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Although experts agree that various types of learning disabilities
do exist, few attempts have been made to classify learning disabled
children into subtypes. The editors of this collection feel that
the lack of subcategorization has frustrated previous research
efforts to obtain a generalizable body of knowledge in the field.
To meet this critical need for definitive information, this book
presents basic reviews and theoretical approaches used to subtype
learning disabled children -- ranging from a behavior genetics
approach to a dimensional approach. It also demonstrates actual
research methods utilizing theoretical approaches.
Although experts agree that various types of learning disabilities
do exist, few attempts have been made to classify learning disabled
children into subtypes. The editors of this collection feel that
the lack of subcategorization has frustrated previous research
efforts to obtain a generalizable body of knowledge in the field.
To meet this critical need for definitive information, this book
presents basic reviews and theoretical approaches used to subtype
learning disabled children -- ranging from a behavior genetics
approach to a dimensional approach. It also demonstrates actual
research methods utilizing theoretical approaches.
Originally published in 1992, this title came out of a conference
on emotion and cognition as antecedents and consequences of health
and disease processes in children and adolescents. The theoretical
rationale for the conference was based on the assumption that the
development of emotion, cognition, health and illness are processes
that influence each other through the lifespan and that these
reciprocal interactions begin in infancy. The chapters discuss
developmental theories, research and implications for interventions
as they relate to promoting health, preventing disease, and
treating illness in children and adolescents.
Originally published in 1992 this title came out of a conference on
emotion and cognition as antecedents and consequences of health and
disease processes in children and adolescents. The theoretical
rationale for the conference was based on the assumption that the
development of emotion, cognition, health and illness are processes
that influence each other through the life span and that these
reciprocal interactions begin in infancy. The chapters discuss
developmental theories, research and implications for interventions
as they relate to promoting health, preventing disease, and
treating illness in children and adolescents.
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