Children’s Bureau/ACYF/ACF/HHS

800.394.3366 | Email: info@childwelfare.gov | https://www.childwelfare.gov

WHAT’S INSIDE

Background and 

research

Assessing for disabilities

Assessing for 

maltreatment

Promising practices 

Additional resources

BULLETIN FOR 

PROFESSIONALS

January 2018

The Risk and Prevention of 

Maltreatment of Children 

With Disabilities

Children with disabilities are at least three times 

more likely to be abused or neglected than their 

peers without disabilities (Jones et al., 2012), 

and they are more likely to be seriously injured 

or harmed by maltreatment (Sedlak et al., 2010). 

Even among children with disabilities, the risk of 

maltreatment varies by disability type (Jones et 

al., 2012; Lightfoot, 2014; Turner, Vanderminden, 

Finkelhor, Hamby, & Shattuck, 2011).

This bulletin for professionals describes the 

scope of the problem, risk factors, and strategies 

for prevention. It examines the problem in 

terms of statistics and research; covers critical 

issues encountered when assessing a child with 

a disability for maltreatment; and provides 

information about promising prevention, 

collaboration, and training approaches. The bulletin 

also includes a listing of helpful resources.
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

2

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Statistics Regarding Children With 

Disabilities

Estimates vary regarding the number of children with 

disabilities in the general population, depending on 

how disability is defined. According to the latest U.S. 

Census Bureau (2011) statistics, 5.2 percent of schoolaged children (ages 5–17) have a disability. According 

to federal child maltreatment data, 12.7 percent of 

child maltreatment victims had a reported disability 

in 2014; that number increased to 14.1 percent in 2015 

(U.S. Department of Health and Human Services [HHS], 

Administration for Children and Families, Children’s 

Bureau, 2015). A recent study in Minnesota estimated 

that greater than one-third of children reported for 

maltreatment possess some type of disability (Hall-Lande, 

Hewitt, Mishra, Piescher, & LaLiberte, 2015). Of those 

children in foster care in the United States, about onethird have a disability (Slayter, 2016).

Statistics on the number of children with disabilities in 

child welfare, however, are difficult to obtain for many 

reasons. Until the 2010 reauthorization of CAPTA, state 

child welfare agencies were not required to report 

disability information to the federal government. This 

authorization mandates that states report (1) the number 

of children under 3 years of age who are involved in a 

substantiated case of child maltreatment and are eligible 

to be referred for early intervention services (see pp. 3 

and 8 for more on early intervention services) and (2) the 

number of children who were actually referred for those 

services. 

Although the reauthorization of CAPTA systematized 

data collection through the National Child Abuse and 

Neglect Data System (Child Welfare Information Gateway, 

2013), it does not require information regarding types of 

disabilities or the number of children with disabilities who 

are older than age 3 when they enter the child welfare 

system. In many ways, however, accurate statistics on the 

number of children with disabilities are necessary for the 

development of public health services for this population 

(American Psychological Association, 2016). 

Definitions

Child maltreatment is generally explained using 

the federal Child Abuse Prevention and Treatment 

Act (CAPTA) definition: “Any recent act or failure 

to act on the part of a parent or caretaker, which 

results in death, serious physical or emotional 

harm, sexual abuse, or exploitation, or an act or 

failure to act which presents an imminent risk of 

serious harm” (P.L. 111–320).

As it relates to children, disability is defined 

as follows by the Individuals With Disabilities 

Education Act (IDEA): “The term ‘child with 

a disability’ means a child (1) with intellectual 

disabilities, hearing impairments (including 

deafness), speech or language impairments, 

visual impairments (including blindness), serious 

emotional disturbance (referred to in this 

chapter as ‘emotional disturbance’), orthopedic 

impairments, autism, traumatic brain injury, 

other health impairments, or specific learning 

disabilities and (2) who, by reason thereof, needs 

special education and related services” 

(P.L. 111–256).

For IDEA definitions of types of disabilities, visit 

http://www.parentcenterhub.org/repository/

categories/. 

Background and Research

This section presents an overview of research and current 

trends regarding the maltreatment of children with 

disabilities. It describes relevant statistics as well as risk 

factors for maltreatment, including how risk may vary by 

disability type. 
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

3

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Maltreatment Risk by Disability Type

Not all forms of disability carry the same level of risk, 

and not all children diagnosed with the same type of 

disability experience maltreatment equally. For example, 

children with disabilities that affect conduct, such as 

attention deficit/hyperactivity disorder, may be vulnerable 

to physical abuse by parents or caregivers who may 

become frustrated by their behavior. Children who 

rely on adults for their care, as well as children who are 

nonverbal or hearing impaired, may be more likely than 

others to experience neglect or sexual abuse (Centers 

for Disease Control and Prevention, 2017). Knowing the 

characteristics of children’s disabilities can help child 

welfare professionals and service providers comprehend 

the barriers that these children face; better recognize and 

respond to those challenges; and obtain a more informed 

perspective of each child’s social, familial, and individual 

contexts.

The following links provide useful information for 

service providers about various types of disabilities, the 

characteristics associated with them, and services that 

may be available to children with those disabilities. These 

resources also may be helpful to parents of children with 

disabilities. 

 Categories of Disability Under IDEA, which was 

produced by the National Dissemination Center 

for Children With Disabilities, defines areas of 

developmental, or cognitive, delays for children under 

age 3 to determine which children may be eligible for 

state early intervention services. 

https://www.fhi360.org/sites/default/files/media/

documents/Categories%20of%20Disability%20

Under%20IDEA.pdf

 The Center for Parent Information and Resources 

website provides detailed descriptions of 

characteristics associated with each of the disabilities 

recognized by IDEA and potential services available to 

help children and families of children with disabilities. 

http://www.parentcenterhub.org/repository/

categories/

 The Project IDEAL website provides basic definitions 

and general characteristics of a variety of disabilities 

and the impact of those disabilities on learning. 

http://www.projectidealonline.org/v/

disability-categories/

Risk and Protective Factors 

While no single risk factor indicates that a child will 

necessarily be the victim of abuse or neglect, research 

reveals that children with disabilities face an assortment 

of factors that place them at higher risk of maltreatment 

than children without disabilities. Children with disabilities 

and their families often encounter societal risk factors that 

may increase their risk for maltreatment, such as isolation, 

discrimination, and lack of supports (Lightfoot, 2014). 

Additionally, they may be at heightened risk for 

maltreatment due to risk factors related to characteristics 

of families, parents, children, and specific disabilities. 

This section describes those risk factors and highlights 

maltreatment in institutional and nonfamilial settings as 

well as protective factors. 

Family or Parental Risk Factors

It is important for professionals to understand the 

effects that raising a child with disabilities can have on 

family dynamics. Such knowledge can help child welfare 

professionals and/or service providers assess risk factors 

(e.g., stress), the family support system, challenges to 

effective family functioning, and the additional risks that 

poverty may present (Algood, Hong, Gourdine, & Williams, 

2011). 

Stress and physical health: Providing additional care and 

supervision for children with disabilities can increase the 

stress placed on families caring for children with special 

needs (Fisher, Hodapp, & Dykens, 2008). Causes of stress 

can include additional financial costs, the physical and 

emotional health of parents or caregivers, and concerns 

about the future (Murphy, Christian, Caplin, & Young, 2007). 

High levels of stress and concern about their own well-being 

can lessen parents’ abilities to provide appropriate care for 

their children and may lead to maltreatment (Algood et al., 

2011; Murphy et al., 2007). Thus, child welfare professionals or 

service providers should emphasize to parents or caregivers 

the importance of attending to their physical and mental 

health needs as well as the needs of their children. 

For more information on risk factors, see 

Information Gateway’s Factors That Contribute 

to Child Abuse and Neglect web section at 

https://www.childwelfare.gov/topics/can/factors/

contribute/.
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

4

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Lack of support: The increased time and resources often 

required to care for children with disabilities may leave 

parents socially isolated (Lightfoot, 2014). A limited 

ability to connect with other parents and social isolation 

in general may leave these parents unaware that their 

children are at increased risk of maltreatment, and they 

may be unprepared to identify and protect their children 

from risky situations (Johnson, 2011). Helping connect 

parents with opportunities for social interaction, such as 

peer-to-peer networking and support groups, may help 

them better protect their children and reduce negative 

emotions (Murphy et al., 2007). 

Family functioning: Families may experience feelings of 

loss for not having a child who has developed “normally.” 

Additionally, parents may have to expend a significant 

amount of time and energy attending medical and 

therapy appointments and providing additional in-home 

care (Weisleder, 2011). 

Poverty: Regardless of disabilities, children who come 

from economically disadvantaged families are more likely 

to suffer maltreatment than children from financially stable 

homes (Martin & Citrin, 2014). Low-income families often 

live in areas with high crime rates, poor-quality housing, 

underperforming schools, and a lack of quality services—

all of which can make it difficult to create a nurturing 

home environment (The Annie E. Casey Foundation, 

2014). Caregiving demands placed on parents of children 

with chronic conditions such as physical and intellectual 

disabilities are predictors of serious stress (Javalkar, et 

al. 2017), a known risk factor for maltreatment (Centers 

for Disease Control and Prevention, 2017a). Additional 

stressors due to low-income, housing instability, unsafe 

neighborhoods, and poor social connections can add 

to the risk of maltreatment (Centers for Disease Control 

and Prevention, 2017b), as can poverty accompanied by 

depression and substance use (American Psychological 

Association, 2017). 

To be effective, child welfare professionals must 

understand that families from these communities are 

disproportionally families of color who have likely 

experienced multigenerational trauma and negative 

experiences with public systems. Because availability 

of quality services and lack of awareness of resources 

can create barriers to accessing services, child welfare 

professionals should be aware of what resources are 

available in the community to help these children 

and families; if certain resources are not available, 

professionals can engage, support, and connect parents 

or caregivers to readily available quality services that are 

easy to access and culturally appropriate (Martin & Citrin, 

2014). 

Child and Disability Risk Factors

Numerous risk factors for maltreatment may be related 

to characteristics of the children or their disabilities. For 

example, disabilities may result in feelings of isolation 

and powerlessness in children (Palusci, Datner, & 

Wilkins, 2015). These feelings may prevent them from 

avoiding or reporting an abusive situation. Children 

with disabilities may have a limited ability to protect 

themselves or to understand what maltreatment is or 

whether they are experiencing it (Lightfoot, 2014). Further 

compounding this, children with disabilities who rely on 

caregivers for their daily needs may experience a lack 

of independence and privacy and not know when the 

behavior is inappropriate (Hibbard, Desch, Committee 

on Child Abuse and Neglect, & Council on Children With 

Disabilities, 2007). 

Having a disability makes a child more vulnerable to 

maltreatment, but studies have shown that children 

with certain disabilities are more prone to maltreatment 

than others. For example, compared with children born 

without medical complications, children born with 

congenital anomalies such as spina bifida or Down 

syndrome have an increased likelihood of maltreatment 

during the first month of life (Van Horne et al., 2015). 

The type of maltreatment children experience is likely to 

be specifically related to their disabilities. For example, 

perpetrators may withhold medical care from children 

who need it or inappropriately restrict movement of 

children who have problems with movement control. 
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

5

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Risk Factors for Institutional and Nonfamilial 

Maltreatment

Although maltreatment is most often perpetrated by 

family members, children with disabilities are also at risk 

when being cared for by others. School-age children with 

disabilities who are victims of substantiated maltreatment 

are more than twice as likely to be placed in out-ofhome care as those without disabilities (Lightfoot, Hill, & 

LaLiberte, 2011). Older youth with disabilities have higher 

rates of placement instability, longer stays in foster care, 

and decreased likelihood of reunification (Hill, 2012; 

Steen & Harlow, 2012). Children with disabilities may face 

increased risk of sexual abuse due to their placement in 

isolating environments (e.g., group homes, long-term-care 

facilities, hospitals) that allow easy access by others. These 

types of settings may undergo frequent staff turnover, 

which can lead to decreased opportunity for staff to 

become familiar with the children and recognize changes 

in their behavior or demeanor indicative of maltreatment 

(Palusci et al., 2015). 

Disabilities and Transitioning to Independent Living

Given that approximately one-third of children in foster 

care have a disability (Slayter, 2016), it is likely that many 

of the youth transitioning from the child welfare system to 

independent living possess some type of disability (Hill, 

Lightfoot, & Kimball, 2010). To ease their transitions, child 

welfare professionals who work with such youth can help 

connect them with appropriate services, such as pairing 

them with mentors or disability advocacy organizations 

(Lightfoot, 2014). The following resources can help child 

welfare professionals and service providers with this task:

 Paving the Way: Meeting Transition Needs of Young 

People With Developmental Disabilities and Serious 

Mental Health Conditions (Transitions to Independence 

Project): https://www.pathwaysrtc.pdx.edu/pdf/

pbPavingTheWayMonograph.pdf

 2020 Federal Youth Transition Plan: A Federal 

Interagency Strategy (Federal Partners in Transition 

Workgroup): https://www.dol.gov/odep/pdf/20150302-

fpt.pdf

 What to Know About Youth Transition Services 

for Students and Youth With Disabilities (Federal 

Partners in Transition): https://www2.ed.gov/about/

offices/list/osers/transition/products/fpt-fact-sheettransitionservices-swd-ywd-3-9-2016.pdf

 A Transition Guide to Postsecondary Education and 

Employment for Students and Youth With Disabilities 

(Office of Special Education and Rehabilitation 

Services, U.S. Department of Education): https://sites.

ed.gov/idea/files/postsecondary-transition-guidemay-2017.pdf

Protective Factors

Child welfare professionals also should be aware 

of protective factors associated with children with 

disabilities. Protective factors are conditions or attributes 

in individuals, families, or communities that can mitigate 

or eliminate risk factors that decrease the health and wellbeing of children and families. For example, an increased 

willingness on the part of parents to engage with various 

service professionals (a protective factor) could safeguard 

children who would otherwise be at risk of maltreatment 

(Haight, Kayama, Kincaid, Evans, & Kim, 2013). 

Children With Disabilities in Outof-Home Care

The number of children who need therapeutic 

or specialized foster homes may exceed the 

number of homes available to them (Slayter & 

Springer, 2011). Child welfare professionals should 

emphasize the recruitment of foster families 

who have experience caring for children with 

disabilities. Those foster care providers without 

experience should receive training on disabilityrelated issues. Child welfare professionals and 

service providers should ensure that children and 

the adults associated with their placements be 

provided with services appropriate to their needs 

(Lightfoot et al., 2011).
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

6

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Child welfare professionals who suspect children in 

their caseloads have a disability can make a referral to 

early intervention services or a developmental disability 

agency for a thorough assessment. Part C of IDEA is a 

federal grant program that assists states in providing 

comprehensive early intervention services for infants and 

toddlers. Part C requires child welfare professionals to 

refer families and children, ages birth through 2 years with 

substantiated maltreatment allegations, for a disability 

assessment and evaluation. Lack of identification—or a 

misidentification—of a disability may result in the referral 

or provision of inappropriate services or failure to provide 

needed services. Early identification can help alleviate 

future behavioral and educational issues among children 

with disabilities and a history of maltreatment (Haight et 

al., 2013). It is important that child welfare professionals 

become familiar with the provisions outlined in the IDEA 

regulation so they can best serve children with disabilities 

and their families. For more information about IDEA 

Part C, refer to Addressing the Needs of Young Children 

in Child Welfare: Part C—Early Intervention Services at 

https://www.childwelfare.gov/pubs/partc/. 

Children may have impairments in some areas of 

development but experience strengths in others. 

Child welfare professionals and caregivers who are 

knowledgeable about children’s strengths can tailor 

services that maximize those strengths while seeking to 

bolster other domains (Helton & Bruhn, 2013). A focus on 

strengths can help improve children’s self-esteem. When 

child welfare professionals work with families of children 

who have disabilities, this type of strengths-based 

approach allows the child to feel supported and can 

reduce the risk of maltreatment (Lightfoot, 2014). Building 

strong, positive relationships with families and focusing 

on caregivers’ strengths can also improve parents’ 

confidence and self-esteem, which can reduce stress and 

other risk factors of abuse (Algood, Harris, & Hong, 2013). 

For more information, see Information Gateway’s 

Protective Factors to Promote Well-Being web section 

at https://www.childwelfare.gov/topics/preventing/

promoting/protectfactors/ and the issue brief Protective 

Factors Approaches in Child Welfare at https://www.

childwelfare.gov/pubs/issue-briefs/protective-factors/. 

Assessing for Disabilities

Systematic assessments for disabilities can improve 

casework practice. Comprehensive assessments go 

beyond simply stating whether a child has a disability. 

They help child welfare and related professionals 

know whether children are functioning with a severe, 

moderate, or mild impairment that may otherwise go 

undetected and paint a more complete picture of how 

a disability affects children, such as how they function 

across the cognitive, behavioral, social, and daily-living 

domains. Comprehensive assessments also can help child 

welfare professionals identify nuanced risk factors that 

indicate children’s vulnerability to abuse and neglect. 

Understanding how children’s disabilities affects their 

daily functioning enables parents, caregivers, and child 

welfare professionals to build on strengths, identify 

vulnerabilities, and connect children to services that are 

most beneficial (Helton & Bruhn, 2013). 

Screening for Disabilities

Child welfare professionals or service providers 

should check to see if their agencies’ screening 

and/or assessment tools include questions 

about disabilities. The implementation of a 

brief, standardized screening measure, such as 

the Ages and Stages Questionnaires (http://

agesandstages.com/), could help identify 

children involved with child welfare who have 

developmental problems that may be otherwise 

difficult to detect. Using a validated screening 

tool can greatly improve the likelihood of 

correctly identifying disabilities than simple 

observation alone (Jee et al., 2010).
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

7

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Assessing for Maltreatment

Regardless of the type of maltreatment experienced or 

the disability a child presents with, some children may 

have difficulty communicating their experience of 

maltreatment due to the symptoms of their disability or 

the lack of a connection to a trusted adult. Adults may 

believe that children with disabilities are unable to 

accurately convey the type of abuse or neglect they 

experienced. However, treating each child as an 

individual, avoiding assumptions about a child’s abilities, 

and offering multiple and varied opportunities to report 

maltreatment can assist children with disabilities in 

communicating any maltreatment they may have 

experienced (Palusci et al., 2015). In fact, research has 

shown that even children with communication difficulties 

or trouble expressing needs, feelings, or other issues are 

able to accurately convey their experiences of distress 

and know what happened to them (Weiss, Waechter, & 

Wekerle, 2011).

Ideally, child welfare professionals and service providers 

should confer with disability professionals or a 

multidisciplinary group of knowledgeable consultants to 

obtain expert advice before interviewing children about 

possible maltreatment. This may be particularly helpful in 

cases where it is difficult to distinguish between 

maltreatment and a disability (Corr & Santos, 2017; 

Lightfoot, 2014; Palusci et al. 2015). For example, a child 

may exhibit withdrawal due to a disability or due to the 

effects of maltreatment. 

Other issues, such as children’s communication limitations 

or behavioral challenges, may affect assessments for 

maltreatment. In these situations, child welfare 

professionals, in consultation with disability professionals, 

may need to adapt the structure or location of the 

interviews. Interviewers should account for the 

developmental and mobility abilities of the child as well as 

the severity of the injuries and underlying medical 

conditions that could hamper victims from disclosing what 

happened (Palusci et al., 2015). 

For valuable resources for teams investigating the 

maltreatment of children with disabilities, see the Child 

Abuse and Children With Disabilities website at http://

disabilityabuse.org.

Promising Practices

The following section highlights various prevention 

methods, collaborative responses, and training tips 

that may help professionals improve their interactions 

with families, caregivers, children, educators, and other 

associated agencies and service providers. 

Prevention 

Although many communities have initiatives to prevent 

the maltreatment of all children, further efforts are 

necessary to provide additional protections and 

awareness regarding the maltreatment of children with 

disabilities. This section looks at prevention strategies 

focused at the community, family, and child levels. 

For common signs of abuse or neglect for all 

children, regardless of disability status, see 

Information Gateway’s What Is Child Abuse and 

Neglect? Recognizing the Signs and Symptoms at 

https://www.childwelfare.gov/pubPDFs/whatiscan.

pdf. 
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

8

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

South Carolina: Family Connection

Children’s Trust administers the federal Community-Based Child Abuse Prevention (CBCAP) programs in South 

Carolina. These grants are funded by the U.S. Department of Health and Human Services, Children’s Bureau. 

Children’s Trust is collaborating with the evidence-based Positive Parenting Program, more commonly known as 

Triple P. Backed by more than 30 years of ongoing research, Triple P is currently used in 25 countries to give parents 

practical strategies to assist them in managing their children’s behavior. 

Children’s Trust of South Carolina has established a relationship with Family Connection, a statewide nonprofit 

founded by parents who have children with disabilities and special needs. Family Connection is committed to 

empowering families as advocates and partners in improving education, health, and behavioral outcomes for 

infants, toddlers, children, and youth. The organization provides services for families with a child that has a disability. 

The Triple P model provides an evidence-based curriculum, Stepping Stones, that is specific for parents of children 

with disabilities. Based on Triple P’s evidence-based positive parenting strategies grounded in a strengths-based 

approach, the Stepping Stones curriculum helps parents manage problem behaviors and developmental issues 

common in children with disabilities. It also helps parents encourage children’s positive behaviors, cope with stress, 

develop close relationships with children and teach children new skills.

In February 2017, staff at Family Connection of South Carolina became accredited in two levels of the Stepping 

Stones curriculum through CBCAP support. Family Connection Parent Navigators, who themselves parent a child 

with a disability, have been trained and accredited to deliver Stepping Stones Selected Seminar and Stepping 

Stones Primary Care. Delivery coverage extends across all counties in South Carolina and includes bilingual parent 

navigators to ensure Spanish-speaking families have access to these services. This system, aimed at normalizing 

seeking parenting help and building positive parenting practices, provides a variety of delivery models to ensure 

families are able to access services where and when needed and at the appropriate levels of need. Parent navigators 

incorporate these sessions into locations where they are already interacting with families, such as schools, churches, 

and home visits. 

For more information about Children’s Trust of South Carolina, visit https://scchildren.org/. For more information 

about Children’s Trust’s work with Family Connection, contact Abby Wilson at awilson@scchildren.org. 
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

9

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Community-Level Prevention 

Child welfare professionals can build upon general 

child maltreatment prevention efforts by incorporating 

the following strategies to raise awareness of the 

maltreatment of children with disabilities and help change 

societal attitudes about children with disabilities:

 Ensure community members are aware of the 

heightened risk. Community members may not realize 

that children with disabilities are at an increased risk 

for maltreatment or understand how they can better 

identify, support, and protect children with disabilities 

who have been or are at risk for maltreatment.

 Help others see children with disabilities as valued 

and unique individuals. Child welfare professionals 

can counteract negative attitudes by discussing the 

strengths of children with disabilities and their families 

and the unique perspectives they bring to their 

communities. They also can help develop leadership 

skills in parents and family members of children with 

disabilities so they can be powerful advocates for 

promoting the safety of their children and all children 

in the community. 

 Promote inclusion of children with disabilities in 

everyday life. Child welfare professionals can identify 

and address physical and social accessibility barriers 

for children with disabilities and their families 

(e.g., access to public buildings and parks, equal 

opportunities to participate in sports or social events) 

to promote greater exposure and decrease isolation. 

 Encourage communities to share the responsibility 

for the well-being of children with disabilities. 

Through regular contact with schools, neighbors, 

faith-based organizations, and businesses that 

interact with families, child welfare professionals and 

service providers can encourage greater community 

involvement to create a larger support network for 

children with disabilities and their families. Education 

systems are key to prevention and intervention efforts 

due to their frequent contact with children with 

disabilities and their families. They can also help create 

and promote policies and educational opportunities 

that support the well-being of this population. 

Family-Focused Prevention

Parents and other caregivers spend the most time with 

their children; therefore, it is important to connect them 

with prevention programs that help them raise their 

children without resorting to maltreatment (Helton 

& Cross, 2011). Interventions that encourage positive 

interactions between parents and caregivers and children 

with disabilities can improve parent responsiveness and 

increase appropriate expectations and limit setting (Holtz, 

Carrasco, Mattek, & Fox, 2009). 

Parents should educate themselves about their child’s 

disability as well as care for their own mental health and 

well-being. Connecting parents to services such as social 

support groups and respite care may allow them to better 

understand their own mental and physical well-being and 

reduce stress, improve attachment, and reduce the risk 

of maltreatment. The following are examples of general 

prevention services to which child welfare professionals 

can connect families:

 Home visiting: Professional or paraprofessional 

staff can visit families to provide them support and 

services in their homes. The visitor partners with the 

family to assess the family’s strengths and needs and 

enhance their protective factors. For information 

on a federal initiative to generate knowledge of 

Example of Community-Level 

Prevention

The Coalition Against Sexual Abuse of Children 

With Disabilities (CASACD) includes more than 

20 core members and is led by the Chicago 

Children’s Advocacy Center. CASACD seeks 

to, among other goals, increase the prevention 

of and raise public awareness about the sexual 

abuse of children with disabilities. CASACD 

provides a variety of resources and trainings for 

providers, parents, and others about preventing 

sexual abuse amongst this population. For more 

information about CASACD, visit http://www.

chicagocac.org/what-we-do/outreach-education/

community-collaborations/coalition-againstsexual-abuse-of-children-with-disabilities/.
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

10

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

home visiting practices and models, visit the Health 

Resources and Services Administration Maternal 

and Child Health Home Visiting website at https://

mchb.hrsa.gov/maternal-child-health-initiatives/

home-visiting-overview. 

 Parenting classes: Given the large presence of children 

with disabilities involved with child welfare, even 

general parenting classes should include a focus on 

parenting children with disabilities and accessing 

supports and services (Lightfoot et al., 2011). For more 

information about parent education programs, refer to 

Information Gateway at https://www.childwelfare.gov/

topics/preventing/prevention-programs/parented/. 

 Support groups: Parents can share their experiences 

in a supportive group setting and trade information 

on resources, address issues related to their children’s 

disabilities, and create informal support networks. In 

addition to connecting parents to national support 

organizations like Parents Anonymous (http://

parentsanonymous.org/) or Circle of Parents (http://

www.circleofparents.org), child welfare professionals 

can help parents identify supports specific to their 

children’s disabilities, when possible. 

 Respite care: Whether it is planned or offered during 

times of crisis, taking a break from the demands of 

caring for a child with disabilities can help parents 

reduce stress and the risk of abuse or neglect. Child 

welfare professionals can help families locate respite 

services on the ARCH National Respite Network and 

Resource Center website at https://www.archrespite.

org/respitelocator. For additional information 

about respite care, visit Information Gateway at 

https://www.childwelfare.gov/topics/preventing/

prevention-programs/respite/. 

Examples of Family-Focused 

Prevention

The following are examples of family-focused 

prevention efforts:

 The Arc (http://www.thearc.org/) provides 

individualized supports and services to people 

with intellectual or developmental disabilities 

and their families throughout the United 

States. 

 The PACER Center (http://www.pacer.org), 

which is based in Minnesota, offers numerous 

programs and informational materials for 

families of children with disabilities, such as 

state parent centers for training and support 

and the National Bullying Prevention Center. 

 Parent to Parent of Pennsylvania (http://www.

parenttoparent.org/) matches parent mentors 

of children with disabilities with parents of 

newly diagnosed children with the same or 

similar disabilities. 

 SAFE (Stop Abuse for Everyone) (http://www.

safeaustin.org/) in Austin, TX, offers disability 

awareness training for professionals and family 

members. It focuses on the risks of abuse 

faced by people with disabilities; strategies 

for preventing abuse; techniques for providing 

sexual education; and detecting, reporting, 

and responding to disclosures of abuse. 
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

11

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Child-Focused Prevention

Teaching children with disabilities about the risks of abuse 

and neglect, as well as improving their ability to advocate 

for themselves, can help reduce maltreatment among this 

population. If appropriate, it is also important to keep the 

child’s parent or primary caregiver engaged in making 

decisions about the various intervention options (Haight 

et al., 2013). Summarized below are some additional 

prevention strategies to keep in mind when working with 

children with disabilities:

 Help children protect themselves: Child welfare 

professionals should try to involve children at 

risk of maltreatment in group-based educational 

opportunities about abuse and neglect. This could 

include involving children in opportunities to learn 

about their body parts and functions, what constitutes 

abuse and neglect, how to communicate with a trusted 

adult if the need arises, and distinguishing between 

appropriate and inappropriate social interactions 

(Murphy, 2011). This can help children identify abuse, 

respond to it, and tell others. When involving children 

with disabilities, child welfare professionals should 

ensure programs are inclusive and appropriate 

to children’s ability levels, cultures, and genders. 

Professionals should also remember that children with 

disabilities possess a wide variety of strengths and may 

need alternate methods of instruction.

 Maximize children’s communication skills and 

tools: Children may need opportunities to practice 

using effective communication skills. Child welfare 

professionals can model healthy relationships and 

positive interactions with other children and adults and 

encourage others involved in children’s lives to do the 

same. Increasing children’s verbal development and 

communication skills can help them advocate for their 

own needs and report maltreatment if it does occur.

 Reduce children’s social isolation: Children with 

disabilities may have limited involvement in 

developmentally appropriate activities (e.g., clubs, 

sports, jobs) that can help reduce social isolation. 

Youth with disabilities who are involved with the child 

welfare system are two times less likely to participate 

in these types of activities than their peers without 

disabilities (Berg, Shiu, Msall, & Acharya, 2015). Child 

welfare professionals can help ensure children with 

disabilities feel welcomed and included in these 

activities and throughout their communities. Service 

providers can work with multidisciplinary teams of 

parents, foster parents, educators, and others to 

identify opportunities and assist caretakers in enrolling 

their children in appropriate activities and supporting 

them as they form and strengthen relationships with 

peers and trusted adults. 

Examples of Child-Focused 

Prevention

The following are examples of child-focused 

prevention programs:

 Kidpower International (http://www.kidpower.

org) offers programs for children, youth, and 

adults, including those with special needs. 

Program areas include personal safety and 

strategies to prevent or respond to child 

abuse, neglect, bullying, and other threatening 

situations. 

 IMPACT: Ability (http://impactboston.com/

selfadvocacy/) is a 10-session personal safety 

curriculum for individuals, including youth, with 

cognitive and/or physical disabilities. It uses 

realistic simulations to help teach people with 

disabilities how to respond in at-risk situations, 

including assertive communication and how 

to resist inappropriate sexual contact by a 

caregiver or other adult.
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

12

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Collaborative Responses 

Service coordination and collaboration between 

the numerous professionals who serve children with 

disabilities and their families are critical to addressing 

their multiple needs. For example, child welfare 

professionals can partner with professionals in the fields 

of medicine, early childhood education, developmental 

disabilities, mental health, and nutrition (Corr & Santos, 

2017; Lightfoot, 2014;). Child welfare professionals and 

service providers should also include families whenever 

possible. To improve collaboration and coordination of 

services, the following strategies should be considered: 

 Use a team approach: Include families in joint meetings 

with other professionals to plan services and share 

information on case progress. Engaging and involving 

the family and caretakers helps implement needed 

services (Haight et al., 2013). For example, as required 

by IDEA, all families of children with disabilities should 

have two plans, an individualized family service plan 

(IFSP) and an individualized education program (IEP). 

The IFSP (for children from birth to age 2 years) focuses 

on the services that a family needs to enhance the 

development of their child. It is broader than the 

IEP and puts more focus on the family. School-aged 

children with disabilities (ages 3–21 years) should also 

have an IEP, which assesses strengths and needs and 

determines appropriate educational services and 

support provided in schools. The IFSP and IEP should 

be developed collaboratively with the children’s 

parents and other key stakeholders to best address 

goal setting as well as the planning, coordination, and 

monitoring of services. 

 Collaborate and share information between agencies: 

Collaboration is key to increasing communication 

between multiple agencies and systems. It may help 

them develop a joint mission or vision statement, 

which can unite agencies around a common goal. 

Having well-defined roles and shared priorities and 

resources helps promote stronger partnerships among 

service providers (Corr & Santos, 2017). Additionally, 

developing multidisciplinary teams to work across the 

various providers is crucial to conducting assessments, 

finding placements, identifying needs, and delivering 

appropriate services (Haight et al., 2013; Lightfoot, 

2014). Some agencies or systems have found success 

in inviting a disability specialist to colocate within 

the agency to ensure children receive the needed 

developmental assessments and to encourage 

collaboration and ongoing case support (HermanSmith & Schmitt, 2014). 

To help improve collaboration with developmental 

disability services in your community, the HHS 

Administration on Disabilities website maintains a list of 

state organizations, such as councils on developmental 

disabilities, protection and advocacy agencies, and 

university centers for excellence in developmental 

disabilities and is available at https://www.acl.gov/aboutacl/administration-disabilities. The Center for Parent 

Information and Resources has a webpage (http://www.

parentcenterhub.org/repository/stateagencies/) to 

help users locate state and local organizations to assist 

children with disabilities and their families. 

Example of a Collaborative 

Response

The Disability Child Welfare Collaborative 

(DCWC) (https://www.cascw.org/communityengagement-2/dcwc/) brings together 

professionals from the fields of child welfare, 

disability, and education to improve outcomes 

for children with disabilities and their families 

in Minnesota. Many of the resources on the 

DCWC website, however, are applicable to 

professionals and families throughout the 

United States. Resources include a factsheet for 

the disability community about working with 

child welfare; factsheets about child welfare 

and special education; and a link to the online 

training modules from the Center for Advanced 

Studies in Child Welfare (https://www.cascw.org/

portfolio_category/online-modules/) on a variety 

of child welfare topics, including school success 

for children with disabilities involved with child 

welfare. 
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

13

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Training

Families commonly encounter service providers who 

have limited training in and knowledge of working with 

children with disabilities. Training regarding disabilities is 

not offered sufficiently to child welfare service providers, 

making it difficult for many providers to identify and 

assess disabilities and maltreatment (Lightfoot, 2014). 

Service providers may be unable to identify the unmet 

needs of children with disabilities and their families or 

connect them to appropriate services. Training topics 

could include an introduction to the relevant policies, 

programs, and services that are in place to support 

children with disabilities (Shannon & Tappan, 2011) as 

well as effective ways to communicate about disabilities 

to help gather pertinent information from the family, the 

child, and other service providers (Lightfoot, 2014). 

Funded by the Administration on Intellectual and 

Developmental Disabilities, the National Network of 

University Centers for Excellence in Developmental 

Disabilities Education, Research, and Service (UCEDDs) 

supports universities in every state to carry out 

interdisciplinary training, technical assistance, research, 

and information dissemination. For more information, 

including a listing of centers, visit UCEDDs’ website at 

https://www.acl.gov/node/466 or the Association of 

University Centers on Disabilities at http://www.aucd.org.

Training Examples

The following are examples of training programs 

that focus on working with children with 

disabilities:

 The National Children’s Advocacy Center 

offers free trainings (registration required) on 

a number of topics, including working with 

children with disabilities.

http://www.nationalcac.org/

online-training-catalog/

 The Support Center for Child Advocates, which 

provides legal assistance to child maltreatment 

victims in Philadelphia County (PA), produced a 

series of webinars about transition planning for 

youth with disabilities. 

http://sccalaw.org/past-webinars/ 

 The Oregon Project Ability: Demystifying 

Disability in Child Abuse Interviewing training 

curriculum identifies common problems 

when interviewing maltreated children with 

disabilities and presents a systematic strategy 

for professionals to engage successfully with 

children with disabilities. 

https://www.oregon.gov/DHS/CHILDREN/

ADVISORY/CJA/Documents/project-ability.pdf. 
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

14

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Evidence-Informed Interventions

Using evidence-informed interventions to reduce parental 

stress is an effective way to help decrease the potential 

for child maltreatment when working with families 

with children with disabilities (Weisleder, 2011). Each 

of the following programs focuses on positive ways of 

addressing the behavior of children with disabilities and 

decreasing the stress associated with parenting a child 

with emotional or behavioral problems. 

 The Stepping Stones Triple P—Positive Parenting 

Program is a family-centered model of parenting 

to help prevent emotional and behavioral issues in 

children with disabilities. It helps parents develop ways 

to manage their children’s behavior problems and 

developmental issues in order to increase parents’ 

competence and communication. http://www.triplep.

net/glo-en/home/

 The Parent Management Training—Oregon Model is 

aimed at caregivers of children with antisocial behavior. 

It teaches parents to encourage positive behaviors 

through the use of praise and incentives, limit setting, 

and family problem-solving skills. 

http://www.isii.net/

 Parent-child interaction therapy is aimed at addressing 

disruptive behaviors in preschool-aged children by 

teaching parents how to work with their children 

to decrease negative behaviors, increase prosocial 

practices, and improve parenting skills to decrease 

parental stress. http://www.pcit.org/ and

https://www.childwelfare.gov/pubs/f-interactbulletin/

 The Incredible Years teaches parents about familybased problem solving and positive child relationships 

and attachment to increase understanding of their 

children’s developmental abilities.

http://www.incredibleyears.com/

 Family group decision-making centers on the belief 

that children and their parents are part of a larger 

family group and recognizes the need for both to be 

involved in decision-making about the children’s safety, 

permanency, and well-being.

http://www.ucdenver.edu/academics/colleges/

medicalschool/departments/pediatrics/subs/can/

FGDM/Pages/FGDM.aspx and

https://www.childwelfare.gov/topics/famcentered/

decisions/

Additional Resources

Information Gateway has several web sections that 

provide additional information about working with 

children with disabilities and their families:

 Child Welfare and IDEA Part C

(https://www.childwelfare.gov/topics/preventing/

prevention-programs/earlychildhood/childwelfare/)

 Children With Disabilities (https://www.childwelfare.

gov/topics/outofhome/casework/children/

children-with-disabilities/)

 Developmental and Physical Disabilities Resources 

(https://www.childwelfare.gov/topics/adoption/

adopt-parenting/services/disability/)

 Permanency for Children With Disabilities (https://

www.childwelfare.gov/topics/permanency/specific/

disabilities/)

 Services to Children and Youth With Disabilities 

(https://www.childwelfare.gov/

topics/systemwide/service-array/

services-to-children-and-youth-with-disabilities/) 

The following are additional resources that may be helpful 

for child welfare professionals:

 National Dissemination Center for Children With 

Disabilities 

https://www.fhi360.org/projects/nationaldissemination-center-children-disabilities-nichcy

This website provides information for the public on 

specific disabilities and programs and services for 

children with disabilities. 

 National Child Traumatic Stress Network (NCTSN)

http://www.nctsn.org/resources/topics/specialpopulations-and-trauma

This website offers information and toolkits, NCTSN 

materials, interventions and initiatives, and other 

resources for children with disabilities and others who 

have experienced trauma.

 Facts on Traumatic Stress and Children With 

Developmental Disabilities

http://www.nctsn.org/sites/default/files/assets/pdfs/

traumatic_stress_developmental_disabilities_final.pdf

This report includes information on modifying trauma 

treatment for children with developmental disabilities 

and how characteristics related to specific disabilities 

may influence the incidence of trauma.
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

15

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

 Center on Technology and Disability

http://ctdinstitute.org

This website includes webinars, e-learning modules, 

and other resources about assistive technologies for 

children with disabilities. 

 Center for Parent Information and Resources

http://www.parentcenterhub.org/

This website includes information and products 

intended to support professionals who work with 

families of children with disabilities. 

 Childhood Maltreatment Among Children With 

Disabilities

https://www.cdc.gov/ncbddd/disabilityandsafety/

abuse.html

This website provides information about maltreatment 

for parents of children with disabilities and resources 

for children, parents and caregivers, and others.

Conclusion

Children with disabilities experience a higher rate of 

abuse and neglect than children without disabilities 

(Jones et al., 2012). They are disproportionally represented 

in the child welfare system (Lightfoot, 2014); however, due 

to time and budget constraints, training for child welfare 

professionals and service providers on how to best serve 

children with disabilities and their families may not be 

available. Awareness of the characteristics of different 

disabilities in relation to the risks of maltreatment and 

the supports each child needs may help child welfare 

professionals provide services that assist children in 

meeting their cognitive, behavioral, social, and dailyliving needs. Promising strategies are available to 

prevent the maltreatment of children with disabilities, 

and opportunities exist to improve collaboration 

between child welfare and disability agencies to 

respond more effectively to children and families in this 

population. Child welfare professionals can play a key 

role in developing networks of support for children with 

disabilities and their families, identifying and addressing 

family strengths and needs so children with disabilities 

can live in safe and supportive homes, and educating 

children about abuse and neglect so they are better able 

to protect themselves. 

References 

Algood, C. L., Harris, C., & Hong, J. S. (2013). Parenting 

success and challenges for families of children with 

disabilities: An ecological systems analysis. Journal of 

Human Behavior in the Social Environment, 23, 126–136. 

Retrieved from file:///C:/Users/jspangler/Downloads/

Parentingsuccessandchallenges-publishedarticle.pdf

Algood, C. L., Hong, J. S., Gourdine, R. M., & Williams, A. 

B. (2011). Maltreatment of children with developmental 

disabilities: An ecological systems analysis. Children 

and Youth Services Review, 33, 1142–1148. doi: 10.1016/j.

childyouth.2011.02.003

American Psychological Association. (2016). Resolution on 

the maltreatment of children with disabilities. Retrieved 

from http://www.apa.org/about/policy/maltreatmentchildren.aspx

American Psychological Association. (2017). 

Understanding and preventing child abuse and 

neglect. Retrieved from http://www.apa.org/pi/

families/resources/understanding-child-abuse.aspx

The Annie E. Casey Foundation. (2014). Creating 

opportunity for families: A two generation approach. 

Retrieved from http://www.aecf.org/m/resourcedoc/

aecf-CreatingOpportunityforFamilies-2014.pdf

Berg, K. L., Shiu, C., Msall, M. E., & Acharya, K. (2015). 

Victimization and restricted participation among young 

people with disabilities in the US child welfare system. 

Development Medicine & Child Neurology, 57, 564–

570. doi: 10.1111/dmcn.12678

Centers for Disease Control and Prevention. 

(2017a). Child abuse and neglect: Risk and 

protective factors. Retrieved from https://www.

cdc.gov/violenceprevention/childmaltreatment/

riskprotectivefactors.html

Centers for Disease Control and Prevention. (2017b). 

Childhood maltreatment among children with 

disabilities. Retrieved from https://www.cdc.gov/

ncbddd/disabilityandsafety/abuse.html
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

16

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Child Welfare Information Gateway. (2013). Addressing 

the needs of young children in child welfare: Part 

C—early intervention services. Washington, DC: U.S. 

Department of Health and Human Services, Children’s 

Bureau. Retrieved from https://www.childwelfare.gov/

pubs/partc/

Corr, C., & Santos, R. M. (2017). “Not in the same 

sandbox”: Cross-systems collaborations between 

early intervention and child welfare systems. Child 

and Adolescent Social Work Journal, 34(1), 9–22. doi: 

10.1007/s10560-016-0470-4

Fisher, M. H., Hodapp, R. M., & Dykens, E. M. (2008). 

Child abuse among children with disabilities: What we 

know and what we need to know. International Review 

of Research in Mental Retardation, 35, 251–289. doi: 

10.1016/S0074-7750(07)35007-6 

Haight, W., Kayama, M., Kincaid, T., Evans, K., & Kim, 

N. K. (2013). The elementary-school functioning of 

children with maltreatment histories and mild cognitive 

or behavioral disabilities: A mixed methods inquiry. 

Children and Youth Services Review, 35, 420–428. doi: 

10.1016/j.childyouth.2012.12.010

Hall-Lande, J., Hewitt, A., Mishra, S., Piescher, K., & 

LaLiberte, T. (2015). Involvement of children with 

autism spectrum disorder (ASD) in the child protection 

system. Focus on Autism and Other Developmental 

Disabilities, 30, 237–248. doi: 10.1177/1088357614539834

Helton, J. J., & Bruhn, C. M. (2013). Prevalence of 

disabilities and abilities in children investigated for 

abuse and neglect. Journal of Public Child Welfare, 7(5), 

480–495. doi: 10.1080/15548732.2013.843497

Helton, J. J., & Cross, T. P. (2011). The relationship of child 

functioning to parental physical assault: Linear and 

curvilinear models. Child Maltreatment, 16, 126–136. 

doi: 10.1177/1077559511401742

Herman-Smith, R., & Schmitt, K. (2014). Implementing 

developmental screening programs for infants 

and toddlers in the child welfare system. 

Journal of Public Child Welfare, 8, 416–432. doi: 

10.1080/15548732.2014.939251

Hibbard, R. A., Desch, L. W., Committee on Child 

Abuse and Neglect, & Council on Children With 

Disabilities. (2007). Maltreatment of children with 

disabilities. Pediatrics, 119, 1018–1025. doi: 10.1542/

peds.2007-0565 

Hill, K. (2012). Permanency and placement planning for 

older youth with disabilities in out-of-home placement. 

Children and Youth Services Review, 34, 1418–1424. doi: 

10.1016/j.childyouth.2012.03.012

Hill, K., Lightfoot, E., & Kimball, E. (2010). Foster care 

transition services for youth with disabilities: Findings 

from a survey of county service providers. Child 

Welfare, 89(6), 63–81. 

Holtz, C. A., Carrasco, J. M., Mattek, R. J., & Fox, R. A. 

(2009). Behavior problems in toddlers with and without 

developmental delays: Comparison of treatment 

outcomes. Child & Family Behavior Therapy, 31, 292–

311. doi: 10.1080/07317100903311018

Javalkar, K., Rak, E., Phillips, A., Haberman, C., 

Ferris, M., & Van Tilburg, M. (2017). Predictors of 

caregiver burden among mothers of children with 

chronic conditions. Children, 4(5), 39. doi: 10.3390/

children4050039

Jee, S. H., Conn, A. M., Szilagyi, P. G., Blumkin, A., Baldwin, 

C. D., & Szilagyi, M. A. (2010). Identification of social‐

emotional problems among young children in foster 

care. Journal of Child Psychology and Psychiatry, 51, 

1351–1358. doi: 10.1111/j.1469-7610.2010.02315.x

Johnson, H. (2011). Awareness and prevention of 

abuse/neglect as experienced by children w/ 

disabilities. Presented at the Council for Exceptional 

Children National Convention, National Harbor, 

MD. Retrieved from http://deafed-childabuseneglect-col.wiki.educ.msu.edu/file/view/Handout+-

+Awarness+and+Prevention+of+Abuse+-+Neglect+as

+Experienced+by+Children+w+Disabilities.pdf
The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

17

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/prevenres/focus/.

Jones, L., Bellis, M. A., Wood, S., Hughes, K., McCoy, 

E., Eckley, L., . . . Officer, A. (2012). Prevalence and 

risk of violence against children with disabilities: A 

systematic review and meta-analysis of observational 

studies. Lancet, 380, 899–907. doi: 10.1016/

S0140-6736(12)60692-8

Lightfoot, E. (2014). Children and youth with disabilities in 

the child welfare system: An overview. Child Welfare, 

93(2), 23–45.

Lightfoot, E., Hill, K., & LaLiberte, T. (2011). Prevalence of 

children with disabilities in the child welfare system 

and out of home placement: An examination of 

administrative records. Children and Youth Services 

Review, 33, 2069–2075. doi: 10.1016/j.childyouth. 

2011.02.019

Martin, M., & Citrin, A. (2014). Prevent, protect & provide: 

How child welfare can better support low-income 

families. Retrieved from https://www.cssp.org/

policy/2014/Prevent-Protect-Provide.pdf

Murphy, N. (2011). Maltreatment of children 

with disabilities: The breaking point. Journal 

of Child Neurology, 26, 1054–1056. doi: 

10.1177/0883073811413278

Murphy, N. A., Christian, B., Caplin, D. A., & Young, 

P. C. (2007). The health of caregivers for children 

with disabilities: Caregiver perspectives. Child: 

Care, Health and Development, 33, 180–187. doi: 

10.1111/j.1365-2214.2006.00644.x

Palusci, V. J., Datner, E., & Wilkins, C. (2015). 

Developmental disabilities: Abuse and neglect in 

children and adults. International Journal of Child 

Health and Human Development, 8, 407–428.

Sedlak, A. J., Mettenburg, J., Basena, M., Petta, I., 

McPherson, K., Greene, A., & Li, S. (2010). Fourth 

National Incidence Study of Child Abuse and Neglect 

(NIS–4): Report to congress. Retrieved from https://

www.acf.hhs.gov/opre/resource/fourth-nationalincidence-study-of-child-abuse-and-neglect-nis-4-

report-to

Shannon, P., & Tappan, C. (2011). A qualitative analysis 

of child protective services. Children and Youth 

Services Review, 33, 1469–1475. doi: 10.1016/j.

childyouth.2010.11.014

Slayter, E. (2016). Youth with disabilities in the United 

States child welfare system. Children and Youth 

Services Review, 64, 155–165. doi: 10.1016/j.

childyouth.2016.03.012

Slayter, E., & Springer, C. (2011). Child welfare-involved 

youth with intellectual disabilities: Pathways 

into and placements in foster care. Intellectual 

and Developmental Disabilities, 49, 1–13. doi: 

10.1352/1934-9556-49.1.1

Steen, J. A., & Harlow, S. (2012). Correlates of multiple 

placements in foster care: A study of placement 

instability in five states. Journal of Public Child Welfare, 

6, 172–190. doi: 10.1080/15548732.2012.667734

Turner, H. A., Vanderminden, J., Finkelhor, D., 

Hamby, S., & Shattuck, A. (2011). Disability and 

victimization in a national sample of children 

and youth. Child Maltreatment, 16, 275–286. doi: 

10.1177/1077559511427178

U.S. Census Bureau. (2011). School-aged children with 

disabilities in U.S. metropolitan statistical areas: 

2010. Retrieved from https://www.census.gov/

prod/2011pubs/acsbr10-12.pdf

U.S. Department of Health and Human Services, 

Administration for Children and Families, Children’s 

Bureau. (2015). National child abuse and neglect data 

system [Data file]. Retrieved May 2016.

Van Horne, B. S., Moffitt, K. B., Canfield, M. A., Case, A. 

P., Greeley, C. S., Morgan, R., & Mitchell, L. E. (2015). 

Maltreatment of children under age 2 with specific 

birth defects: A population-based study. Pediatrics, 

136, e1504–e1512. doi: 10.1542/peds.2015-1274

Weisleder, P. (2011). Family interventions to prevent 

maltreatment of children with disabilities. 

Journal of Child Neurology, 26, 1052–1053. doi: 

10.1177/0883073811413279
U.S. Department of Health and Human Services 

Administration for Children and Families 

Administration on Children, Youth and Families 

Children’s Bureau

The Risk and Prevention of Maltreatment of Children with Disabilities https://www.childwelfare.gov

Weiss, J. A., Waechter, R., & Wekerle, C. (2011). The 

impact of emotional abuse on psychological distress 

among child protective services-involved adolescents 

with borderline-to-mild intellectual disability. Journal 

of Child & Adolescent Trauma, 4, 142–159. doi: 

10.1080/19361521.2011.574677

Suggested Citation: 

Child Welfare Information Gateway. (2018). The risk and 

prevention of maltreatment of children with disabilities. 

Washington, DC: U.S. Department of Health and Human 

Services, Children’s Bureau.