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El. knyga: Children With School Problems: A Physician's Manual

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  • Formatas: PDF+DRM
  • Išleidimo metai: 04-Sep-2012
  • Leidėjas: John Wiley & Sons Inc
  • Kalba: eng
  • ISBN-13: 9781118452745
Kitos knygos pagal šią temą:
Children With School Problems: A Physician's ManualDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Išleidimo metai: 04-Sep-2012
  • Leidėjas: John Wiley & Sons Inc
  • Kalba: eng
  • ISBN-13: 9781118452745
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The physician's guide to diagnosing and treating learning disabilities in children

1 in 10 Canadians have a learning disability, and doctors must be able to identify, diagnose, treat, and manage children who are struggling in school. The first book specifically tailored for the needs of physicians working with kids with learning disabilities, Children With School Problems: A Physician's Manual covers such important areas as child development, diagnosing learning disabilities (including data gathering, screening and assessment, and physical examinations), management (medication, behavioral management, and educational interventions), and prevention (including literacy promotion).

Written by trusted experts from the Canadian Paediatric Society, Children With School Problems is filled with practical tools and resources that physicians—including paediatricians, family physicians, and paediatric learners—can use to diagnose and treat children with learning disabilities.

  • The only book on learning disabilities in children specifically designed for physicians
  • Written by trusted experts from the Canadian Paediatric Society
  • Covers important issues including literacy promotion, screening for disabilities, medication options, and much more
  • Gives physicians the tools they need to help children with learning disabilities

Physicians want to know more about learning disabilities, and parents want their pediatricians and family physicians to provide more help when their kids struggle in school. Children with School Problems provides that information, making it an invaluable resource for any doctor working with kids.

About the Canadian Paediatric Society xi
Acknowledgements xiii
Introduction xvii
Part I Foundations
1(43)
Chapter 1 Overview of Children with Learning Problems, Schools, and Approaches to Helping
1(11)
Prevalence of learning problems
1(3)
Types of learning disabilities
4(1)
Response to intervention
5(1)
Etiology/mechanisms of LDs
5(2)
Natural history
7(2)
Treatment/management
9(3)
Chapter 2 Understanding and Working with Schools
12(6)
Educational legislation and school organization
12(1)
Terms used by the education system
13(2)
Controversies in education
15(3)
Chapter 3 Early Development of the Nervous System and School Performance
18(9)
Brain development in utero
18(1)
Brain development and the origin of learning difficulties
18(1)
Disruptions in CNS development---critical periods in utero
19(2)
The newborn period
21(1)
Acquired biologic childhood factors
21(2)
Childhood social factors
23(4)
Chapter 4 Development and School Entry
27(5)
School readiness
27(1)
Age of entry
27(1)
Typical preschool learning and skills present at the time of school entry
28(2)
Other predictors of success at the time of school entry
30(2)
Chapter 5 Provincial/Territorial Special Education Legislation
32(12)
British Columbia
33(1)
Alberta
34(1)
Saskatchewan
35(1)
Manitoba
36(1)
Ontario
36(2)
Quebec
38(1)
Prince Edward Island
38(1)
Nova Scotia
39(1)
New Brunswick
40(1)
Newfoundland and Labrador
41(1)
Northwest Territories
42(1)
Nunavut
42(1)
Yukon Territory
43(1)
Part II Diagnostics
44(104)
Chapter 6 Data Gathering
44(11)
Reviewing previous reports
44(1)
Interpreting psycho-educational assessments
44(1)
Anatomy of a psycho-educational assessment
45(2)
The history
47(1)
Setting the stage
47(1)
Interviewing parents
48(1)
Interviewing children
49(4)
Introducing the idea of counselling
53(2)
Chapter 7 Questionnaires
55(22)
Collection of Information from Parents and Teachers
55(3)
Consent to Release Information from School
58(1)
Parent Questionnaire
59(7)
Preschool/Kindergarten Questionnaire
66(5)
School Questionnaire (6-18 Years)
71(6)
Chapter 8 The Physical Examination of the Child with Learning Problems
77(5)
Rule out physical disease
77(1)
Evaluate co-morbid medical conditions
78(1)
Look for minor physical anomalies
79(1)
Describe neurological findings
79(1)
Rule out contraindications and establish a baseline for medication use
80(2)
Chapter 9 Medical Investigations of Children with Learning Problems
82(4)
Medical conditions
82(1)
Medical investigations
82(4)
Chapter 10 Developmental and Academic Skills: Screening, Sampling, and Assessment
86(51)
Levels of assessment by physicians
86(1)
Screening, sampling, and assessment
87(50)
Chapter 11 Differential Diagnosis of the Child Who Is Not Doing Well in School
137(11)
The differential diagnosis of poor academic achievement
137(1)
The differential diagnosis of noncompliance and oppositional behaviour
137(7)
The differential diagnosis of motor incoordination
144(1)
The differential diagnosis of social interaction problems
145(3)
Part III Management
148(49)
Chapter 12 Sharing the Formulation: Feedback to Parents and School
148(4)
Formulation
148(1)
Feedback to parents
149(1)
Feedback to the school
149(1)
Sample formulation
150(2)
Chapter 13 Educational Interventions
152(12)
Demystification
152(1)
Classroom placement
153(1)
Out-of-school instruction
154(1)
Specific remediation
155(5)
Role of physicians' advice to students
160(1)
Organization, studying, and homework
161(3)
Chapter 14 Behavioural Management
164(13)
Underlying factors affecting behaviour: Cognitive abilities
164(1)
Underlying factors affecting behaviour: Regulation
164(1)
Strategies for helping with regulatory problems
165(1)
Evidence-based approaches to behaviour: Programs, resources, and general principles
166(6)
Self-esteem and the child with school problems
172(3)
Relationships with peers
175(2)
Chapter 15 Medical Management
177(16)
The role of medications in managing children with school problems
177(1)
Use of medication for ADHD
177(13)
Treating associated medical conditions
190(3)
Chapter 16 Complementary and Alternative Therapies for Learning and Attentional Disorders
193(4)
Evaluating research on CAM
193(1)
Discussing CAM with parents
194(3)
Part IV Trajectories
197(14)
Chapter 17 Supporting the Adolescent with Learning Problems
197(5)
The challenges of transition: Junior high and high school
197(1)
Working with teens who have learning problems
198(1)
Strategies and supports for home and school
199(1)
Evaluating teens with learning problems
199(1)
Management issues when following adolescents
200(2)
Chapter 18 Learning Problems from Adolescence into Adulthood
202(9)
Factors contributing to quality of outcome
202(2)
Adults, with learning disabilities
204(1)
ADHD in adult life
205(1)
Adults with intellectual disability
205(1)
Delinquency and learning problems
206(1)
Learning problems and adult psychiatric disorders
207(1)
Indicators of learning problems in adults
207(1)
Resources for adults with learning problems
208(3)
Part V Resources
211(32)
Chapter 19 Encouraging Reading
211(6)
What can physicians do?
211(1)
What can parents do?
212(4)
Choosing books for children
216(1)
Chapter 20 Illustrative Cases
217(17)
Case I Derek: Attention weakness and academic delay
217(3)
Case II Parminder: Reading difficulties and English as a second language (ESL)
220(3)
Case III Jewel: Academic delay, behavioural concerns in the context of prenatal alcohol exposure
223(6)
Case IV Tristan: Gross motor and fine motor skill clumsiness, poor attention, and impulsivity
229(5)
Chapter 21 A Resource Worksheet for Physicians Who Work with Students with Learning Problems
234(9)
Glossary 243(4)
Index 247
The Canadian Paediatric Society is a national professional association, representing more than 3,000 paediatricians, paediatric subspecialists, paediatric residents, and other health professionals who work with and care for children and youth. The CPS is active in professional education, public policy advocacy, surveillance and research, and education for parents and caregivers.

Dr. Debra Andrews is associate professor of paediatrics and divisional director for developmental paediatrics at the University of Alberta. She is medical director of two tertiary interdisciplinary programs at the Glenrose Rehabilitation Hospital that provide assessment and intervention for school-aged children with complex learning and behavioural problems.

Dr. William Mahoney is a clinical associate professor of paediatrics, Faculty of Health Sciences, McMaster University, and has worked with children with school problems for over thirty years. He is the former medical director of the developmental paediatric, rehabilitation, and autism programs of McMaster Childrens Hospital.
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