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Behavioral Sciences
Special Issues
Psychology of Children and Adolescents with Intellectual or Developmental Disabilities
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Psychology of Children and Adolescents with Intellectual or Developmental Disabilities

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Child and Adolescent Psychiatry".

Deadline for manuscript submissions: 31 July 2025 | Viewed by 10027

Special Issue Editors

Dr. Antonio Manuel Amor González

E-Mail Website
Guest Editor
Department of Personality, Assessment, and Psychological Treatments, Institute for Community Inclusion (INICO), University of Salamanca, Salamanca, Spain
Interests: intellectual and developmental disabilities; support needs assessment; supports planning; educational psychology; quality of life
Dr. María Fernández Sánchez

E-Mail Website
Guest Editor
Department of Personality, Assessment, and Psychological Treatments, Institute for Community Inclusion (INICO), University of Salamanca, Salamanca, Spain
Interests: intellectual and developmental disabilities; quality of life; quality of life assessment; quality of life intervention; educational psychology
Dr. Alba Aza Hernández

E-Mail Website
Guest Editor
Department of Personality, Assessment, and Psychological Treatments, Institute for Community Inclusion (INICO), University of Salamanca, Salamanca, Spain
Interests: intellectual and developmental disabilities; children; adolescence; quality of life
Dr. María Lucía Morán Suárez

E-Mail Website
Guest Editor
Department of Psychology, Group on Research on Disability (GID), University of Oviedo, Oviedo, Spain
Interests: intellectual and developmental disabilities; autism spectrum disorder; children; adolescence; quality of life; rights

Special Issue Information

Dear Colleagues,

The field of intellectual and developmental disabilities (IDD) is evolving quickly. Childhood and adolescence are two critical stages in human development, especially for persons with IDD, because the physical, physiological, psychological, and social changes that characterize the transition between these stages, occur hand in hand with changes in the number and stability of the environments where children and adolescents participate. The interaction between the inner changes and the variability of environments produces heterogeneous functioning experiences, creating disability experiences of different intensity, as suggested by current social-ecological approaches towards disability. The goal of this special issue is to shed light, from the basic and applied fields of the different branches of psychology, on both the personal and environmental factors defining the experience of IDD, as well as advancing research on support needs assessment and planning, assessment and enhancement of quality of life, and assessment and access to and enjoyment of rights in children and adolescents with IDD, chief aspects that mark their development to their fullest potential. Original research articles, literature reviews and/or meta-analyses, and theoretical/discussion papers are welcomed, provided that they are original, novel, and high-quality works that address the goals of the special issue. 

Dr. Antonio Manuel Amor González
Dr. María Fernández Sánchez
Dr. Alba Aza Hernández
Dr. María Lucía Morán Suárez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • intellectual disability
  •  developmental disabilities
  •  intellectual and developmental disabilities
  •  basic psychology
  •  applied psychology
  •  positive psychology
  •  rights
  •  supports
  •  quality of life
  •  self-determination

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Published Papers (4 papers)

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Research

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27 pages, 389 KiB  
Article
Driving Innovation to Support Pupils with SEND Through Co-Production in Education and Research: Participatory Action Research with 22q11.2 Deletion Syndrome Families in England
by Michelle Jayman, Sophie Edmonds and Maria Gudbrandsen
Behav. Sci. 2025, 15(1), 22; https://doi.org/10.3390/bs15010022 - 30 Dec 2024
Viewed by 1202
Abstract
Children and young people (CYP) with special educational needs and disabilities (SEND) comprise over 1.6 million pupils in classrooms in England. However, evidence suggests pupils’ learning and wellbeing needs are often missed or unmet and legislation designed to increase families’ decision-making in education [...] Read more.
Children and young people (CYP) with special educational needs and disabilities (SEND) comprise over 1.6 million pupils in classrooms in England. However, evidence suggests pupils’ learning and wellbeing needs are often missed or unmet and legislation designed to increase families’ decision-making in education provision has not been translated into practice. The current participatory action research study investigated the perceptions and experiences of a specific population of SEND pupils in mainstream schooling—CYP with 22q11.2 deletion syndrome (22q). Participants included existing and previous mainstream pupils and their parents (n = 8 parent−CYP dyads). Data were collected through semi-structured interviews, and a hybrid inductive-deductive thematic analysis was conducted. Five superordinate themes were generated: minding the gaps in school support; my mental wellbeing story; power and influence; getting it wrong: failing CYP and families; and getting it right: from surviving to thriving. Findings provided authentic insights into the lived experiences of support for CYP with 22q which resonate with the wider SEND population. These findings can help to inform more inclusive practice in mainstream settings. An affirmative model which places SEND pupils and parents at the heart of meaningful reform is urgently needed in schools. Collaborative work among all key stakeholders is paramount to ensure that strategies are genuinely co-produced, co-owned and robustly evidence-based. Full article
(This article belongs to the Special Issue Psychology of Children and Adolescents with Intellectual or Developmental Disabilities)

Review

Jump to: Research, Other

14 pages, 259 KiB  
Review
Self-Determination Research: Current and Future Directions
by Kathryn M. Burke, Karrie A. Shogren, Andrea Parente, Abdulaziz Alsaeed, Austin M. Myers and Shawn Aleong
Behav. Sci. 2024, 14(7), 613; https://doi.org/10.3390/bs14070613 - 19 Jul 2024
Cited by 4 | Viewed by 4847
Abstract
This article summarizes the history, current status, and future directions of self-determination research across the globe, with a focus on applications to the education of students with intellectual and developmental disabilities and their transition from school to adult life. Research on the development, [...] Read more.
This article summarizes the history, current status, and future directions of self-determination research across the globe, with a focus on applications to the education of students with intellectual and developmental disabilities and their transition from school to adult life. Research on the development, implementation, and outcomes of self-determination assessments and interventions is explored. Causal Agency Theory, a theoretical framework for understanding the development of self-determination as a psychological construct, is reviewed, along with research on the importance of self-determination for inclusion, psychological growth, and overall well-being. Specific approaches, models, and perspectives for addressing the support needs of students with intellectual and developmental disabilities, particularly during transitions, are discussed. Assessment and intervention aligned with Causal Agency Theory, including the Self-Determination Inventory and the Self-Determined Learning Model of Instruction, are introduced. Future directions and emerging areas of research are summarized, including issues related to cultural validity, integration of strengths-based approaches, emerging technologies, and systemic changes in schools and communities. Full article
(This article belongs to the Special Issue Psychology of Children and Adolescents with Intellectual or Developmental Disabilities)

Other

Jump to: Research, Review

21 pages, 537 KiB  
Systematic Review
Assessing Pragmatic Skills in People with Intellectual Disabilities
by Sonia Hernández Hernández, Sergio Marín Quinto, Verónica Marina Guillén Martín and Cristina Mumbardó-Adam
Behav. Sci. 2025, 15(3), 281; https://doi.org/10.3390/bs15030281 - 27 Feb 2025
Viewed by 638
Abstract
People with intellectual disabilities live with significant conceptual, social, and practical limitations that hinder the acquisition, development, and use of language. Pragmatic skills facilitate interpersonal relationships, allowing for the understanding and expression of oneself, as well as the planning, organization, and adaptation of [...] Read more.
People with intellectual disabilities live with significant conceptual, social, and practical limitations that hinder the acquisition, development, and use of language. Pragmatic skills facilitate interpersonal relationships, allowing for the understanding and expression of oneself, as well as the planning, organization, and adaptation of speech depending on the context and interlocutor. These skills imply, therefore, complex higher functions that must be articulated harmoniously for effective communication. Identifying the weaknesses of people with intellectual disability in the pragmatic dimension of language enables the provision of individualized support resources to guarantee their participation and social inclusion. This study presents a systematic review based on the PRISMA guidelines, and it includes the most commonly used assessment tools for pragmatic competence in people with intellectual disabilities over time. Of the 172 articles found, 20 met the inclusion criteria and were finally reviewed. The results show a lack of conformity between instruments in the pragmatic aspects evaluated and a lack of adjustment of the evaluation tools to the characteristics of this population. Therefore, the design of new standardized tests that specifically evaluate the pragmatic skills of people with intellectual disability is required in the near future. A tailored assessment is crucial for defining a complete profile of their communication skills and generating individualized intervention and support programs. Full article
(This article belongs to the Special Issue Psychology of Children and Adolescents with Intellectual or Developmental Disabilities)
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26 pages, 626 KiB  
Systematic Review
How to Assess Oral Narrative Skills of Children and Adolescents with Intellectual Disabilities: A Systematic Review
by Victoria Sánchez-Gómez, Miguel Ángel Verdugo, María Isabel Calvo, Antonio M. Amor, Blanca Palomero-Sierra and Laura Zampini
Behav. Sci. 2024, 14(4), 308; https://doi.org/10.3390/bs14040308 - 10 Apr 2024
Cited by 1 | Viewed by 2025
Abstract
Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative [...] Read more.
Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative skills in children and adolescents with ID, addressing key questions about common assessment tools, their characteristics, and reported evidence. A systematic review was conducted of the literature published between 2010 and 2023 in the PsycINFO, ERIC, Education, and Psychology databases. An initial 1176 studies were reviewed by abstract, of which 485 were read in full text, leading to the selection and analysis of 22 studies. Most of the identified tools involve analyzing language samples obtained using wordless picture story books. Three common tools are emphasized. Studies have primarily identified inter-rater reliability and test-criterion evidence for validity. The main tools and their characteristics are discussed in depth to aid readers in discerning suitable options for research or practical applications. The importance of reporting diverse sources of evidence for validity and reliability within this population is highlighted. Full article
(This article belongs to the Special Issue Psychology of Children and Adolescents with Intellectual or Developmental Disabilities)
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