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Sexualized Behavior
Sexual development begins during early childhood as individuals learn appropriate and inappropriate ways of touching their own and others’ bodies. During this time, children also begin to understand that talking about sexual behaviors can be inappropriate in certain situations. This knowledge is obtained through observations of the behavior of others, peer interactions, and caregiver responses to such behaviors. Individuals with intellectual and developmental disabilities (ID/DD) usually develop sexually in a manner that is identical to their typically developing peers. Oftentimes, however, individuals with ID/DD are not exposed to the same social opportunities that lead to understanding of appropriate sexual behavior, which may result in a higher occurrence of inappropriate sexualized behaviors among this population. Inappropriate sexualized behaviors include public masturbation, disrobing, or touching others in ...
- Assessment and Diagnosis
- Diagnostic and Statistical Manual of Mental Disorders
- International Classification of Diseases, 10th Revision
- International Classification of Diseases, History of
- Academic Achievement Tests
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- Assessment of the Very Young Child
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- Whole Genome Sequencing
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- Klinefelter Syndrome
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- Education
- 504 Plan
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- Protective Factors
- Quality of Life
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- Self-Esteem
- Sexual Awareness and Knowledge
- Sexual Development, Physical
- Sexuality in Autism Spectrum Disorder
- Sexuality in Children and Adolescents With Developmental Disorders
- Sexuality in Intellectual Disabilities
- Social Support
- Special Olympics
- Splinter Skills and Cognitive Strengths in Autism
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- TEACCH
- Transitional Age Youth
- Vaccinations and Autism
- Historical Views of Intelligence and Development
- Diagnostic and Statistical Manual of Mental Disorders
- International Classification of Diseases, 10th Revision
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- Eugenics Movement
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- School Refusal
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- Public Policy Issues
- Larry P. v. Riles
- Americans with Disabilities Act
- Arc of the United States, The
- Article 12 of the Convention on the Rights of Persons with Disabilities
- Camp Shriver
- Classroom Aides
- Conservatorship
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- Decision-Making Capacity
- Dispute Resolution
- Down Syndrome: Cognitive, Emotional, and Behavioral Presentation
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- Education for All Handicapped Children Act
- Ethical Issues in Education
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- Federal Funding for Children With Intellectual and Developmental Disabilities
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- Free Appropriate Public Education
- Funding Services for Adults With Developmental Disabilities and Autism Spectrum Disorder
- Guardianship
- Inclusion
- Labeling, Impact of
- Labeling, Pros and Cons of
- Section 504 and the Education of Children With Disabilities
- Special Education Law: U.S. Supreme Court Cases
- Research
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- Disability Research Methodology
- Epidemiology
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- Future Research Directions in Developmental Disabilities
- Genetic Research
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- Acquired Pediatric Brain Damage
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- Autism Spectrum Disorder, Biology of
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- Brainstem
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- Corpus Callosum
- Cross Disorder Genetic Risk
- Developmental Psychopathology
- Down Syndrome: Medical Concerns and Comorbid Disorders
- Encephalitis
- Endophenotypes
- Failure to Thrive
- Frontal Lobes
- Genetics of Intellectual Development
- Hemispheric Asymmetries
- Herpes Simplex
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- Human Genome Project
- Hydrocephalus
- Iatrogenic Effects
- Intellectual Disability, Biology of
- Lead Poisoning
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- Maternal Substance Abuse
- Media Use by Individuals With Intellectual and Developmental Disabilities
- Meningitis
- Microcephaly
- Monogenic Disorders
- Mosaicism
- Myelination and Connectivity
- Neural Plasticity
- Neuroimaging Methods
- Neurotransmitters
- Nutrition in Childhood and Adolescence
- Nutrition, Prenatal
- Nutrition: Importance in First Years of Life
- Polygenic Risk
- Postnatal Risk Factors
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- Preterm Birth
- Rubella
- Temporal Lobe
- Teratogens
- Theories and Causes: Psychological and Sociocultural Perspectives
- Attachment Theory
- Autism, Rising Prevalence of: Epidemiology
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- Disability Discrimination: U.S. Supreme Court Cases
- Down Syndrome: Cognitive, Emotional, and Behavioral Presentation
- Ecological Systems Theory
- Environmental Considerations in Social Participation of Children With Developmental Disabilities
- Environmental Risk Factors
- Erikson’s Theory of Psychosocial Development
- Gardner’s Theory of Multiple Intelligences
- Intelligence, Theories of
- Intelligence: Environmental Factors
- Piaget’s Theory of Cognitive Development
- Vulnerability Stress Model
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- Therapies and Interventions
- Access to Treatment for Individuals With Intellectual and Developmental Disabilities
- Accessible Design
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- Anchored Instruction
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- Attention-Deficit/Hyperactivity Disorder: Potential Misuse of Stimulant Medications
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- Classroom Aides
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- Dementia
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- Discrete Trial Training
- Early Intervention
- Early Start Denver Model
- Executive Function Coaching
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- Flooding
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- Functional Inclusion
- Intellectual Disability: Historical Changes in Terminology
- Male Brain Theory of Autism
- Mentoring
- Metacognitive Training
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- Nutritional Therapies for Children With Developmental Disabilities
- Occupational Therapy
- Parent–Child Interaction Therapy
- Personalized Supports
- Phonics-Based Interventions
- Physical Therapy
- Picture Exchange Communication System
- Pivotal Response Therapy
- Portage Project
- Positive Parenting of Children With Intellectual and Developmental Disabilities
- Prenatal Care
- Probiotics
- Psychopharmacological Interventions
- Relationship Development Intervention
- Social Inclusion
- Speech and Language Pathologists
- Stimulant Medications
- Systematic Desensitization
- Technology for Individuals With Intellectual and Developmental Disabilities
- Treatment Planning
- UCLA Young Autism Project
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