Intellectual disability and developmental risk: Promoting intervention to improve child and family Well-Being

Keith Crnic, Cameron L. Neece, Laura Lee McIntyre, Jan Blacher, Bruce L. Baker

Research output: Contribution to journalArticle

18 Scopus citations


Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence-based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children’s behavioral competencies. A family-focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.

Original languageEnglish (US)
Pages (from-to)436-445
Number of pages10
JournalChild Development
Issue number2
StatePublished - Mar 1 2017


ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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