This book will be written primarily for graduate students, advanced undergraduates, and professionals in the fields of school psychology, special education, and other areas of education, as well as the health professions. We see the book as being a viable textbook for courses in research design, applied statistics, applied behavioral analysis, and practicum, among others. We would not assume of the readers any prior knowledge about single subjects designs, nor any prior statistical experience. We will provide an introductory chapter devoted to basic statistical concepts, including measures of central tendency (e.g., mean, median, mode), measures of variation (e.g., variance, standard deviation, range, inter-quartile range), correlation, frequency distributions, and effect sizes. In addition, given that the book will rely heavily on R software, the introductory chapter will also devote attention to the basics of using the software for organizing data, conducting basic statistical analyses, and for graphics. The R commands used to carry out these analyses will be largely automated so that users will only need to define the range for their data, and then enter it into the R spreadsheet. We envision these tools being available on the book website, with instructions for using them available in the book itself. We envision the book as being useful either as a primary text for a course in educational research designs, school psychology practicum, applied behavioral analysis, special education, or applied statistics. We also anticipate that individuals working in schools, school districts, mental health facilities, hospitals, applied behavioral analysis clinics, and evaluation organizations, as well as faculty members needing a practical resource for single subject design research, will all serve as a market for the book. In short, the readership would include graduate students, faculty members, teachers, psychologists, social workers, counselors, medical professionals, applied behavioral analysis professionals, program evaluators, and others whose work focuses on monitoring changes in individuals, particularly as the result of specific treatment conditions. We believe that this book could be marketed through professional organizations such as the American Educational Research Association (AERA), the National Association of School Psychologists, the National Association of Special Education Teachers, the Association for Professional Behavior Analysis, the American Psychological Association (APA), the Association for Psychological Science, and the American Evaluation Association. Within AERA, the following special interest groups would have particular interest in this book: Action Research, Classroom Observation, Disability Studies in Education, Mixed Methods Research, Qualitative Research, and Special Education Research. The book could also be marketed to state departments of education and their special education and school psychology divisions. Currently, many state departments of education require documentation for Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) procedures for individual students. The method taught in this proposed book would allow educators and student support personnel to document the effectiveness of interventions systematically and accurately.

Non-invasive Brain Stimulation (NIBS) in Neurodevelopmental Disorders, Volume 264 presents the latest updates on recent techniques used to examine the potential treatment of psychiatric and neurological disorders in adults. In this special issue, the book's authors and contributors provide a unique focus on the potential effects of non-invasive brain stimulation. Topics cover a range of reviews, opinions, methodologies, original research articles, and suggestions on how to better translate scientific knowledge into practice. This new release will help guide basic research and the development of therapeutic interventions for children and adolescents who suffer from neurodevelopmental disorders.

In order to bridge the gap between artificial and synthetic intelligence, we must first understand our own intelligence. 'What is intelligence?' might appear as a simple question, but many great minds have agreed that there is no singular answer. Unlocking Consciousness attempts to examine this central question through exploring the convergence of computing, philosophy, cognitive neuroscience and biogenetics.The book is the first of its kind to compare comprehensive definitions of both information and intelligence, an essential component to the advancement of computing into the realms of artificial intelligence. In examining explanations for intelligence, consciousness, memory and meaning from the perspective of a computer scientist, it offers routes that can be taken to augment natural and artificial intelligence, improving our own individual abilities, and even considering the potential for creating a prosthetic brain.Unlocking Consciousness demonstrates that understanding intelligence is not just for the benefit of computer scientists, it is also of great value to those working in evolutionary, molecular and systems biology, cognitive neuroscience, genetics and biotechnology. In unlocking the secrets of intelligence and laying out the methods of which information is structured and processed, we can unlock a completely new theory of consciousness.For additional published articles and appendices referenced in this title, readers can visit www.brainmindforum.org/ for further information.