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Previous research on trauma and mental health needs for individuals with intellectual and developmental disabilities (IDD) is limited in regards to the measurement tools and procedures for diverse groups of individuals with IDD, especially for the groups of children who have significant support needs. Traumatic exposure, abuse, neglect, and mental health difficulty measurement primarily relies on caregiver reports. This method of measurement is not the most appropriate way of capturing children and youth with IDD’s experiences especially in cases of child maltreatment. In addition, the evidence-based practices (EBP) for addressing trauma and mental health needs in children with IDD lack the necessary guidance needed for education practitioners to make good treatment decisions. In the context of the current study, practitioners include teachers, paraprofessionals, social workers, psychologists, behavior consultants (i.e., BCBAs), speech-language pathologists, or other behavior or mental health workers focused on school-related services. The purpose of this scoping review is to provide a comprehensive description of how trauma and mental health needs are assessed and addressed in schools for children and youth with IDD. More specifically, this scoping review’s primary objective is to identify trauma and mental health measurement tools used in current research. The secondary objective is to identify school-based EBPs and interventions described by the literature as appropriate for children and youth with IDD for trauma and mental health needs.

Missouri Plain Language Guide: COVID-19 Vaccine for Individuals with Intellectual & Developmental Disabilities, their Families and Caregivers in Missouri, revised August 2022; Missouri Developmental Disabilities Council; disabilities; MODDC; 

The objective of this scoping review is to explore various physical education programs for youth with IDD.

The Intellectual and Developmental Disabilities Equitable Access to Services (IDDEAS) Program manages a local tax fund dedicated to services and supports for Denver residents with I/DD. This video provides training for service providers on what IDDEAS is and how clients can access IDDEAS support for housing stability. For more information visit this site! https://denvergov.org/Government/Agencies-Departments-Offices/Agencies-Departments-Offices-Directory/Denver-Human-Services/Be-Supported/Additional-Assistance/Disability-Services/IDDEAS-Program/About-Us

The Intellectual and Developmental Disabilities Equitable Access to Services (IDDEAS) Program manages a local tax fund dedicated to services and supports for Denver residents with I/DD. This video provides training for service providers on what IDDEAS is and how clients can access IDDEAS support for housing stability. For more information visit this site! https://denvergov.org/Government/Agencies-Departments-Offices/Agencies-Departments-Offices-Directory/Denver-Human-Services/Be-Supported/Additional-Assistance/Disability-Services/IDDEAS-Program/About-Us

People with intellectual and developmental disabilities often have extreme difficulty accessing the healthcare they need. That’s not just unfair - it’s life-threatening. https://t.co/DUjoLw8Jlv Source: https://twitter.com/sethmoulton/status/1049687958616514561 Uploader: Seth Moulton

People with intellectual and developmental disabilities (IDD) are among the most likely Americans to be unemployed, live in poverty, or rely on public programs. In 2013, only 23% of working-age people with cognitive disabilities--a broad demographic category that includes individuals with IDD--were employed, compared to 72% of people without disabilities. While over 30 states have adopted an Employment First policy (a declaration that employment is the priority outcome for people with disabilities), a key challenge is ensuring that supports meet the standards for best practice. Employment supports are delivered by what we refer to as "employment consultants." We use this term to describe staff who support individuals with disabilities to find and keep an individual integrated job in the community. Other titles may include employment specialist, job developer, or job coach. This brief: Shares what we know about bringing best practice to scale; Introduces a line of research that builds a strategy for an effective workforce for employment supports. [This report was prepared by ThinkWork! at the Institute for Community Inclusion at UMass Boston and the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities (RRTC), a project of ThinkWork!.]

In 2020, AUCD and the Think College National Coordinating Center (NCC) conducted a national survey that examined how individual DD Councils were supporting postsecondary education for students with IDD at the state level. As this brief explains, DD Councils in many states deliver diverse forms of support, including direct funding for programs, technical expertise, and support for coalition-building and advocacy. Think College NCC and AUCD conducted the survey in collaboration with the National Association of Councils on Developmental Disabilities (NACDD), which conducted outreach to leaders of the DD Councils in all states and territories. Thirty-four DD Councils provided data through the survey. This brief shares the various ways DD Councils have supported postsecondary programs, including via funding awards, advising program development, and organizing state conferences.

Many postsecondary education programs for students with intellectual and developmental disabilities (IDD) provide support to these students by matching them with peer mentors. Though this practice is widely used, the scholarly literature offers little information about successful peer support models in higher education settings. To address this need, we describe the model developed to support and include students with IDD in the Next Steps Program at Vanderbilt University. We first describe the roles and responsibilities taken on by peer mentors, as well as the Circles of Support model used by Next Steps at Vanderbilt University. We then detail how this model is implemented--including recruitment strategies, the application process, formation of Circles of Support, training of peer mentors, and ongoing support by staff. We conclude by discussing challenges encountered by the staff in facilitating this model, as well as implications for practice and research.

This self-assessment tool was developed for those who wish to embark on state-wide governmental systems change to improve high school transition and employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD). Its purpose is to aid in the development of a work plan that is based on a review of the state policies, practices, and strategies that impact transition from school and opportunities for competitive integrated employment of youth and young adults with IDD. This tool incorporates research identifying elements of state government that support high rates of participation in integrated employment (Hall et al., 2007), research on predictors of positive employment outcomes for young adults with IDD (NTACT, 2016), and the experience of the eight states that were 2011-2012 awardees of the Administration on Intellectual and Developmental Disabilities Partnerships in Employment (PIE) Transition Systems Change grants. These states include Alaska, California, Iowa, Mississippi, Missouri, New York, Tennessee, and Wisconsin. Information on PIE and its implementation in these states can be found at www.thinkwork.org/partnerships-employment. When it comes to employment, this document prioritizes competitive integrated employment, defined as full-time or part-time work at minimum wage or higher, with wages and benefits similar to those of people without disabilities performing the same work, and full integration with co-workers without disabilities. In the course of using this toolkit, please distinguish competitive integrated employment from other types of employment outcomes in which employees earn less than minimum wage or are not fully integrated with workers who do not have disabilities. [Co-written with ThinkWork! at the Institute for Community Inclusion at UMass Boston.]

This self-assessment tool was developed for those who wish to embark on state-wide governmental systems change to improve high school transition and employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD). Its purpose is to aid in the development of a work plan that is based on a review of the state policies, practices, and strategies that impact transition from school and opportunities for competitive integrated employment of youth and young adults with IDD. This tool incorporates research identifying elements of state government that support high rates of participation in integrated employment (Hall et al., 2007), research on predictors of positive employment outcomes for young adults with IDD (NTACT, 2016), and the experience of the eight states that were 2011-2012 awardees of the Administration on Intellectual and Developmental Disabilities Partnerships in Employment (PIE) Transition Systems Change grants. These states include Alaska, California, Iowa, Mississippi, Missouri, New York, Tennessee, and Wisconsin. Information on PIE and its implementation in these states can be found at www.thinkwork.org/partnerships-employment. When it comes to employment, this document prioritizes competitive integrated employment, defined as full-time or part-time work at minimum wage or higher, with wages and benefits similar to those of people without disabilities performing the same work, and full integration with co-workers without disabilities. In the course of using this toolkit, please distinguish competitive integrated employment from other types of employment outcomes in which employees earn less than minimum wage or are not fully integrated with workers who do not have disabilities. [Co-written with ThinkWork! at the Institute for Community Inclusion at UMass Boston.]

Missouri Developmental Disabilities Council Medicaid & Missourians With Intellectual & Developmental Disabilities, 2025; disabilities; MO HealthNet in Missouri; MODDC; 

The objective of this scoping review is to explore and synthesize how adults with intellectual and/or developmental disabilities are identified and recruited, as well as represented in cancer research. In the past few decades, cancer research has shifted to centre the voices and experiences of patients in informing and guiding research. While adults with intellectual and/or developmental disabilities experience worse cancer-related outcomes compared to those without disabilities, including lower screening rates, more advanced stages at diagnosis, and lower survival likelihood, limited research has been conducted on how they are recruited and represented in cancer research. This mixed methods scoping review will examine how adults with intellectual and/or developmental disabilities are included in cancer research, specifically considering how they are recruited or identified in research, in addition to understanding their collaboration and involvement. Eligible studies will include cancer-related research that focuses on adults with intellectual and/or developmental disabilities and/or those involved in their care. The quantitative component of the review will include studies that explore cancer-related outcomes, such as cancer incidence, screening, staging, treatment, or survival among those with intellectual and/or developmental disabilities. These studies may or may not compare the estimates for those with intellectual and/or developmental disabilities to those without disabilities. The qualitative component of the study will explore the experiences of cancer patients with intellectual and/or developmental disabilities, or those involved with their care. Embase, Medline, PsycINFO and CINAHL will be searched to identify published studies from the creation of the United Nations Convention on Persons with Disabilities (UNCRPD; 2006) onwards. This proposed scoping review will align with the JBI methodology for mixed methods scoping review. We will screen titles and abstracts to identify relevant studies that will subsequently be reviewed in full and critically appraised. We will extract data from each study, including how participants were recruited in quantitative or qualitative research, and/or identified in administrative quantitative studies. We will also extract information on how participants and those who provided cancer-related care or support were involved in the studies (e.g., as participants, advisors, collaborators, etc.). Findings will be integrated to better understand how adults with intellectual and/or developmental disabilities are involved in cancer research, and potential next steps for enhancing accessibility and inclusion in cancer research.

The Board of Supervisors designated March 2011 as Intellectual and Developmental Disabilities Month in Fairfax County. Families, community-based organizations and advocates in Fairfax County are committed to supporting people with disabilities to achieve self-determined lifestyles. In recognition of the potential of people with developmental disabilities, the Board of Supervisors urges everyone to include these residents in all aspects of life in Fairfax County. For more information please visit: http://www.fairfaxcounty.gov/csb/ids/ Please note: Fairfax County is not responsible for the content provided on "related" and "promoted" videos that are accessible from this county's YouTube channel. All viewers should note that these related videos and comments expressed on them do not reflect the opinions and position of the Fairfax County government or its officers and employees.

It is known that participation in occupations, or valued everyday activities, is associated with better health and wellness outcomes, as well as greater life satisfaction. However, young adults with Intellectual and Developmental Disabilities (IDD) participate in daily occupations at a lower rate than their typically-developing peers. Despite these challenges, research shows self-determination skills are a protective factor in improving occupational participation and the overall post-secondary transition process for young adults with IDD.

A systematic scoping review examining experiential elements and strategies associated with quality participation among children and youth (2- 12 years) with intellectual and developmental disabilities (IDDs).

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This project will examine the effect of academic interventions delivered to students with intellectual and developmental disabilities by general and special education teachers. Moderator analyses will be conducted related to complexity of the targeted skill, presence and intensity of challenging or interfering behavior, and amount of training or coaching received by the teacher.

Scoping Review Protocol

Perma.cc archive of https://www.nichd.nih.gov/health/topics/idds/conditioninfo created on 2022-03-21 22:41:57.041267+00:00.

Perma.cc archive of https://www.nichd.nih.gov/health/topics/idds/conditioninfo created on 2022-03-21 22:41:57.041267+00:00.

The four purposes of this scoping review are to (a) identify common behavioral treatments used during dental routines that excluded medical procedures and pharmacological treatments, (b) focus on a population of children with IDD, as opposed to strictly ASD, (c) focus specifically on behavioral interventions used to improve behavior during dental routines, and (d) evaluate the quality and rigor of the methodology used to evaluate each treatment.

Past research has demonstrated the potential benefits of education interventions for parents of adolescence with I/DD. These studies found that the interventions were able to increase parents’ perceived ability to educate their children, their knowledge about sex and disability, to change perceptions and biases parents had, and to increase the likelihood that parents would discuss issues of sexuality with their children (Clatos & Asare, 2016; Rooks-Ellis et al., 2020; and Frank & Sandman, 2021). While the Clatos & Asare (2016), Rooks-Ellis et al. (2020), and Frank & Sandman (2021) studies show the promise that sexual education interventions aimed at parents of those with I/DD may have, they are centered around adolescence and most measure the perceived change rather than assessing if any change has happened at follow-up. Additionally, control groups are often not utilized as a way of comparison. For these reasons, the current study seeks to educate parents of adults with I/DD, as adults with I/DD are left without many options for learning about sex, sexuality, sexual health, and relationships (Brown & McCann, 2018; McConkey & Ryan, 2001;Yool, Langdon, & Garner, 2003; Pheysey, 2021; Stinson et al., 2002). The current study seeks to modify an existing sex education curriculum, the Home B.A.S.E curriculum (Frank & Sandman, 2019; Frank & Sandman 2021), and use it in a group setting to teach parents of adults with I/DD about disability and sexuality.

Mixed methods systematic review

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

Note: Project originally pre-registered Oct 12, 2022. Withdrew and re-registered, on April 7, 2023, according to OSF protocol, due to error in original Contributor list (i.e., PI not included). See internet archive Iink: https://archive.org/details/osf-registrations-x5gjc-v1 Historically, students with intellectual and developmental disabilities (IDD) have had limited access to rigorous reading instruction. Past emphases have included whole-word reading, isolated skill practice, and functional reading skills (Browder et al., 2006). However, updated research provides evidence that students with IDD can benefit from rigorous reading instruction that is inclusive of a wider set of objectives (Browder et al., 2009). Translation of such research into practice may be influenced by teachers’ knowledge and perceptions of reading instruction for students with IDD, who may receive special education services under the categories of intellectual disability, autism, developmental delay, or multiple disabilities. Previous research indicates that teachers vary in their knowledge of reading development and instruction, in some cases with special education teachers demonstrating greater knowledge of these concepts than general education colleagues (see Bos et al., 2001). More recent research (Porter et al., 2021), suggests that reading specialists may be more knowledgeable on this topic than general education teachers, who are in turn more knowledgeable than special education teachers. Such findings are concerning, given that all educators need to be aware of reading development and instructional methods to meet the needs of students who require a range of supports. In conjunction with knowledge of reading, teacher perceptions of student abilities have been demonstrated to predict classroom instruction and student reading success (e.g., Bos et al., 2001; Piasta et al., 2009; Ruppar et al., 2015). Students with IDD tend to receive instruction from special education teachers and often paraprofessionals. Educators with higher knowledge of reading development and higher expectations for their students are more likely to use evidence-based instructional methods that ensure greater student growth. Such instructional decisions are sometimes decided by school or intermediate unit (IU) administrators. Therefore, it is important to collect data not only on what teachers know about reading instruction, but also what they believe students with IDD are capable of learning. The purpose of this study is to develop and validate an initial measure of teacher expectations for reading instruction for students with intellectual and developmental disabilities. There is no tool to date that measures teachers’ expectations for literacy instruction, taking into consideration the specific needs and characteristics of students with IDD. This measure will be called the Teacher Expectations in Literacy for Students with IDD (TELSIDD) scale. This initial measure will be validated using exploratory factor analysis methods. Following validation, we anticipate conducting future studies to further explore the validity and dimensionality of the measure, using confirmatory analyses.

This is a protocol for a scoping review on adult day services (ADS) for people with intellectual and developmental disabilities (IDD).

The transition planning process is required by U.S. federal regulations and is a crucial step in preparing for a student’s future, it is imperative that professionals and practitioners understand how to successfully complete this process and that they have resources to guide them through the required components. The purpose of this scoping review is to summarize the current status of the literature and propose a “call to action” for clinicians and researchers.

Division of Intellectual Disabilities Services (DIDS), within the Tennessee Department of Finance and Administration, is the state agency responsible for providing services and support to Tennesseans with intellectual disabilities.

This report summarizes available national data on educational, employment and economic outcomes for youth and young adults with intellectual disabilities (ID) over the years 2000-2010. These data can be used to benchmark progress in improving these outcomes for young adult population across the country and within individual states. Data is reported separately for two age groups of young adults (16-21 and 22-30) in order to capture possible differences between youth likely to still be receiving school services (through age 21) and those who have moved on from the education system. (Contains 11 tables and 1 footnote.) [Contributors include Julie Bershadsky, Sarah Taub, Frank Smith, Alberto Migliore, Debra Hart, and David Hoff. Funding for this paper was provided in part by the Administration on Intellectual and Developmental Disabilities, Administration for Community Living, U.S. Department of Health and Human Services.]

Guest: Dr. Kyle Sue, Clinical assistant professor of developmental pediatrics in the Faculty of Medicine & Dentistry at the University of Alberta. 

In relation to the current paper, the scoping study investigates the research question, What is the breadth and depth of research around online risks in the form of negative online contact for adults with intellectual and developmental disabilities? In order to achieve this, the scoping review methodological framework outlined by Arksey and O’Malley (2005) was employed; which includes the following five stages: 1. research question identification; 2. appropriate studies identification; 3. study selection; 4. recording the data and 5. organising, summarising and reporting the results.

In relation to the current paper, the scoping study investigates the research question, What is the breadth and depth of research around online risks in the form of negative online contact for adults with intellectual and developmental disabilities? In order to achieve this, the scoping review methodological framework outlined by Arksey and O’Malley (2005) was employed; which includes the following five stages: 1. research question identification; 2. appropriate studies identification; 3. study selection; 4. recording the data and 5. organising, summarising and reporting the results.

Learn about the funds used to support those with Intellectual and Developmental Disabilities in our community and a special investment in new homes for these neighbors. Learn more: https://www.douglas.co.us/board-county-commissioners/transparency/arpa-american-rescue-plan-act/intellectual-and-developmental-disabilities-idd-community-investments/

This scoping review aims to map the existing research on care coordination for adults with Down syndrome and identify potential gaps in research.

This scoping review aims to map the existing research on care coordination for adults with Down syndrome and identify potential gaps in research.

American Journal on Intellectual and Developmental Disabilities is an active publication covering current research on biological, behavioral and educational sciences in intellectual and developmental disabilities. It was established in 1876 and is published bi-monthly by American Association on Intellectual and Developmental Disabilities. The journal publishes original research articles, systematic reviews, meta-analyses, and theoretical papers that offer valuable insights into improving the lives of individuals with intellectual and developmental disabilities. The scope of the journal encompasses a wide range of topics such as neurobiology, genetics, psychology, behavioral interventions, educational approaches, and social policy, providing a platform for researchers, practitioners, educators, and policymakers to publish articles that contribute to expanding our understanding of the causes, assessment, and intervention strategies for individuals with intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities can be found online at: https://meridian.allenpress.com/ajidd Publication History American Association on Mental Deficiency. Proceedings and Addresses of the Annual Session 0191-1740 (until 1939) USA United States American Journal of Mental Deficiency 0002-9351 (until 1987) USA United States American Journal on Mental Retardation (Print) 0895-8017 Former titles (until 2008) USA United States

American Journal on Intellectual and Developmental Disabilities is an active publication covering current research on biological, behavioral and educational sciences in intellectual and developmental disabilities. It was established in 1876 and is published bi-monthly by American Association on Intellectual and Developmental Disabilities. The journal publishes original research articles, systematic reviews, meta-analyses, and theoretical papers that offer valuable insights into improving the lives of individuals with intellectual and developmental disabilities. The scope of the journal encompasses a wide range of topics such as neurobiology, genetics, psychology, behavioral interventions, educational approaches, and social policy, providing a platform for researchers, practitioners, educators, and policymakers to publish articles that contribute to expanding our understanding of the causes, assessment, and intervention strategies for individuals with intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities can be found online at: https://meridian.allenpress.com/ajidd Publication History American Association on Mental Deficiency. Proceedings and Addresses of the Annual Session 0191-1740 (until 1939) USA United States American Journal of Mental Deficiency 0002-9351 (until 1987) USA United States American Journal on Mental Retardation (Print) 0895-8017 Former titles (until 2008) USA United States

Git bundles for all non-empty code and wiki repositories under https://github.com/tndidd as of 2025-03-05 01:04 UTC. Retrieved with Git 2.30.2 using git clone --mirror $REPOURL $TMPCLONEDIR and GIT_DIR=$TMPCLONEDIR git bundle create $BUNDLENAME --all

Git bundles for all non-empty code and wiki repositories under https://github.com/tndidd as of 2025-03-05 01:04 UTC. Retrieved with Git 2.30.2 using git clone --mirror $REPOURL $TMPCLONEDIR and GIT_DIR=$TMPCLONEDIR git bundle create $BUNDLENAME --all

Git bundles for all non-empty code and wiki repositories under https://github.com/tndidd as of 2025-03-05 01:04 UTC. Retrieved with Git 2.30.2 using git clone --mirror $REPOURL $TMPCLONEDIR and GIT_DIR=$TMPCLONEDIR git bundle create $BUNDLENAME --all

This Policy Research Brief proposes an organizational framework for understanding the characteristics of Postsecondary Education (PSE) programs for persons with Intellectual and Developmental Disabilities (IDD) and the relationship of those characteristics to outcomes. The adoption of such a taxonomy could increase understanding of the variety of PSE program models for persons with IDD, provide a basis for comparing outcomes across program sites, and provide a framework for future research. Using the taxonomy to cluster programs and identify testable hypotheses will invite researchers to consider new research questions that will lead to improvements in PSE programs, in person-program fit, and in program-institutional fit. As new evidence accumulates, the PSE Taxonomy itself can be modified to reflect the growing state of knowledge about whether and how various PSE programs contribute to improving the lives of persons with IDD. (Contains 3 figures and 1 table.)

The objective of this systematic review is to explore and synthesize how adults with intellectual and/or developmental disabilities (IDD) are identified and recruited, as well as represented in cancer research. In the past few decades, cancer research has shifted to centre the voices and experiences of patients in informing and guiding research. While adults with IDD experience worse cancer-related outcomes compared to those without disabilities, including lower screening rates, more advanced stages at diagnosis, and lower survival likelihood, limited research has been conducted on how they are recruited and represented in cancer research. This mixed methods systematic review will examine how adults with IDD are included in cancer research, specifically considering how they are recruited or identified in research, in addition to understanding their collaboration and involvement. Eligible studies will include cancer-related research that focuses on adults with IDD and/or those involved in their care. The quantitative component of the review will include studies that explore cancer-related outcomes, such as cancer incidence, screening, staging, treatment, or survival among those with IDD. These studies may or may not compare the estimates for those with IDD to those without disabilities. The qualitative component of the study will explore the experiences of cancer patients with IDD, or those involved with their care. Embase, Medline, PsycINFO and CINAHL will be searched to identify published studies from the creation of the United Nations Convention on Persons with Disabilities (UNCRPD; 2006) onwards. This proposed systematic review will align with the JBI methodology for mixed methods scoping review. We will screen titles and abstracts to identify relevant studies that will subsequently be reviewed in full and critically appraised. We will extract data from each study, including how participants were recruited in quantitative or qualitative research, and/or identified in administrative quantitative studies. We will also extract information on how participants and those who provided cancer-related care or support were involved in the studies (e.g., as participants, advisors, collaborators, etc.). Findings will be integrated to better understand how adults with IDD are involved in cancer research, and potential next steps for enhancing accessibility and inclusion in cancer research.

Presented by FAVAHR with Simsbury State Representative, John Hampton. Panelists: Fay Lenz – Parent & former Special Education Advocate Suzanne Sinacori – Parent Marina Derman - Parent & former Special Education Advocate Shannon Knall – Parent & Autism Speaks Advocacy Ambassador Steve Morris – Executive Director, Favarh Mallory Moreau - DDS Transition Advisor Transition Specialist, Simsbury High School Filmed in Simsbury, Connecticut - February 25th, 2020

The Arc Detroit is dedicated and committed to providing advocacy for persons with intellectual impairments and other developmental disabilities wherever they choose to live, work and play. http://www.arc-detroit.org/home

Young adults with IDD and ASD face challenges in acquiring essential soft skills, making personalized interventions crucial. Effective interventions, such as video modeling (VM), have been used to improve socio-vocational skills, but unique populations within Israeli society require specific adaptations. We aim to create a tele-video modeling intervention to enhance socio-vocational skills for people with disabilities in Arab and Jewish ultra-Orthodox societies. Seventy-five participants will engage in an intervention utilizing evidence-based approaches. The study will include a social validity stage, a face-to-face intervention parallel to a remote alternative, and a control group. The findings will provide evidence for improved socio-vocational skills via remote VM intervention and affirm associations between enhanced cognitive components.

205 pages ; 22 cm

Children with intellectual and developmental disabilities typically show difficulties with executive function (EF), a collection of interrelated abilities responsible for purposeful, goal-directed, problem-solving behavior. A well-validated measure of EF is the parent-report form of the Behavior Rating Inventory of Executive Function (BRIEF). Following the PRISMA guidelines, the purpose of this study is to conduct a scoping review of the relevant published literature on the executive function difficulties experienced by children with disorders associated with intellectual disability, as measured by the BRIEF.