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Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being
Author(s) -
Crnic Keith A.,
Neece Cameron L.,
McIntyre Laura Lee,
Blacher Jan,
Baker Bruce L.
Publication year - 2017
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12740
Subject(s) - psychology , intervention (counseling) , developmental psychology , mindfulness , psychological intervention , psychological resilience , cognition , child development , intellectual disability , parent training , clinical psychology , psychotherapist , psychiatry
Initial intervention processes for children with intellectual disabilities ( ID s) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID , however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.