Game-Based Learning in Education and Health: HCI and BCI Advances and Dilemmas, Volume 276 in the Progress in Brain Research series, highlights new advances in the field, with this new volume presenting interesting chapters on topics such as Math computerized games in the classroom: a Number Line Training in Primary School Children, Digital games for learning basic arithmetic at home, Game-Based Assessment of Cognitive Function among Children and Adolescents: A Systematic Review and Meta-Analysis, Different aspects of fraction understanding are associated selectively with performance on a fraction learning game, and more.

Environmental psychology, which studies the ways in which people perceive and respond to the physical environment, is an established area of study. Conservation psychology has a much more recent history, prompted by the desire to focus psychological research on the need to protect the natural environment. What is conservation psychology, and what is its relationship to environmental psychology? The Oxford Handbook of Environmental and Conservation Psychology includes basic research on environmental perceptions, attitudes, and values; research on specific environments, such as therapeutic settings, schools, and prisons; environmental impacts on human well-being; and ways to promote a more sustainable relationship between people and the natural environment. By presenting an extensive review of current research, the handbook serves as a thorough guide to the state of knowledge about a wide range of topics at the intersection of psychology and the physical environment. Beyond this, it provides a better understanding of the relationship between environmental and conservation psychology, and some sense of the directions in which these interdependent areas of study are heading. Research on the human-environment relationship is increasingly relevant to understanding and addressing the environmental challenges society is facing. This handbook should serve as a resource for professionals both within and outside of psychology who are trying to comprehend the human implications of environments, and to design programs, policies, and environments that are cognizant of human psychology.

Statistics for Applied Behavior Analysis Practitioners and Researchers provides practical and useful content for individuals who work directly with, or supervise those who work directly with, individuals with ASD. This book introduces core concepts and principles of modern statistical analysis that practitioners will need to deliver ABA services. The organization of the book works through the flow of behavior analytic service provision, aiming to help practitioners read through research, evaluate intervention options, incorporate statistics in their analysis of time-series intervention and assessment data, and effectively communicate assessment and intervention effects using statistics. As professionals who provide applied behavior analysis (ABA) services are required to use evidence-based practices and make data-based decisions regarding assessments and interventions, this book will help them take a modern, scientific approach to derive knowledge and make decisions based on statistical literacy.

Wise Use of Null Hypothesis Tests is a user-friendly handbook meant for practitioners. Rather than overwhelming the reader with endless mathematical operations that are rarely performed by hand, the author emphasizes concepts and reasoning. In Wise Use of Null Hypothesis Tests, the author explains what is accomplished by testing null hypotheses-and what is not. The author explains the misconceptions that concern null hypothesis testing. He explains why confidence intervals show the results of null hypothesis tests. Most importantly, the author explains the Big Secret. Many-some say all-null hypotheses must be false. But authorities tell us we should test false null hypotheses anyway to determine the direction of a difference that we know must be there (a topic unrelated to so-called one-tailed tests). In Wise Use of Null Hypothesis Tests, the author explains how to control how often we get the direction wrong (it is not half of alpha) and commit a Type III (or Type S) error.

Featuring a unique clinical and educational approach, Demystifying the DSM: A Tool for School Counseling Students and Practitioners introduces readers to common diagnoses among children and youth. The text also provides counseling students and practitioners with a baseline knowledge of the cognitive and behavioral effects of common diagnoses on the academic, social, and emotional development of children in K-12 settings. The text recognizes that school counselors do not diagnose, but are charged with working with students within the school environment, so understanding common diagnoses for children and youth is a critical component of job effectiveness. Each diagnosis addressed was selected in consultation with experienced practicing school counselors. The chapters cover autism spectrum disorder, ADHD, bipolar disorder, eating disorders, obsessive-compulsive disorder, social anxiety disorder, PTSD, self-harm, grief and bereavement, among other common diagnoses. Each of the 17 chapters includes case examples with related questions, as well as strategies for working with children and youth with the particular cognitive or behavioral disorder addressed. Demystifying the DSM is well suited for courses and programs in counseling, school counseling, and special education, as well as teacher education and school psychology.

Creativity and Morality summarizes and integrates research on creativity used to achieve bad or immoral ends. The book includes the use of deception, novel ideas to commit wrongdoings across contexts, including in organizations, the classroom and terrorism. Morality is discussed from an individual perspective and relative to broader sociocultural norms that allow people to believe actions are justified. Chapters explore this research from an interdisciplinary perspective, including from psychology, philosophy, media studies, aesthetics and ethics.

How are we to understand the actor's work as a fully embodied process? 'Embodied cognition' is a branch of contemporary philosophy which attempts to frame human understanding as a fully embodied interaction with the environment. Engaging with ideas of contemporary significance from neuroscience, psychology, linguistics, and philosophy, Why Do Actors Train? challenges outmoded mind/body dualistic notions that permeate common conceptions of how actors work. Theories of embodiment are drawn up to shed important light on the ways and reasons actors do what they do. Through detailed, step-by-step analyses of specific actor-training exercises, the author examines the tools that actors use to perform roles. This book provides theatre practitioners with a new lens to re-examine their craft, offering a framework to understand the art form as one that is fundamentally grounded in embodied experience.

In the decades since it was first introduced, Howard Gardner's multiple intelligences (MI) theory has transformed how people think about learning the world over. Educators using the theory have achieved remarkable success in helping all students, including those who learn in nontraditional ways, to navigate school (and life outside it) with confidence and success. Within the context of classroom instruction, no author besides Gardner has done more to popularize MI theory than Thomas Armstrong, whose best seller Multiple Intelligences in the Classroom has become a bona fide education classic in its own right. This expanded fourth edition provides educators at all levels with everything they need to apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, career development, educational policy, and more. In addition to the many strategies, templates, and examples that have made Armstrong's book so enduringly popular, this edition is updated to examine how emerging neurodiversity research, trends toward greater instructional personalization, and rapidly evolving virtual learning tools have affected the use of MI theory to enhance student achievement. It also includes brand-new lesson plans aligned to nationwide standards and a revised list of resources for further study.

Deconstructing ADHD: Mental Disorder or Social Construct? is the third volume of The Ethics International Press Critical Psychology and Critical Psychiatry Series. Understanding the current systems of psychology and psychiatry is profoundly important. So is exploring alternatives. The Ethics International Press Critical Psychology and Critical Psychiatry Series presents solicited chapters from international experts on a wide variety of underexplored subjects. This is a series for mental health researchers, teachers, and practitioners, for parents and interested lay readers, and for anyone trying to make sense of anxiety, depression, and other emotional difficulties. Millions of children and their parents worldwide are affected by the current biomedical paradigm by which childhood mental illnesses are addressed. This volume focuses on the "mental disorder" known as ADHD and examines whether or not it should be considered a mental disorder, and how the observable behaviors that get a child an ADHD label can be remediated without the use of powerful gateway chemicals.

Educators' most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritize: Voice-Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education. Co-creation-Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take. Social construction-Having students work with others to theorize, pursue common goals, build products, and generate performances. Self-discovery-Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn. Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

Applied Behavior Analysis Advanced Guidebook: A Manual for Professional Practice, Second Edition gives behavioral practitioners pragmatic advice, direction and recommendations on how to be an effective clinician, consultant, supervisor and performance manager. The book adopts a "how to do" perspective with contributions from expert scientists and practitioners. Each chapter introduces the relevance of the topic for practicing professionals, describes and synthesizes the empirical basis of the topic, and then presents practitioner recommendations. This newly revised edition includes an expanded section on Technology, Telehealth, and Remote Service Delivery, discussing current trends and practice standards. With this format, readers can navigate the chapters with familiarity and confidence to facilitate their understanding of content and integration of the many practice areas addressed.