The American Journal on Intellectual and Developmental Disabilities (Print ISSN: 1944–7515; Online ISSN: 1944–7558) is published by the American Association on Intellectual and  Developmental Disabilities. It is a scientifi c, scholarly, and archival multidisciplinary journal for reporting original contributions of the highest quality to knowledge of intellectual disabilities, its causes, treatment, and prevention.

The American Journal on Intellectual and Developmental Disabilities (Print ISSN: 1944–7515; Online ISSN: 1944–7558) is published by the American Association on Intellectual and Developmental Disabilities. It serves as a scientific, scholarly, and archival multidisciplinary journal dedicated to reporting original contributions of the highest quality to the understanding of intellectual disabilities, including their causes, treatment, and prevention.

《American Journal on Intellectual and Developmental Disabilities》是由美国智力和发展障碍协会出版的期刊（印刷版 ISSN: 1944–7515；在线版 ISSN: 1944–7558）。该期刊是一个科学、学术和档案性的多学科期刊，旨在报告对智力障碍及其原因、治疗和预防的高质量原创贡献。

American Journal on Intellectual and Developmental Disabilities

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative language microstructure and relative strengths and weaknesses in narrative macrostructure. Students' narrative macrostructure accounted for significant variance in reading comprehension beyond what was accounted for by narrative microstructure (i.e., mean length of utterance in morphemes, number of different words, total utterances). This study provides considerations for measuring narrative quality when characterizing the functional language skills of students with mild levels of intellectual disability. Measurement tools that quantify the quality of language provide important information regarding targets of intervention beyond grammar and vocabulary.

Andrea Barton-Hulsey

Rose A. Sevcik

MaryAnn Romski

Narrative Language and Reading Comprehension in Students With Mild Intellectual Disabilities

轻度智力障碍学生的叙事语言与阅读理解能力

Abstract Cross-sectional (N = 106) and longitudinal (N = 35) samples of siblings (ages 11–38) reported on closeness and conflict in their relationships with sisters and brothers with intellectual disability. For closeness, confirmatory factor analysis (CFA) distinguished feelings of emotional closeness from reciprocal sharing behaviors for these siblings. Age effects and changes over time indicated increasing emotional closeness and a general reduction in conflict from adolescence to young adulthood, with stable reciprocal sharing. Cross-sectionally, closeness was greater when siblings were involved in caregiving, and conflict was less when siblings no longer co-resided. Sibling constellation features (sex, birth order, age spacing) had limited effects at this developmental period. Findings support a combination of life-span developmental change and enduring attachment in these sibling relationships.

Frank J. Floyd

Catherine L. Costigan

Shana S. Richardson

Sibling Relationships in Adolescence and Early Adulthood With People Who Have Intellectual Disability

智力障碍人士在青春期和成年早期的兄弟姐妹关系

Abstract Medical professionals commonly report having inadequate training providing care for individuals with intellectual and developmental disabilities (IDD). This pilot study aimed to address this gap through a virtual Objective Structured Clinical Examinations (OSCE) with individuals with IDD as patient educators for 25 first- and second-year medical students (OSCE participants). Quantitative data through the Prediger competency scale and qualitative data through a semistructured interview were analyzed. OSCE participants reported a significant increase (p &amp;lt; 0.05) in self-perceived competency scores when comparing pre- and post-OSCE scores. Qualitative analysis yielded themes corresponding to improving skills, practice considerations, and perspectives and biases changes. These results suggested that this virtual OSCE promoted the development of self-perceived clinical competency and comfort providing care for individuals with IDD.

Isis Olivia Lunsky

Gilmar Gutierrez

Olivier Rabu

Meg Gemmill

Debra Hamer

Providing Care to People With Intellectual and Developmental Disabilities in Medical Education

医学教育中对智力和发育障碍人士的护理

Abstract This study describes the role of psychiatric pharmacists (PPs) in medication management at a county-hospital-based primary care clinic serving adults with intellectual and developmental disabilities (IDD). During a 20-week period, PPs provided 308 interventions for 97 patients with IDD, 55% of whom had a concomitant psychiatric/behavioral disorder and 70% of whom were taking at least one psychotropic medication. PP services included medication reviews (48%), medication histories (13%), collaborative care (12%), pharmacotherapy interventions (11%), advisory services (9%), and patient/caregiver education (7%). Psychotropics were involved in 66% of interventions. Our results demonstrate that PPs may address psychotropic-related challenges in this practice setting by performing a variety of services. Additional studies are needed to fully evaluate the impact of this integrative model.

Esther Moon

Sabrina Domicoli Snyder

Andrew Williams

Scott Allen

Emma Simmons

Medication Management in Adults With Intellectual and Developmental Disabilities: Psychiatric Pharmacists in Primary Care

智力及发育障碍成年人的药物管理：初级保健中的精神药剂师

Abstract Various intervention usage is associated with positive outcomes for children with autism. However, the intensity of these interventions tends to be below recommendations, especially for minoritized children. This study aimed to examine how average weekly intervention hours among children vary by sociodemographic factors. Regression analyses were conducted using data from 2,857 participants with autism included in the Simons Simplex Collection. Findings indicated the amount and type of intervention received varied by race, ethnicity, family income, and maternal education. This study marks an important step in documenting the extent of sociodemographic intervention disparities; and, helps to elucidate which therapy types are most readily underused and by which groups to help inform approaches to increase more equitable access.

Hannah S. Durham

Karrah L. Bowman

Ashley J. Harrison

Examining Sociodemographic Variability in the Amount and Type of Interventions for Children With Autism

考察自闭症儿童干预的数量和类型在社会人口学上的差异

Abstract The gestures produced by children with intellectual disability (ID) in spatial tasks are rarely considered, although they have a supporting role in the formation of thought. In this research study, we analyzed the number of gestures, the type of gestures, and their role in the expression of knowledge of students with ID. Twenty students (12–17 years old) with ID and 40 students with typical development (TD) matched on visual-spatial level (n = 20) and on language level (n = 20) participated in the research. Students with ID made significantly more gestures in relation to the number of words spoken compared to their peers with TD. Thirty percent of the expressive communication of students with ID came from gestures alone, and 60% of the responses contained at least one gesture. Finally, the higher the level of task difficulty, the more gestures the students made.

Noémie Lacombe

Thierry Dias

Geneviève Petitpierre

The Key Role of Gestures in Spatial Tasks for Students With Intellectual Disability

智力障碍学生空间任务中手势的关键作用

Abstract Sibling relationships often involve exchanges of emotional and tangible support. When one sibling has a disability, the nature of the reciprocity of such support may differ from sibling pairs wherein no disability is present. Specifically, when an individual has autism, the nature of emotional and tangible reciprocity is unclear given the potential for a supportive or caregiving role of the sibling without autism. In this study, 256 adult siblings of autistic individuals completed a national survey. Analyses included descriptive statistics describing the nature of reciprocity and hierarchical regressions to identify the correlates of emotional and tangible reciprocity. Overall, participants often reported not giving or receiving much tangible support to/from their autistic sibling while they often gave and, to some extent received, emotional support from their autistic sibling. When the autistic sibling had more asocial behaviors, participants were more likely to provide emotional support than receive it. When participants engaged in more caregiving, they both gave and received more emotional and tangible support. Implications for research and practice are discussed.

Meghan M. Burke

Chak Li

Catherine K. Arnold

Correlates of Emotional and Tangible Reciprocity in Adult Siblings of Individuals With Autism

自闭症患者成年兄弟姐妹中情感与物质互惠的相关因素

Abbreviation	Am. J. Intellect. Dev. Disabil.
Journal Impact	1.95
Quartiles(Global)	REHABILITATION(Q2)

Publication Information	Publisher: American Association on Intellectual and Developmental Disabilities，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2009，Proportion of original research papers: 90.91%，Self Citation Rate:5.30%， Gold OA Rate: 0.00%

American Journal on Intellectual and Developmental Disabilities

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience

Narrative Language and Reading Comprehension in Students With Mild Intellectual Disabilities

Sibling Relationships in Adolescence and Early Adulthood With People Who Have Intellectual Disability

Providing Care to People With Intellectual and Developmental Disabilities in Medical Education

Medication Management in Adults With Intellectual and Developmental Disabilities: Psychiatric Pharmacists in Primary Care

Examining Sociodemographic Variability in the Amount and Type of Interventions for Children With Autism

Providing Care to People With Intellectual and Developmental Disabilities in Medical Education

Medication Management in Adults With Intellectual and Developmental Disabilities: Psychiatric Pharmacists in Primary Care

Examining Sociodemographic Variability in the Amount and Type of Interventions for Children With Autism

The Key Role of Gestures in Spatial Tasks for Students With Intellectual Disability

Correlates of Emotional and Tangible Reciprocity in Adult Siblings of Individuals With Autism

ISSN	1944-7515, 1944-7558
h-index	97