Children with nonverbal learning disabilities (NVLD) have needs that can take many forms and may, over time, require consultation and collaboration with professionals from several fields. Given that multiple specialists may be involved in working with children with NVLD - as well as the array of treatment variables - even seasoned practitioners may find themselves in confusing situations. Treating NVLD in Children takes a developmental view of how the problems and needs of young people with nonverbal learning disabilities evolve and offers a concise guide for professionals who are likely to contribute to treatment. Expert practitioners across specialties in psychology, education, and rehabilitative therapy explain their roles in treatment, the decisions they are called on to make, and their interactions with other professionals. Collaborative interventions and teamwork are emphasized, as are transitions to higher learning, employment, and the adult world. Among the book's key features are: A new four-subtype model of NVLD, with supporting research. A brief guide to assessment, transmitting results, and treatment planning. Chapters detailing the work of psychologists, therapists, coaches, and others in helping children with NVLD. Material specific to improving reading, writing, and mathematics. Overview of issues in emotional competency and independent living. An instructive personal account of growing up with NVLD. Treating NVLD in Children: Professional Collaborations for Positive Outcomes is a key resource for a wide range of professionals working with children, including school and clinical child psychologists; educational psychologists and therapists; pediatricians; social workers and school counselors; speech and language therapists; child and adolescent psychiatrists; and marriage and family therapists.

As many as one in four children experiences problems with reading. Dyslexia, the most common learning disability leads to well-documented negative effects on school and, ultimately, adult success. Therefore, it is critical that school professionals provide early and effective assessment and intervention.

Identifying, Assessing, and Treating Dyslexia at School equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs. This volume:

• Reviews up-to-date findings on dyslexia - causes, prevalence, and related conditions.
• Provides research-based tools for identifying and addressing dyslexia.
• Offers a detailed framework for case finding and screening, diagnostic and psychoeducational assessment as well as age- and grade-appropriate intervention.
• Explains the roles and responsibilities of school psychologists when it comes to identifying students with dyslexia.
• Focuses solely on dyslexia, unlike most other books on learning disabilities.

As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.

This unique volume explores issues related to working with children who have nonverbal learning disability (NVLD). It examines how a child's psychology - thoughts, feelings, beliefs - affects his or her functioning and learning. In addition, the book addresses how a child's experiences are processed through individual personality, psychology, culture, environment and economic circumstances, and family dynamics. Using these psychological organizing principles, the book describes how to work most effectively with young patients with NVLD. It offers a new model and definition for understanding NVLD, emphasizing its core deficit of visual-spatial processing. In addition, this book addresses efforts to rename NVLD to developmental visual-spatial disorder (DVSD). It describes the 11 possible subtypes as including a primary deficit in visual-spatial processes and impairment in several additional functional domains, including executive functioning, social/emotional deficits, academic achievement, and motor coordination. The book highlights the need for psychologically minded treatment and provides specific intervention guidelines. It details how to conduct the intake process and create a treatment plan and team and offers practical suggestions for working with a patient's family members. In addition, the book addresses the importance of working with a consistent psychological theory, such as control mastery theory (CMT). It describes the Brooklyn Learning Center Model for treating NVLD and offers guidelines for interventions to support patients academically. The book provides a comprehensive approach to the neuropsychological assessment of NVLD as well as examples of visual-spatial, sensory perception, executive functioning, academics, social/emotional deficits and motor coordination interventions, and all forms used to gather information from patients. Key areas of coverage include: Definition of nonverbal learning disability (NVLD). Efforts toward inclusion in the Diagnostic and Statistical Manual (DSM) and for renaming it to a developmental visual-spatial disorder (DVSD) Guide to general diagnostic testing and assessment. Developing a treatment plan and team for NVLD patients. NVLD therapy and tutoring priorities. NVLD and Developmental Visual-Spatial Disorder in Children is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines.

The most comprehensive guide to aircraft powerplants fully updated for the latest advances and regulations This up-to-date guide contains all the information you need to master the operation and maintenance of aircraft engines and achieve FAA Powerplant certification. The book offers plain-language explanations of all current engine components, mechanics, and technologies. This tenth edition features expanded coverage of turbine engine theory, operational procedures, maintainability, engine systems operation, and propeller systems. You will get new examples, exercises, and practice exam questions as well as revised content to align with 2022 FAA regulations. Hundreds of detailed diagrams and real-world examples throughout illustrate each topic. In addition, an up-to-date solutions manual is available online. Aircraft Powerplants: Powerplant Certification, Tenth Edition covers: Aircraft powerplant classification and progress Reciprocating-engine construction and nomenclature Internal-combustion engine theory and performance Induction, supercharger, and turbocharger systems Cooling, exhaust, and lubrication systems Basic fuel systems and carburetors Fuel injection systems Reciprocating-engine ignition and starting systems Operation, inspection, maintenance, and troubleshooting of reciprocating engines Reciprocating-engine overhaul practices Principal parts, construction, types, and nomenclature of gas-turbine engines Gas-turbine engine theory and jet propulsion principles and efficiencies Gas-turbine engine fuels and fuel systems Turbine-engine lubricants and lubricating systems Ignition and starting systems of gas-turbine engines Turbofan, turboprop, and turboshaft engines Gas-turbine operation, inspection, troubleshooting, maintenance, and overhaul Propeller theory, nomenclature, and operation Turbopropellers and control systems Propeller installation, inspection, and maintenance Engine indicating, warning, and control systems

This Symposium began with a proposal for a meeting to honour Emer itus Professor Robert Hanbury Brown on the occasion of his 80th birthday. He requested that any such meeting should be on a topic that would be of benefit to the Sydney University Stellar Interferometer (SUSI) program. With SUSI and several other high angular resolution instruments either in operation or coming on line within the next decade, and with advances in astrometry, spectroscopy and in theoretical models of stellar atmospheres and interiors, it appeared to be both appropriate and timely to hold a symposium on "Fundamental Stellar Properties: the Interaction between Observation and Theory. " The emphasis of the meeting was on the critical assessment of the qual ity, accuracy, and prospects for improvement of the observational data and theoretical models, on the outstanding problems in stellar astrophysics, and on the feasibility of achieving the observational and theoretical advances required for their solution. Invited papers comprised the major part of the oral program and the speakers responded to the challenge issued by the Scientific Organising Committee to critically review the current status and prospects for their area of expertise. The Symposium was opened by the Chancellor of the University of Sydney, Emeritus Professor Dame Leonie Kramer, who welcomed the 126 participants from 22 countries on behalf of the University. The oral program included . 52 invited reviews and papers and 10 contributed papers."

This unique volume explores issues related to working with children who have nonverbal learning disability (NVLD). It examines how a child's psychology - thoughts, feelings, beliefs - affects his or her functioning and learning. In addition, the book addresses how a child's experiences are processed through individual personality, psychology, culture, environment and economic circumstances, and family dynamics. Using these psychological organizing principles, the book describes how to work most effectively with young patients with NVLD. It offers a new model and definition for understanding NVLD, emphasizing its core deficit of visual-spatial processing. In addition, this book addresses efforts to rename NVLD to developmental visual-spatial disorder (DVSD). It describes the 11 possible subtypes as including a primary deficit in visual-spatial processes and impairment in several additional functional domains, including executive functioning, social/emotional deficits, academic achievement, and motor coordination. The book highlights the need for psychologically minded treatment and provides specific intervention guidelines. It details how to conduct the intake process and create a treatment plan and team and offers practical suggestions for working with a patient's family members. In addition, the book addresses the importance of working with a consistent psychological theory, such as control mastery theory (CMT). It describes the Brooklyn Learning Center Model for treating NVLD and offers guidelines for interventions to support patients academically. The book provides a comprehensive approach to the neuropsychological assessment of NVLD as well as examples of visual-spatial, sensory perception, executive functioning, academics, social/emotional deficits and motor coordination interventions, and all forms used to gather information from patients. Key areas of coverage include: Definition of nonverbal learning disability (NVLD). Efforts toward inclusion in the Diagnostic and Statistical Manual (DSM) and for renaming it to a developmental visual-spatial disorder (DVSD) Guide to general diagnostic testing and assessment. Developing a treatment plan and team for NVLD patients. NVLD therapy and tutoring priorities. NVLD and Developmental Visual-Spatial Disorder in Children is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines.

Children with nonverbal learning disabilities (NVLD) have needs that can take many forms and may, over time, require consultation and collaboration with professionals from several fields. Given that multiple specialists may be involved in working with children with NVLD - as well as the array of treatment variables - even seasoned practitioners may find themselves in confusing situations. Treating NVLD in Children takes a developmental view of how the problems and needs of young people with nonverbal learning disabilities evolve and offers a concise guide for professionals who are likely to contribute to treatment. Expert practitioners across specialties in psychology, education, and rehabilitative therapy explain their roles in treatment, the decisions they are called on to make, and their interactions with other professionals. Collaborative interventions and teamwork are emphasized, as are transitions to higher learning, employment, and the adult world. Among the book's key features are: A new four-subtype model of NVLD, with supporting research. A brief guide to assessment, transmitting results, and treatment planning. Chapters detailing the work of psychologists, therapists, coaches, and others in helping children with NVLD. Material specific to improving reading, writing, and mathematics. Overview of issues in emotional competency and independent living. An instructive personal account of growing up with NVLD. Treating NVLD in Children: Professional Collaborations for Positive Outcomes is a key resource for a wide range of professionals working with children, including school and clinical child psychologists; educational psychologists and therapists; pediatricians; social workers and school counselors; speech and language therapists; child and adolescent psychiatrists; and marriage and family therapists.

Although it has yet to be recognized by the American Psychiatric Association's Diagnostic and Statistical Manual (DSM), nonverbal learning disabilities (NVLD) in children are a growing concern. NVLD are receiving increased attention from researchers as well as from clinicians encountering these conditions in their young clients. At the same time, reliable information on effective interventions for NVLD has lagged behind this interest. Nonverbal Learning Disabilities in Children: Bridging the Gap Between Science and Practice offers a well-rounded understanding of NVLD, placing it within the context of other developmental disorders, most notably high-functioning autism and Asperger's syndrome. The most current genetic, environmental, and neurobiological theories of and research into the causes of NVLD (e.g., the "white matter model"), in-depth diagnostic methods, and quality interventions are examined. Using an evidence-based approach, this groundbreaking volume: Conceptualizes NVLD as a disorder with subtypes. Differentiates between diagnostic criteria for NVLD and Asperger's Syndrome. Analyzes the co-occurrence of NVLD with other developmental disabilities and psychological disorders. Provides a comprehensive psychoeducational assessment model. Describes efficacious treatments and supports their empirical validation. Offers guidelines for sustaining treatment gains through effective collaboration of school personnel and family members. Nonverbal Learning Disabilities in Children is a must-have reference for researchers, practitioners, and graduate students in school and clinical child psychology, education, speech-language therapy, and other disciplines and professions involved in identifying and treating children with NVLD.

As many as one in four children experiences problems with reading. Dyslexia, the most common learning disability leads to well-documented negative effects on school and, ultimately, adult success. Therefore, it is critical that school professionals provide early and effective assessment and intervention.

Identifying, Assessing, and Treating Dyslexia at School equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs. This volume:

• Reviews up-to-date findings on dyslexia - causes, prevalence, and related conditions.
• Provides research-based tools for identifying and addressing dyslexia.
• Offers a detailed framework for case finding and screening, diagnostic and psychoeducational assessment as well as age- and grade-appropriate intervention.
• Explains the roles and responsibilities of school psychologists when it comes to identifying students with dyslexia.
• Focuses solely on dyslexia, unlike most other books on learning disabilities.

As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.

The Gunship story began amazing readers in 2011. It has been compared to the Firefly television series by many readers because of the mixture of western, science fiction and fantasy. A world where anything is possible. Vampires battle organized crime factions for control of the underground, while armies field regiments of both Mech and Orc warriors. Pirates rule the skies, watching Zombies decimate what remains of Humanity below. And what story would be complete without love? True love. The kind of love that steals the heart of a ship's captain, and places his crew in the middle of sword battles and saloon fights aplenty. This is the complete Gunship series