For students with moderate and severe intellectual disability (ID), reading instruction has focused on teaching sight words. However, research supports a shift in focusing instruction on reading skills such as phonemic awareness, phonics, and fluency. The purpose of this systematic literature review was to focus on the research completed with…

This chapter reviews the intervention research literature -- particularly interventions deemed evidence-based -- for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term "intellectual disability," the majority of research…

Background: Adults with mild-moderate intellectual disabilities have difficulties in accessing traditional evidence-based health promotion initiatives despite experiencing health disparities; yet there are few studies with this group and their carers exploring how their needs can be met. Method: This study adapted a behaviour change theory-based…

Background: Although older adults with intellectual and/or developmental disabilities face high risks of maltreatment, there are few interventions available to reduce these risks. This study describes the development of a research-based intervention that aims to reduce the risks of maltreatment for this population. Method: The development involved…

Background: People with intellectual disabilities are more likely to experience sleep problems. Sleep can impact on health and well-being; therefore, evidence-based interventions are required to improve sleep in this population. Method: An integrative literature review was conducted on the impact of nutrition on sleep in people with intellectual…

This study measured the effect of an evidence-based science curriculum delivered in both English and Spanish using the preview-view-review (PVR) strategy, on the science vocabulary and content knowledge acquired by students with moderate to severe intellectual disabilities who were learning English. The intervention was compared to the same…

The purpose of this study was to examine the social validity of five different evidence-based and emerging pathways to employment (i.e., supported employment, customized employment, internships, apprenticeships, and postsecondary education) from the perspective of multiple stakeholders. A Delphi method was used to determine whether stakeholders…

Parents with intellectual and developmental disabilities (IDD) experience a unique set of contextual challenges that may limit the effectiveness of traditional parenting interventions. Identifying effective adaptations to existing evidence-based parenting interventions to address the needs of this vulnerable population is critical for maximizing…

Background: People with an intellectual disability are more vulnerable to psychological trauma compared with the general population. The aim of this scoping review was to identify the current status of the literature on trauma that is specific to the experiences of adults with an intellectual disability, living in community settings. Methods: A…

The prevalence of challenging behavior, such as aggression, self-injurious behavior, tantrums, and noncompliance with everyday expectations among young children with intellectual and developmental disability (IDD), is higher than the prevalence of challenging behavior for children without disabilities. Without appropriate intervention, challenging…

Goal setting and attainment is often a targeted outcome in the intellectual and developmental disabilities field; however, standardizing the measurement of attainment of individualized goals is challenging. The purpose of this article is to introduce a four-domain framework that provides a series of questions to research and evaluation teams in…

Background: The prevalence of Substance Use Disorder (SUD) in people with Mild Intellectual Disability and Borderline Intellectual Functioning (MID-BIF) is high and evidence-based treatment programs are scarce. The present study describes the development of a personalised SUD treatment for people with MID-BIF. Method: The personalised SUD…

Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe…

In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 U.S. school districts to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An…

Frontline staff are a valuable asset within an intellectual and developmental disability service. Their work dictates the overall standard of care delivered by the organization. However, there is evidence that the research relating to effective practice is having little impact on the competencies displayed by staff in the real-world setting.…