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This book is based on research and scholarship produced by the
Meyerson Disability Research Project (MDRP) at the University of
Arizona. Its chapters are divided into two major sections: 1)
Disability Research Areas and 2) Disability Policy Areas. The first
section addresses some relatively new areas of research and
scholarship with adults and children, such as the use of technology
(e.g., videoconferencing and computer technology) in service
delivery, whereas the second section critically examines various
public policy and legal areas that impact the daily lives of many
persons having a disability.
This book assembles into one volume summaries of school-based
intervention research that relates to those who deal on a regular
basis with the growing body of students having high-incidence
learning disabilities and/or behavior disorders: special educators,
school psychologists, and clinical child psychologists. Chapter
authors begin with an overview of their topic followed by a brief
section on historical perspectives before moving on to the main
section a " a critical discussion of empirically based intervention
procedures. In those instances where evidence-based prescriptions
can legitimately be made, authors discuss best practices and the
conditions (e.g., classroom environment, teacher expertise) under
which these practices are most effective. A final section deals
with policy issues.
Consistent with previous editions, this book assembles in a single
volume summaries of the treatment literature and treatment
procedures of the most common childhood behavior disorders facing
persons who practice in applied settings-clinics, schools,
counseling centers, psychiatric hospitals, and residential
treatment centers. Its 16 chapters cover the historical context of
child and adolescent therapy; obsessive compulsive disorders;
childhood depression; childhood fears, phobias and related
anxieties; attention-deficit hyperactivity disorder; academic
problems; conduct disorder; somatic disorders; autism spectrum
disorder; intellectual disabilities; children medically at risk;
sexual and other abuse of children; child and adolescent
psychopharmacotherapy; prevention; and child therapy and the law.
Key features include: Treatment Orientation-Although some chapters
include a discussion of theoretical issues, the primary emphasis is
on intervention techniques and strategies for changing various
behavior and learning problems. Case examples are often used to
illustrate treatment procedures. Empirical Orientation-While most
authors have adopted a broad-based behavioral or
cognitive-behavioral orientation, they were encouraged to review
the entire treatment literature and to construct their
presentations on the basis of empirically supported treatment
techniques and procedures. Psychopharmacotherapy Chapter-The
chapter on child and adolescent psychopharmacotherapy focuses on
psychopharmacological interventions rather than on which drugs
should be prescribed for specific behavior or learning problems.
Author Expertise-Each chapter is written by experts who are well
qualified to discuss treatment practices for the specific topic
under discussion. This book is intended for individuals who have
entered or plan to enter the mental health profession or such
related professions as counseling, special education, nursing and
rehabilitation. It is especially useful for individuals taking
child and adolescent therapy and intervention courses and practicum
courses. Finally, it is suitable for persons who work in applied
settings including clinics, schools, counseling centers,
psychiatric hospitals, and residential treatment centers.
Progress in plant biology relies on the quantification, analysis
and mathematical modeling of data over different time and length
scales. This book describes common mathematical and computational
approaches as well as some carefully chosen case studies that
demonstrate the use of these techniques to solve problems at the
forefront of plant biology. Each chapter is written by an expert in
field with the goal of conveying concepts whilst at the same time
providing sufficient background and links to available software for
readers to rapidly build their own models and run their own
simulations. This book is aimed at postgraduate students and
researchers working the field of plant systems biology and
synthetic biology, but will also be a useful reference for anyone
wanting to get into quantitative plant biology.
This book discusses the relationship between juvenile disability
and delinquency, including characteristics of youth with
disabilities, how disability relates to delinquency, and its impact
during a youth's involvement with the juvenile justice system. The
book details the relationship between developmental, cognitive,
psychological, and educational disorders-specific conditions
including ADHD, bipolar disorder, and autism spectrum disorder-and
delinquency in light of both their overrepresentation among youth
offenders and the uninformed handling of these youth within the
court system. Case studies illustrate the complexities in the
processing and placement of these youth offenders, as well as
highlight the barriers to delinquent youth receiving appropriate
treatment, and their increased risk of reoffending. From this
robust knowledge base, the authors make expert recommendations for
improving the juvenile justice system at the practice and policy
levels to better serve this population. This authoritative volume:
* Identifies characteristics and risk factors associated with
juvenile delinquency. * Reviews evidence relating developmental,
mental health, and other disorders to juvenile offending. *
Describes the implications of disabilities in key areas such as
offending, risk assessment, competency, and outcomes. * Examines
the role of disability law in the juvenile justice system. * Offers
guidelines for professionals to use this knowledge in their work.
Juvenile Delinquency and Disability is an essential resource for
researchers, scientist-practitioners, and graduate students in
clinical, counseling, and school psychology, criminology and
criminal justice, child psychiatry, educational policy and
politics, developmental psychology, and social work.
This book discusses the relationship between juvenile disability
and delinquency, including characteristics of youth with
disabilities, how disability relates to delinquency, and its impact
during a youth's involvement with the juvenile justice system. The
book details the relationship between developmental, cognitive,
psychological, and educational disorders-specific conditions
including ADHD, bipolar disorder, and autism spectrum disorder-and
delinquency in light of both their overrepresentation among youth
offenders and the uninformed handling of these youth within the
court system. Case studies illustrate the complexities in the
processing and placement of these youth offenders, as well as
highlight the barriers to delinquent youth receiving appropriate
treatment, and their increased risk of reoffending. From this
robust knowledge base, the authors make expert recommendations for
improving the juvenile justice system at the practice and policy
levels to better serve this population. This authoritative volume:
* Identifies characteristics and risk factors associated with
juvenile delinquency. * Reviews evidence relating developmental,
mental health, and other disorders to juvenile offending. *
Describes the implications of disabilities in key areas such as
offending, risk assessment, competency, and outcomes. * Examines
the role of disability law in the juvenile justice system. * Offers
guidelines for professionals to use this knowledge in their work.
Juvenile Delinquency and Disability is an essential resource for
researchers, scientist-practitioners, and graduate students in
clinical, counseling, and school psychology, criminology and
criminal justice, child psychiatry, educational policy and
politics, developmental psychology, and social work.
Consistent with previous editions, this book assembles in a single
volume summaries of the treatment literature and treatment
procedures of the most common childhood behavior disorders facing
persons who practice in applied settings-clinics, schools,
counseling centers, psychiatric hospitals, and residential
treatment centers. Its 16 chapters cover the historical context of
child and adolescent therapy; obsessive compulsive disorders;
childhood depression; childhood fears, phobias and related
anxieties; attention-deficit hyperactivity disorder; academic
problems; conduct disorder; somatic disorders; autism spectrum
disorder; intellectual disabilities; children medically at risk;
sexual and other abuse of children; child and adolescent
psychopharmacotherapy; prevention; and child therapy and the law.
Key features include: Treatment Orientation-Although some chapters
include a discussion of theoretical issues, the primary emphasis is
on intervention techniques and strategies for changing various
behavior and learning problems. Case examples are often used to
illustrate treatment procedures. Empirical Orientation-While most
authors have adopted a broad-based behavioral or
cognitive-behavioral orientation, they were encouraged to review
the entire treatment literature and to construct their
presentations on the basis of empirically supported treatment
techniques and procedures. Psychopharmacotherapy Chapter-The
chapter on child and adolescent psychopharmacotherapy focuses on
psychopharmacological interventions rather than on which drugs
should be prescribed for specific behavior or learning problems.
Author Expertise-Each chapter is written by experts who are well
qualified to discuss treatment practices for the specific topic
under discussion. This book is intended for individuals who have
entered or plan to enter the mental health profession or such
related professions as counseling, special education, nursing and
rehabilitation. It is especially useful for individuals taking
child and adolescent therapy and intervention courses and practicum
courses. Finally, it is suitable for persons who work in applied
settings including clinics, schools, counseling centers,
psychiatric hospitals, and residential treatment centers.
This book is based on research and scholarship produced by the
Meyerson Disability Research Project (MDRP) at the University of
Arizona. Its chapters are divided into two major sections: 1)
Disability Research Areas and 2) Disability Policy Areas. The first
section addresses some relatively new areas of research and
scholarship with adults and children, such as the use of technology
(e.g., videoconferencing and computer technology) in service
delivery, whereas the second section critically examines various
public policy and legal areas that impact the daily lives of many
persons having a disability.
This book assembles into one volume summaries of school-based
intervention research that relates to those who deal on a regular
basis with the growing body of students having high-incidence
learning disabilities and/or behavior disorders: special educators,
school psychologists, and clinical child psychologists. Chapter
authors begin with an overview of their topic followed by a brief
section on historical perspectives before moving on to the main
section a " a critical discussion of empirically based intervention
procedures. In those instances where evidence-based prescriptions
can legitimately be made, authors discuss best practices and the
conditions (e.g., classroom environment, teacher expertise) under
which these practices are most effective. A final section deals
with policy issues.
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