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The COVID-19 pandemic has led to a devastating loss of life, staggering economic losses, and untold psychological distress for people all over the world. People with intellectual and developmental disabilities (IDD) have been impacted as well and, in many ways, they are particularly vulnerable to the pernicious effects of the pandemic. Preliminary data reported in the popular press, for example, suggest that people with IDD who contracted COVID-19 have died at more than twice the rate of that of the general population. In addition, most of the services and supports required to optimize inclusion of people with IDD in their communities were severely disrupted during the pandemic. Diagnostic and developmental evaluations to determine eligibility for services, in-home behavioral services, special education and ancillary school-based therapies, and supported employment were limited or halted completely. Indeed, the vulnerability of our systems of services and supports for people with IDD to disruption by natural and human-made disasters was made abundantly clear during the past few months. The pandemic, however, has also provided glimpses into how we could redesign services and supports for people with IDD in ways that could make them more robust and less susceptible to disruption. At the heart of this redesign is technology. At the UC Davis MIND Institute and at other academic health systems around the country, clinic visits with psychologists, psychiatrists, developmental-behavioral pediatricians, genetic counselors, and other professionals were quickly shifted to video visits through video teleconferencing technology platforms, such as Skype and Zoom . K-12 schools shifted to online classrooms and curricula, including for students receiving special education services. Families even took educational and fun trips to museums and zoos through virtual reality technology. I believe that a lesson from the pandemic is that technology-delivered services should be more fully developed so as to allow us to continue to support people with IDD when the next disaster makes face-to-face contact difficult. Moreover, I would encourage the widespread use of technologydelivered services as a complement to face-to-face services even during non-disaster ‘‘normal’’ periods of life. Technology offers the promise of making professional expertise accessible to more people, removing barriers that create health disparities based on race, ethnicity, geography, and economic circumstances, and all while providing services in cost-effective ways. At the same time, not every service will lend itself to technology-based delivery, or at least not without considerable adaptation. Anecdotal reports from many parents suggest that online classrooms for students with special needs, without consideration of how to support engagement and reduce challenging behaviors, have not been effective. So, rather than just assuming that every service can be delivered through technology, we must do the hard work of adapting the services and the technologies in an iterative process designed to provide evidence of efficacy, to develop procedures for individualization, and to show that the technology-delivered services can be brought to scale and be cost effective. And finally, there must be evidence that the technology-delivered services reduce rather than reinforce or exacerbate disparities in access that are common according to race, ethnicity, income, etc. If technology just makes getting care more convenient for those citizens who already have access to the best care and does not reach those citizens who are typically marginalized, we have failed as researchers and professionals. In the remainder of this address, I will summarize some of the research conducted by my lab group to develop a distance-delivered, parentimplemented language intervention (PILI). I will

Presidential Address, 2020—Using Technology to Deliver Services and Supports in Homes, Neighborhoods, and Communities: Evidence and Promise