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Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems [Minkštas viršelis]

3.00/5 (2 ratings by Goodreads)
Edited by (University of Kentucky, Lexington, Kentucky, USA)
  • Formatas: Paperback / softback, 246 pages, aukštis x plotis: 229x152 mm, weight: 360 g
  • Išleidimo metai: 09-Jan-2020
  • Leidėjas: Academic Press Inc
  • ISBN-10: 0128157550
  • ISBN-13: 9780128157558
Kitos knygos pagal šią temą:
Clinical Guide to Assessment and Treatment of Childhood Learning and Attention ProblemsDidesnis paveikslėlis
  • Formatas: Paperback / softback, 246 pages, aukštis x plotis: 229x152 mm, weight: 360 g
  • Išleidimo metai: 09-Jan-2020
  • Leidėjas: Academic Press Inc
  • ISBN-10: 0128157550
  • ISBN-13: 9780128157558
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780128157558.html
Raktažodžiai:

The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems provides assessment and treatment recommendations for learning disorders (LD) and attention-deficit/hyperactivity disorder (ADHD). Brimming with case studies and other practical guidance, the book reviews etiology of LD and ADHD, outlines the diagnostic criteria per DSM-5, and includes clinical insights for assessment and intervention. Evidence-based assessment and intervention strategies are emphasized, linking assessment to treatment selection and evaluation. Techniques for improving treatment outcomes and supplemental intervention planning are presented, including common modifications and accommodations for learning disorders and attention problems.

In addition, tutoring techniques, strategies for specific types of learning problems, and recommendations for Individualized Education Plans are all explored.

  • Provides an integrated approach to LD/ADHD assessment and treatment
  • Explores treatment implications for ADHD/LD comorbidity
  • Guides readers on how to select the best intervention strategy from evidence-based treatments
  • Reviews behavioral-based treatment
  • Includes supplemental intervention strategies, tutoring techniques, and IEPs
  • Features a broad array of clinical case studies

Recenzijos

"The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems is a timely addition to the existing body of works on assessment and treatment recommendations for such issues. Unlike many of the previously available books on learning and attention problems, this book appropriately offers specific guidance about conducting assessments and treatment interventions for both diagnoses. This integrated approach is so fitting as these problems are commonly co-occurring pediatric disorders. The editor, Martel, provides a critical analysis of the academic and clinical treatment interventions. Each academic and clinical intervention has a respective chapter that offers in-depth descriptions of that given method. More widely known interventions are contrasted with newer, relatively obscure techniques. Especially to be appreciated is coverage of more novel neurotherapeutic interventions including repetitive transcranial magnetic stimulation (rTMS) and transcranial direct current stimulation (tDCS)." --Lucia J. Stubbs, PhD, Licensed Psychologist

List of contributors xi
Preface xiii
Section 1 Assessment guidelines
1 Assessment and identification of learning disabilities
3(30)
Emily A. Farris
Erin E. Alexander
Timothy N. Odegard
Models of learning disability identification
4(5)
School-based identification
6(2)
Identification in clinical settings
8(1)
Learning disabilities: achievement, capability, unexpectedness, and cause
9(7)
Achievement
9(1)
Capability
10(2)
Unexpectedness
12(2)
Causation
14(2)
Where to focus time and resources
16(1)
Identifying learning disabilities: a hybrid model
17(8)
Inadequate response to appropriate instruction
18(1)
Poor achievement in reading, mathematics, and/or written expression
19(5)
Evidence that other factors are not the primary cause
24(1)
Take-home messages and future directions
25(3)
References
28(5)
2 Assessment and diagnosis of attention-deficit/hyperactivity disorder
33(22)
Arthur D. Anastopoulos
Kaicee K. Beal
Historical context
34(1)
Epidemiology
34(1)
Etiology
35(1)
Developmental course
36(1)
Clinical presentation
36(3)
Situational variability of primary symptoms
37(1)
Cooccurring features
37(1)
Functional impairment
38(1)
Guidelines for diagnosing attention-deficit/hyperactivity disorder
39(10)
Diagnostic criteria and classification
39(3)
Multi informant, multimethod assessment strategy
42(1)
Assessment procedures
43(3)
Interpreting diagnostic evaluation data
46(3)
Diagnostic feedback and treatment planning
49(1)
References
50(5)
3 Assessment of attention-deficit/hyperactivity disorder and comorbid reading disorder with consideration of executive functioning
55(22)
Erik G. Willcutt
Introduction and overview
55(6)
The importance of attention-deficit/hyperactivity disorder comorbidity with learning disorders
55(1)
Overview of the chapter
56(1)
Prevalence and clinical implications of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
57(1)
Functional implications of comorbidity
58(3)
Competing explanations for comorbidity
61(6)
Artifactual models
61(1)
Common etiology and causal models as explanations for comorbidity between attention-deficit/hyperactivity disorder and reading disorder
62(1)
Family studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
63(1)
Twin studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
64(1)
Molecular genetic studies of reading disorder, attention-deficit/ hyperactivity disorder, and their comorbidity
65(1)
Neurocognitive models of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
66(1)
Conclusion and future directions
67(2)
Clinical implications
67(1)
Future directions for studies of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
68(1)
Conclusion
69(1)
References
69(4)
Further reading
73(4)
Section 2 Recommendations for intervention and treatment
4 Response to intervention framework: an application to school settings
77(22)
Pamela M. Stecker
Janie Hodge
Catherine A. Griffith
Historical overview of response to intervention and rationale for its use
78(1)
Response to intervention as three levels of increasingly intensive services
79(5)
General description of response to intervention levels of instruction
80(2)
Response to intervention scenario with case example: Norma
82(2)
Questions raised about the response to intervention model
84(4)
Overall model
84(2)
Primary prevention
86(1)
Secondary prevention
87(1)
Tertiary prevention/intervention
88(1)
Response to intervention evaluation
88(4)
National Research Center on Learning Disabilities studies
89(1)
National evaluation of response to intervention
90(2)
Implications for future research and practice
92(2)
References
94(5)
5 Educational therapy
99(26)
Louise Spear-Swerling
Important component abilities in achievement at the elementary level
100(6)
Important components of oral language and reading
100(4)
Important components of math
104(1)
Important components of written expression
105(1)
Developmental shifts and interrelationships
105(1)
Common profiles of academic difficulties
106(4)
Three common profiles of poor reading
106(3)
Implications of the profiles for math and written expression
109(1)
Effective educational therapy
110(9)
Characteristics of explicit, systematic teaching
110(4)
The benefits of visual aids and manipulatives
114(1)
Appropriate curricula and materials
115(1)
Application to children with different poor reader profiles
115(4)
Communicating with parents and finding appropriate therapy
119(2)
References
121(4)
6 Academic accommodations and modifications
125(24)
Dan Florell
Andrea Strait
Introduction
125(1)
Legal classifications for specific learning disability and attention-deficit/hyperactivity disorder
126(9)
Special education
126(7)
Section 504 of the Rehabilitation Act of 1973
133(2)
Accommodations and modifications
135(1)
Definition and differentiation
135(1)
Accommodations and modifications for specific learning disability and attention-deficit/hyperactivity disorder
136(4)
Extended time
136(2)
Read aloud
138(1)
Technological supports
138(1)
Setting
139(1)
Modifications
140(1)
Making accommodations and modifications effective
141(2)
Single-subject design
142(1)
Conclusion
143(1)
References
144(3)
Further reading
147(2)
7 Behavioral interventions
149(22)
Lauren M. Friedman
Linda J. Pfiffner
Theoretical underpinnings of behavioral interventions
150(1)
Behavioral parent training
151(6)
Empirical support
152(5)
School-based interventions
157(3)
Empirical support
159(1)
Child organizational skill interventions
160(1)
Empirical support
160(1)
Multicomponent behavioral interventions
161(2)
Empirical support
161(2)
Summary and future directions
163(1)
Resources for clinicians
164(1)
Resources for parents
165(1)
References
165(6)
8 Executive function training for children with attention-deficit/hyperactivity disorder
171(26)
Mark D. Rapport
Samuel J. Eckrich
Catrina Calub
Lauren M. Friedman
Introduction
171(1)
Why alternative treatments are needed for children with attention- deficit/hyperactivity disorder
171(2)
Implications derived from clinical outcome studies
171(2)
Implications derived from neuroimaging studies
173(1)
Strengthening basic cognitive processes associated with core foundational learning
173(4)
Implications derived from cognitive/experimental investigations
173(2)
The functional working memory model of attention-deficit/ hyperactivity disorder and transfer effects
175(2)
Executive function training programs
177(3)
Conceptual rationale and currently available programs
178(1)
Executive function training efficacy
178(2)
Ready, fire, misaim approach of executive function training programs and methodological considerations
180(1)
Neurotherapies
180(2)
Neurofeedback
181(1)
Brain stimulation
182(1)
Repetitive transcranial magnetic stimulation
183(1)
Transcranial direct current stimulation
183(1)
Summary
183(1)
Practitioner considerations and recommendations
183(1)
Organizational strategies to improve executive function-dependent academic activities
184(2)
Organizational Skills Training
184(1)
Homework, Organization, and Planning Skills
185(1)
Supporting Teen's Autonomy Daily
186(1)
Summary
186(1)
Memory strategies to improve learning
187(4)
Managing information encoding difficulties
187(1)
Information input channel
188(1)
Information retention and retrieval
189(2)
Summary and future directions
191(1)
References
192(4)
Further reading
196(1)
9 Tying it all together
197(26)
Michelle M. Martel
Learning disorder and attention-deficit/hyperactivity disorder often cooccur
197(1)
Complexities: severity of risk, individual variability, and comorbidity
198(1)
Importance of integrating learning disorder-attention- deficit/hyperactivity disorder care
199(1)
Case examples
199(21)
Attention-deficit/hyperactivity disorder + learning disorder
200(4)
Learning disorder + comorbidity
204(5)
Attention-deficit/hyperactivity disorder
209(5)
Attention-deficit/hyperactivity disorder + comorbidity
214(6)
Important future directions for learning disorder-attention- deficit/hyperactivity disorder research
220(1)
Summary
221(2)
Index 223
Dr. Martels research utilizes a translational, bench to bedside” perspective to examine developmental pathways to disruptive behavior disorders and attention-deficit/hyperactivity disorder, using multiple levels of analysis.