Prevention Science and Research in Intellectual and Developmental Disabilities

Dr. Nathaniel R. Riggs is a professor of Human Development and Family Studies and Director of the Prevention Research Center at Colorado State University. He serves on the Board of Directors for the Society for Prevention Research and as associate editor for the journal, Prevention Science. It is through these experiences and his collaborations with colleagues in the Colorado State University Developmental Disabilities Lab that he has recognized the timely opportunity that is bridging the fields of prevention science and intellectual and developmental disabilities research. Dr. Riggs’ research focuses on translating basic science in neurocognitive development to the development of preventive interventions that promote child and adolescent social-emotional, behavioral, and physical health. Of primary interest is the development of executive function, the set of neurocognitive skills mediated by the prefrontal cortex that encompass self-regulated decision-making and goal-oriented problem-solving. His research has demonstrated that disruptions in the development of executive function can be an important contributor to patterns of childhood and adolescent aggressive and depressive symptomatology, substance use, and obesity.Importantly, Dr. Riggs takes a social-ecological approach that views neurocognitive development within the context of important family, peer, and educational influences. It is these important contexts that set the stage for healthy neurocognitive development. Dr. Riggs’ research has demonstrated that supporting these contexts with preventive interventions can significantly improve youth behavioral health due, in part, to the ability of preventive interventions to promote neurocognitive development. Dr. Bethany Rigles is a Research Scientist in the Department of Human Development and Family Studies’ Prevention Research Center at Colorado State University. For over a decade, Dr. Rigles has been conducting research at the intersection of prevention science and intellectual and developmental disabilities (IDD). Dr. Rigles’ research focuses on understanding and addressing health disparities among individuals with IDD, with a particular emphasis on racial/ethnic minorities with IDD. Dr. Rigles is particularly interested in the development of health interventions to ultimately reduce health disparities and improve quality of life for this population. Prior to her role at the Prevention Research Center, Dr. Rigles worked at the University of Montana’s Rural Institute (Montana’s University Center of Excellence in Developmental Disabilities) developing interventions to improve health among adults with IDD. Among other things, this work included the development of a violence prevention program for women with disabilities, a nutritional intervention for adults with IDD, and a health promotion intervention for adults in Vocational Rehabilitation. She also served as the Montana State Coordinator for the Utah Regional Leadership Education in Neurodevelopmental and Related Disabilities (UR-LEND). Dr. Rigles’ recent research has continued to explore health, IDD, and families by investigating the effects of adverse childhood experiences (ACEs) on diverse youth with autism spectrum disorder and their families, and the impact of ACEs on long-term physical and mental health as well as resilience. She is also exploring the concept of health-related quality of life among diverse individuals with Down syndrome. Her ultimate goal with this research is to develop culturally responsive preventative interventions aimed at improving health and quality of life for specific IDD populations. Dr. Rigles’ previous and current research demonstrates the importance of creating, adapting, and implementing preventative interventions within the IDD population to improve health and well-being outcomes.

• 1. Applying a prevention science approach to promoting health for individuals with intellectual and developmental disabilitiesNathaniel R. Riggs, Susan Hepburn, and Miranda E. Pinks2. From surviving to thriving: A new conceptual model to advance interventions to support people with FASD across the lifespanChristie L.M. Petrenko and Carson Kautz-Turnbull3. Disability-related abuse in people with intellectual and developmental disabilities: Considerations across the lifespanEmily M. Lund4. Two sides of the same coin: A qualitative study of multiple stakeholder perspectives on factors associated with implementation of evidence-based practices for children with autism in elementary schoolsKaitlyn Ahlers, Maria L. Hugh, Lindsay Frederick, and Jill Locke5. Captivating: Avatars as therapeutic agents for children with intellectual and developmental disabilitiesLisa Daunhauer, Francisco Ortega, Ross Beveridge, Joe Strout, and Anita Bundy6. Family-focused interventions as prevention and early intervention of behavioral problems in children with autism spectrum disorderLaura Lee McIntyre and Megan Kunze7. Body weight improvements associated with a nutritional intervention for adults with IDD living in group homes: A randomized controlled trialBethany Rigles, Kathleen Humphries, and Joshua A. Goode8. Lifestyle intervention adaptations to promote healthy eating and physical activity of youth with intellectual and developmental disabilitiesCarol Curtin, April B. Bowling, Kerri N. Boutelle, Sarabeth Broder-Fingert, Gretchen A. Dittrich, Lauren T. Ptomey, Heidi I. Stanish, Diane D. Boas, Richard K. Fleming, Tanja V.E. Kral, and Linda G. Bandini9. Cultural adaptations of a parent training program for families of children with ASD/IDD: Parents taking actionSandy Magaña, Sarah Dababnah, Yue Xu, Mariana Garcia Torres, Sarah R. Rieth, Christina Corsello, Elizabeth Rangel, Lauren Brookman-Frazee, and Sandra B. Vanegas