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| Preface | |
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| About the Author | |
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| Understanding Mental Retardation | |
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| Building a Framework: Community Integration and Interdisciplinary Systems | |
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| Community Integration | |
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| Conceptual Framework for this Text | |
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| A Systems Perspective | |
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| Theoretical Influences on Understanding Mental Retardation | |
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| Theories of Genetic Maturation: Developmental Milestones | |
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| Learning Theories | |
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| Theory of Multiple Intelligences | |
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| Stage Theories | |
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| Delay and Difference Theories | |
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| Dialectical Learning | |
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| Ecological Systems Theory | |
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| Origins: Historical and Cultural | |
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| Mental Retardation: A Cultural Invention | |
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| Historical and Cultural Influences | |
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| First Educational Efforts | |
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| Institutionalization in the United States: The Beginnings | |
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| Involuntary Sterilization | |
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| Mental Testing | |
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| Social Control and "Cleansing" | |
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| Political and Economic Influences | |
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| Lobbying and Voter Support | |
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| Cyclical Change | |
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| Definition, Classification, and Prevalence | |
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| Introducing Joyce, Susan, and Jason | |
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| Labeling | |
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| Incidence and Prevalence | |
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| Definitional Issues | |
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| Early Definitions and Changes | |
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| Newer Definitions | |
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| Understanding the 1992 Definition | |
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| The Debate Over Adaptive Behavior | |
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| Classification and Levels of Functioning | |
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| Applying the Definition to Joyce, Susan, and Jason | |
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| Assessment of Mental Retardation | |
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| Interdisciplinary Approach | |
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| Medical Assessment | |
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| Intellectual Assessment | |
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| Assessment of Adaptive Behavior | |
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| Educational Assessment | |
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| Speech and Language Assessment | |
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| Occupational Therapy Assessment | |
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| Developing the Individualized Education Program | |
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| Assessment for Joyce, Susan, and Jason | |
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| Characteristics of Mental Retardation | |
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| Basic Issues in Understanding Characteristics | |
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| Physical and Mental Health | |
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| Motivational Characteristics | |
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| Learning and Generalization | |
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| Attention | |
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| Memory | |
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| Language Abilities | |
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| Distinction Between Overall Mild and Severe Characteristics | |
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| Etiology And Prevention: The Community Challenge | |
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| Genetic and Infectious Influences and Prevention | |
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| Genetic Transmission | |
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| Examples of Genetically Transmitted Conditions | |
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| Common Chromosomal Conditions | |
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| Genetic Counseling and Prenatal Testing | |
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| The Future of Genetic Research | |
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| Biological and Psychosocial Influences and Prevention | |
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| Some Psychosocial Influences | |
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| Cultural Implications and Public Policy | |
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| Related Developmental Disabilities | |
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| Autism | |
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| Cerebral Palsy | |
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| Seizure Disorders | |
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| Behavior Disorders | |
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| Learning Within The Community: Developing Skills And Abilities | |
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| Early Intervention | |
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| Rationale for Early Intervention | |
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| Functions of Early Intervention | |
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| Eligibility for Early Intervention | |
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| Some Types of Early Intervention Programs | |
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| Effectiveness of Early Intervention | |
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| Program Evaluation | |
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| The Role of Values in Designing Interventions | |
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| Research and Policy Collaboration | |
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| Challenges in Implementation | |
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| Program Content | |
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| Early Intervention--Jason's Experience | |
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| Behavioral and Cognitive Intervention | |
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| Basic Principles of Applied Behavior Analysis | |
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| Collecting Observational Data | |
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| Finding the Right Reinforcer | |
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| Reinforcing Multistep Tasks | |
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| More Techniques for Problem Behaviors | |
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| Extinction | |
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| Strategies of Differential Reinforcement | |
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| Variables that Influence the Effectiveness of Reinforcement | |
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| Punishment | |
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| Objections and Alternatives to Aversive Stimuli | |
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| Gentle Teaching | |
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| Cognitive Techniques | |
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| The Importance of Motivational Characteristics | |
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| Educational Issues | |
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| School Placement Options | |
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| Steps Toward Successful Inclusion | |
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| Instructional Methods for Meeting the Needs of Diverse Populations | |
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| Transition | |
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| Self-Determination | |
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| Career Education | |
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| Community Life: Roles, Rights, And Responsibilities | |
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| Family | |
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| Who Are Families? | |
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| Adjustment | |
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| Decisions for Adoption or Out-of-Home Placement | |
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| Unique Reactions of Fathers | |
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| Siblings | |
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| Families Speak for Themselves | |
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| Informal and Formal Supports | |
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| Communication | |
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| Family Empowerment | |
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| Adult Living and Work | |
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| Residential Options | |
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| Community Integration and Deinstitutionalization | |
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| Community Living | |
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| Factors in Successful Community Adjustment | |
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| Work | |
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| Training and Support | |
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| Issues in Aging | |
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| Social Life and Recreation | |
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| Developing Friendships | |
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| Sexuality and Sex Education | |
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| Marriage and Parenting | |
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| Vision, Progress, and Advocacy | |
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| Voices in Discourse | |
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| Progress and Remaining Challenges | |
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| Changes in Professional Preparation | |
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| Additional Considerations | |
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| Attitudes and Community Integration | |
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| Glossary | |
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| Index | |