns, or perspectives within the topic. As expected, the resulting contributions include not only a focus on intellectual disability (ID), but other developmental disabilities as well, and in some cases relevant research was drawn from other specialty areas (e.g., rehabilitation, child development, special education). Chapters were written for advanced readers, those having some knowledge of basic aspects of the topic assumed. The contributions to this book were original and provide readers with both a definitive synthesis and a guide to other important work on the various topics. xiii

xiv PREFACE TERMINOLOGY A word on terminology is required. The time this book spent in development spanned several years. In that time, changes in usage occurred with respect to the primary subject matter of this book; namely, the apparent delay in the normative acquisition of skills and knowledge by human beings. This condition, this outcome of human development, has been called mental retardation (MR) for the better part of the last century in North America. Scholars and researchers will need to use this terminology for the foreseeable future instead of ID as a search term in research and bibliographic search engines. The technical definition of this cognitive and developmental disability is still referenced against MR in the major diagnostic coding systems used worldwide, and the generally accepted defining characteristics of the condition remain significantly subaverage general intelligence and adaptive behavior as measured psychometrically, and that first occurs during the developmental period (see Jacobson & Mulick, 1996). Indeed, certain chapters in this book continue the MR terminology when the focus is on epidemiological issues or other topics referring to the specific aspects of disability that define MR and nothing more. While terminology has not yet stabilized at this writing, and this state of affairs is reflected across the chapters in this book, the anticipated wide appeal of a reference text such as this one suggested to us that the term ID should be adopted as an editorial policy in as many places as possible because of its growing usage internationally in service organizations and agencies. These organizations and agencies are the very settings in which there is the greatest need for dissemination of the kind of research-based information and informed discussion contained herein. Advocacy groups and direct service providers in many parts of the world have increasingly expressed a desire to find an alternative to the term MR because of its derogatory connotations in common usage (Walsh, 2002), and it is true that the terminology has changed in both popular and scientific usage several times during the 19th and 20th centuries. We have, therefore, adopted the ID usage in the book in many places where the term MR would have been used in a similar reference work 10 or 15 years ago in order to extend the influence of this material as widely as possible. We hope this leads to no confusion on the part of readers, and that readers will understand that the value of consulting and studying research conducted using MR terminology far outweighs the value of political correctness for its own sake. A SOUND BASIS FOR PROGRESS This book is arranged in several sections corresponding to major domains of research and practice interest. Definition, classification, and etiology are discussed in Part I, with chapters on epidemiology, autism, cerebral palsy, genetic syndromes, epilepsy, brain injury, and the social aspects of developmental disabilities and associated disorders. The various organizing strategies typical of service delivery systems for people with

PREFACE xv developmental disabilities are considered in Part II. Chapters in Part II demonstrate that agency function, tradition, and outcome objectives, as well as the social and political landscape shape the culture and formats of service delivery. Before his untimely death in 2004, coeditor John Jacobson contributed a chapter on program evaluation in Part II, a subject in which he had been professionally engaged for over a quarter century. Part III is devoted to assessment. Psychologists in general have been the primary source of new knowledge and tools in individual assessment, and the section provides separate chapters on cognitive assessment and adaptive behavior assessment, the two critical aspects required for classification of MR when this is required for service eligibility in the United States. The section is rounded out with critical chapters on screening, educational assessment, family assessment, assessment of psychopathology, behavioral assessment, and forensic assessment. Part IV covers the many varieties of preventive and ameliorative interventions that are required to lessen the impact of ID on individuals, families, and society. The section begins with a review of the importance of evidence-based training for young professionals who wish to enter this exciting and complex field of professional practice. Finally, the last section, Part V, makes special note of the sensitivity required to be a helpful influence in this field. Ethical issues are considered in the last two chapters of this book by authors particularly noted for their wisdom and experience in identifying the things that matter to performing clinical services, research, and behavioral intervention with the vulnerable individuals with whom we work. Not every issue relevant to this complex interdisciplinary field could be covered in a single volume. The topics that are included, like the thoughts and writings of the eminent contributors to this book, can be rightly considered essential reading as we move into a new century of discovery, effectiveness, and high quality care for people with intellectual and developmental disabilities. James A. Mulick, Ph.D. Columbus, OH November 2005 REFERENCES Jacobson, J. W., & Mulick, J. A. (Eds.). (1996). Manual of diagnosis and professional practice in mental retardation. Washington, DC: American Psychological Association. Walsh, K. K. (2002). Thoughts on changing the term mental retardation. Mental Retardation, 40(1), 70 75.

Contents PART I. FOUNDATIONS Chapter 1. Epidemiology and Etiology of Mental Retardation... 3 Suzanne McDermott, Maureen S. Durkin, Nicole Schupf, and Zena A. Stein Chapter 2. The Autism Spectrum... 41 Christopher Gillberg Chapter 3. Cerebral Palsy... 61 Sarah Winter Chapter 4. Epilepsy in People With Mental Retardation... 81 Shoumitro Deb Chapter 5. Pediatric Brain Injury... 97 Dennis C. Russo, Erin Dunn, Gary Pace, and Robin S. Codding Chapter 6. Behavioral Effects of Genetic Mental Retardation Disorders... 115 Robert M. Hodapp and Elisabeth M. Dykens Chapter 7. Social Acceptance and Attitude Change: Fifty Years of Research... 133 Gary N. Siperstein, Jennifer Norins, and Amanda Mohler PART II. DISABILITY SERVICES Chapter 8. Evaluating Developmental Disabilities Services... 157 John W. Jacobson Chapter 9. Educational Service Interventions and Reforms... 173 James M. Kauffman and Timothy J. Landrum xvii

xviii CONTENTS Chapter 10. Psychological Services for Older Adults with Intellectual Disabilities... 189 James P. Acquilano, Philip W. Davidson, and Matthew P. Janicki Chapter 11. Residential and Day Services... 209 Richard R. Saunders Chapter 12. Behavioral Clinical Consultation in the Developmental Disabilities: Contemporary and Emerging Roles... 227 Joseph N. Ricciardi and James K. Luiselli Chapter 13. Advocacy and Litigation in Professional Practice... 245 Richard J. Landau PART III. ASSESSMENT AND DIAGNOSIS Chapter 14. Intellectual Assessment and Intellectual Disability... 261 John G. Borkowski, Shannon S. Carothers, Kimberly Howard, Julie Schatz, and Jaelyn R. Farris Chapter 15. Adaptive Behavior... 279 Sharon A. Borthwick-Duffy Chapter 16. Psychosocial and Mental Status Assessment... 295 Peter Sturmey Chapter 17. Functional Behavioral Assessment in Practice: Concepts and Applications... 317 Sandra L. Harris and Beth A. Glasberg Chapter 18. Psychoeducational Assessment... 333 Caroline I. Magyar, Vincent Pandolfi, and Christine R. Peterson Chapter 19. Developmental and Behavioral Screening... 353 Frances Page Glascoe Chapter 20. Forensic and Psychosexual Assessment... 373 Marc Goldman Chapter 21. Family Assessment and Social Support... 391 Laraine Masters Glidden and Sarah A. Schoolcraft

CONTENTS xix PART IV. PREVENTION AND TREATMENT Chapter 22. Science to Practice in Intellectual Disability: The Role of Empirically Supported Treatments... 425 Sigan L. Hartley, Sarah Voss Horrell, and William E. Maclean Jr. Chapter 23. Early Intervention: Background, Research Findings, and Future Directions... 445 Sharon Landesman Ramey, Craig T. Ramey, and Robin Gaines Lanzi Chapter 24. The System of Early Intervention for Children with Developmental Disabilities: Current Status and Challenges for the Future... 465 Michael J. Guralnick Chapter 25. Stereotypy, Self-Injury, and Related Abnormal Repetitive Behaviors... 481 James W. Bodfish Chapter 26. Assessment and Treatment Psychopathology Among People with Developmental Delays... 507 Johnny L. Matson and Rinita B. Laud Chapter 27. Aggression in Persons With Intellectual Disabilities and Mental Disorders... 541 William I. Gardner Chapter 28. Speech and Language Deficits in Children with Developmental Disabilities... 563 Joanne Gerenser and Bonnie Forman Chapter 29. Functional Skills Training for People with Intellectual and Developmental Disabilities... 581 Paula K. Davis and Ruth Anne Rehfeldt Chapter 30. Social Skills Training for Children with Intellectual Disabilities... 601 Denis G. Sukhodolsky and Eric M. Butter Chapter 31. Vocational Skills and Performance... 619 Janis G. Chadsey Chapter 32. Sex Offending Behavior... 635 Christine Maguth Nezu, Arthur M. Nezu, Tamara L. Klein, and Mary Clair Chapter 33. Pharmacotherapy... 657 Michael G. Aman and Yaser Ramadan

xx CONTENTS PART V. ETHICAL ISSUES Chapter 34. Ethical Issues in Clinical Services and Research... 675 Robert L. Sprague Chapter 35. Ethics and Values in Behavioral Perspective... 691 Linda J. Hayes and Jonathan Tarbox Index... 719