- Oxford Library of Psychology
- [UNTITLED]
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
- Behavioral Genetics, Genomics, Intelligence, and Mental Retardation
- The Contribution of Developmental Models Toward Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
- Linking Genes to Cognition: The Case of Fragile X Syndrome
- The Organization and Development of Spatial Representation: Insights from Williams Syndrome
- Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
- Memory and Learning in Intellectual Disabilities
- Short-term Memory and Working Memory in Mental Retardation
- Executive Function Across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
- Musical Ability and Developmental Disorders
- Brain-based Methods in the Study of Developmental Disabilities: Examples from Event-related Potentials and Magnetic Resonance Imaging Research
- Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Language Development in Fragile X Syndrome: Syndrome-specific Features, Within-syndrome Variation, and Contributing Factors
- Language Development in Williams Syndrome
- Emotional Development in Children with Developmental Disabilities
- Socioemotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
- The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
- Family Well-being and Children with Intellectual Disability
- Dyadic Interaction Between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
- Parenting and Intellectual Disability: An Attachment Perspective
- Children with Down Syndrome: Parents' Perspectives
- Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
- Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
- On Knowing More: Future Issues for Developmental Approaches to Understanding Persons with Intellectual Disability
- Index
Abstract and Keywords
This chapter describes two potential frameworks for examining child effects in families of children with intellectual disability. The first framework is an etiology-specific framework, which is rooted in Hodapp's (1997) notion of direct and indirect effects in families of children with intellectual disability (ID) of different etiologies. This approach offers a proximal account of how a specific child factor—child diagnosis—can be linked to patterns of parent and family functioning. The second framework places the child effects phenomenon within a bio-anthropological paradigm. This paradigm offers a more distal account of child eliciting factors in children with disabilities, and takes into account evolutionary influences on parent-child relationships.
Keywords: Child eliciting effects, intellectual disability, families, etiology, parent-child relationship
Deborah J. Fidler, Department of Human Development and Family Studies, Colorado State University.
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- Oxford Library of Psychology
- [UNTITLED]
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- The More You Know the Less You Know, But That's OK: Developments in the Developmental Approach to Intellectual Disability
- Behavioral Genetics, Genomics, Intelligence, and Mental Retardation
- The Contribution of Developmental Models Toward Understanding Gene-to-Behavior Mapping: The Case of Williams Syndrome
- Linking Genes to Cognition: The Case of Fragile X Syndrome
- The Organization and Development of Spatial Representation: Insights from Williams Syndrome
- Understanding the Development of Attention in Persons with Intellectual Disability: Challenging the Myths
- Memory and Learning in Intellectual Disabilities
- Short-term Memory and Working Memory in Mental Retardation
- Executive Function Across Syndromes Associated with Intellectual Disabilities: A Developmental Perspective
- Musical Ability and Developmental Disorders
- Brain-based Methods in the Study of Developmental Disabilities: Examples from Event-related Potentials and Magnetic Resonance Imaging Research
- Language Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Literacy Development in Childhood, Adolescence, and Young Adulthood in Persons with Down Syndrome
- Language Development in Fragile X Syndrome: Syndrome-specific Features, Within-syndrome Variation, and Contributing Factors
- Language Development in Williams Syndrome
- Emotional Development in Children with Developmental Disabilities
- Socioemotional and Brain Development in Children with Genetic Syndromes Associated with Developmental Delay
- The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes
- Family Well-being and Children with Intellectual Disability
- Dyadic Interaction Between Mothers and Children with Down Syndrome or Williams Syndrome: Empirical Evidence and Emerging Agendas
- Parenting and Intellectual Disability: An Attachment Perspective
- Children with Down Syndrome: Parents' Perspectives
- Child Eliciting Effects in Families of Children with Intellectual Disability: Proximal and Distal Perspectives
- Life Course Perspectives in Intellectual Disability Research: The Case of Family Caregiving
- On Knowing More: Future Issues for Developmental Approaches to Understanding Persons with Intellectual Disability
- Index
