Research question	Domain	RPS	Criteria on Which Item Scored in Top 10%
1	How can health systems improve in early detection (during infancy and early childhood) of developmental disabilities in low and middle income countries?	SS: EI	74.29	F, A&I, E, S
2	What is the availability, cost and efficacy of early intervention and rehabilitation programs for children with developmental disabilities in low and low-middle income countries?	SS: EI	73.10	Ans, E, S
3	What are the most efficient ways of supporting and empowering parents/families of people with developmental disabilities (in specific social and cultural contexts)?	SS:PF	72.35	F, A&I
4	What is the effectiveness and efficiency of family-mediated early intervention on the future health and well-being of children with developmental disabilities in low resource settings?	SS:EI	72.11	A&I, E, S
5	What are the most effective ways of promoting the rights to health and education of children with developmental disabilities in low and low-middle income countries?	P	71.67	Ans, A&I, E
6	How can parents/families be most efficiently supported to provide a ‘healthy start’ in life for young children with or at high risk of developmental disabilities in low resource settings?	SS:PF	71.36	A&I, E
7	How can we best operationally define and identify (screen for) people with developmental disabilities?	SS:EI	70.78	F, S
8	What are the most common preventable causes of poor health among people with developmental disabilities? How do these vary across regions and countries (and within countries)?	BSE	69.29	Ans
9	What are the most important priorities for investigation/assessment for children with developmental disabilities in low resource rural settings?	SS:EI	67.59	S
10	What is the impact of global initiatives in disability (e.g. UNCRPD) on policies, laws and services for people with developmental disabilities?	P	67.55
11	How do public attitudes to developmental disabilities and the care of people with developmental disabilities vary across cultural and language groups and across types of developmental disabilities?	P	67.14	Ans, F
12	What are the most important nutritional needs of children with developmental disabilities in low resource rural settings?	SS:H	67.04	E
13	What are the common experiences and attitudes of primary healthcare workers towards people with developmental disabilities?	P	66.94	Ans, F
14	How best can non-specialists be trained and supervised to work with people with developmental disabilities?	SS:G	65.51
15	What are the nature and forms of stigmatization in different cultures and contexts (low, middle, high income countries; rural/urban)?	P	65.31	F
16	What are the most efficient interventions to support parents/families of children with disabilities to manage their own stress?	SS:PF	65.24
17	What are the important preventive health measures and barriers to health care for people with ID and how successfully are these implemented?	SS:H	64.66
18	What are the most efficient ways of training health care workers to reduce the discrimination faced by people with developmental disabilities in health care systems?	SS:H	64.39
19	What is the prevalence of developmental disabilities? How does this vary with child and environmental characteristics?	BSE	64.18	Ans, S
20	How can employment opportunities for individuals with developmental disabilities and/or autism be increased? What is the impact of employment on the psychological well-being of the adult working (and their families)?	SS:G	63.95
21	What are the most common preventable causes of developmental disabilities (e.g., neurotoxins, undernutrition, infections, poverty, poor education)? How do these vary across regions and countries (and within countries)?	BSE	63.57	S
22	What would be the most effective way of monitoring across countries the health, well-being and nature/quality of supports used by people with developmental disabilities?	SS:G	63.20
23	What would be the most effective way of monitoring across countries the inclusion of people with developmental disabilities?	SS:G	62.86	A&I
24	How best can we scale up access to behaviour support practices, including positive behaviour support and minimise the use of restrictive interventions (e.g., chemical, mechanical and physical restraint)?	SS:I	62.86
25	How can assistive devices (computer software, hand-held devices, touch screen computers) support people with developmental disabilities to learn and communicate?	SS:I	62.79	Ans
26	How can medical training best prepare doctors to work with people with developmental disabilities?	SS:H	62.35
27	What is the utility and effectiveness of easy read and pictorial information provided to people with moderate and severe ID?	SS:G	62.28
28	What can be learned from a systematic study of public health systems and health care policy across countries with regard to what has worked and what hasn’t with respect to prevention and intervention for developmental disabilities?	SS:G	62.11
29	What are the most efficient health promotion models for people with developmental disabilities?	P	61.94
30	What kind of teacher competencies, teacher education and teacher professional development are required to better support the inclusion and development of learners with developmental disabilities?	SS:E	61.77
31	What are the most efficient strategies for preventing developmental disabilities (in specific social and cultural contexts)?	P	60.51
32	What are the most common preventable causes of the social exclusion and reduced quality of life among people with developmental disabilities? How do these vary across regions and countries (and within countries)?	BSE	60.44
33	How can the situation of people with developmental disabilities be moved up the policy agenda in low and middle income countries?	P	60.31	E
34	How can CBR programmes most efficiently include and intervene with children with or at high risk of developmental disabilities in low resource settings?	SS:G	60.17
35	What are the most efficient ways of organizing services and supports for people with developmental disabilities?	SS:G	59.76
36	How do public beliefs about the causes of developmental disabilities vary across cultural and language groups and across types of developmental disabilities?	P	59.66	F
37	What are the most efficient ways of delivering reproductive health services for people with developmental disabilities?	SS:H	59.52
38	What are the most efficient ways of empowering and supporting people with developmental disabilities to control their own lives and supports?	SS:G	59.49
39	How can we best structure inclusive communities to work and support people with developmental disabilities and their families to be included and overcome marginalization and loneliness?	P	59.18
40	What is the impact of ‘upstream’ population-based child health and nutrition interventions (including poverty-reduction programmes) on the incidence and prevalence of developmental disabilities in poor resource countries?	SS:G	58.98
41	How can we most effectively improve research capacity and knowledge transfer and exchange in low resource settings?	P	58.59
42	How can we reduce the stigma of intellectual and developmental disabilities?	P	58.47
43	What are the most common genetic and environmental causes of developmental disabilities? How do these vary across regions and countries (and within countries)?	BSE	58.47
44	How does “family context” interact with the behavioural challenges posed by children with developmental disabilities to produce either positive or negative impact on parents’ mental health and well-being?	SS:PF	57.72	A&I
45	How can empirically-based research findings be disseminated within and among countries?	SS:G	57.59
46	What are the most efficient ways of enhancing skills that enable individuals with developmental disabilities to participate fully in their communities?	SS:G	57.33
47	What mix of factors including the level of inclusion are most predictive of children with developmental disabilities making progress in education and better achievements in life.	SS:E	54.93
48	What are the most effective ways of translating policy into a strategic action for the inclusion of children with developmental disabilities in educational settings?	SS:E	54.69
49	How does the day to day quality of life and experiences of people with developmental disabilities and their families in all regions compare over time to those of non-disabled people and families in their neighbourhood?	BSE	54.25
50	What is the impact of aging and related correlates on the ability of people with developmental disabilities to function in society?	SS:A	54.22
51	How do persons with developmental disabilities participate in their healthcare decisions?	SS:H	53.84
52	What are the most efficient ways of maintaining intervention effects over long periods of time and across the lifespan?	SS:A	53.40
53	What are the most efficient ways of supporting people with developmental disabilities to develop and maintain personal relationships, including friendship and intimate partnerships?	SS:G	53.03
54	How can we best develop self-monitoring tools which can be used by local staff, family members and by disabled people themselves to assess the quality of services and supports to meet their needs and to take action accordingly?	SS:G	52.11
55	What kind of political, legal and curricular frameworks are playing a positive role in the inclusion of learners with developmental disabilities?	SS:E	51.43
56	What is the prevalence of challenging behaviour among people with developmental disabilities? How does this vary with child and environmental characteristics?	BSE	51.09
57	How can supported decision making be facilitated in low and middle income countries with different cultures	P	51.05
58	How can we map the capacity of current services to see whether they reflect current scientific knowledge and whether it is effective enough to support people with developmental disabilities to reach their potential to live an independent life?	SS:G	50.00
59	What factors are most strongly predictive of people with ID working for pay, irrespective of disability, in a given country?	SS:G	49.25
60	What are the issues feeding into making informed decisions concerning resource allocation for providing educational opportunities for people with developmental disabilities?	SS:E	44.56
61	Why do funding organizations and governments not fund research in low and middle income countries on developmental disabilities?	P	43.78
62	What cultural and communication training is required to ensure that those working in developing countries do so effectively?	SS:G	43.37
63	How can we most effectively measure the ‘disablement’ of developmental disabilities, so that developmental disabilities can be included in global burden of disease ratings?	BSE	42.52
64	What are the biomarkers for developmental disabilities like autism?	BSE	42.01
65	What are the significant markers of social cognition and how can they be assessed effectively and efficiently at key developmental points?	BSE	39.22
66	What is the impact of wars and war traumas on the incidence of developmental disabilities?	BSE	37.96
67	How do the dynamic mechanisms in early and ongoing family processes that affect child and parent outcome vary across culture and ethnic identity?	SS:PF	37.93
68	What are developmentally essential experiences (intervention, support etc.) that promote social cognition and social competence?	SS:G	36.50
69	How can we identify treatment non-responders early in treatment?	SS:I	35.37