title: Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well-Being.
abstract: Initial intervention processes for children with intellectual disabilities (IDs) 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.
authors.affiliation: Arizona State University.
authors.forename: Keith A
authors.initials: KA
authors.lastname: Crnic
authors.affiliation: Loma Linda University.
authors.forename: Cameron L
authors.initials: CL
authors.lastname: Neece
authors.affiliation: University of Oregon.
authors.forename: Laura Lee
authors.initials: LL
authors.lastname: McIntyre
authors.affiliation: University of California, Riverside.
authors.forename: Jan
authors.initials: J
authors.lastname: Blacher
authors.affiliation: University of California, Los Angeles.
authors.forename: Bruce L
authors.initials: BL
authors.lastname: Baker
mesh_terms: D002648:Child; D002657:Child Development; D005190:Family / Q000523:psychology*; D005196:Family Therapy / Q000379:methods*; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*