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This book helps readers understand, teach, and support children
with persistent low academic achievement who don't meet special
education eligibility criteria, or for whom Tier 2 MTSS
interventions are insufficient. Designed to be implemented in
inclusive classrooms with minimal resources, comprehensive chapters
cover topics from reading, writing, and math to executive
functions, SEL, and mental health. This critical, ground-breaking
volume provides teachers, psychologists, and counselors with an
understanding of the issues children and adolescents with mild
cognitive limitations and other causes of low academic achievement
face, as well as detailed, evidence-based teaching practices to
support their academic and social and emotional learning.
This book synthesizes the most current evidence-based research and
practices on prevention, assessment, intervention, and treatment of
pediatric intellectual developmental disabilities. It provides a
broad empirical framework for innovative practices and discusses
their possible impact on children's future development, ability to
learn, social skills, and quality of life. The book highlights
important findings in cognitive and behavioral development for
children with such disorders as 22q13 Deletion syndrome (i.e.,
Phelan McDermid syndrome), Prader-Willi syndrome, Williams
syndrome, and sex chromosome disorders (e.g., Klinefelter syndrome)
- children often considered untestable, unteachable, and
unknowable. In addition, the book includes case studies that
emphasize a team approach with physicians, families, school
psychologists, and teachers for providing quality research-based
psychological, educational, and mental health services. Topics
featured in this book include: Up-to-date findings on the causes
and symptoms of intellectual disability disorders. Common medical
treatments for children with intellectual disabilities. Therapeutic
interventions for children with intellectual disabilities.
Psychoeducational assessment practices for children requiring
special education assistance. Future directions to support people
with intellectual disabilities. Pediatric Intellectual Disabilities
at School is a must-have resource for researchers, graduate
students, and other professionals in child and school psychology,
psychiatry, social work, special and general education, public
health, and counseling.
This book presents and integrates innovative ways in which the
disciplines of school, clinical, and counseling psychology
conceptualize and approach mental health assessment, prevention,
and intervention for promoting child and youth well-being. It
describes a synthesized model of clinical reasoning across school,
clinical, and counseling psychology that demonstrates how decisions
are made with respect to assessment, prevention, and intervention
across situational contexts to ensure successful outcomes for
children and youth. In addition, the volume examines
theoretical,empirical, and practical frameworks and methods with
respect to addressing the mental health and well-being needs of
children and adolescents within and across school, clinical, and
counseling psychology disciplines. In addition, the book presents
transformative, constructivist, multicultural, innovative, and
evidenced-based approaches for working with children and youth as
well as their families relative to the identification of mental
health concerns, enhanced service system integration, social
justice and advocacy. This book is an essential resource for
researchers, clinicians, therapists, practitioners, and graduate
students in clinical , counselling,and school psychology, social
work, educational psychology, child and adolescent psychiatry,
developmental psychology, pediatrics and all interrelated
disciplines.
This book presents and integrates innovative ways in which the
disciplines of school, clinical, and counseling psychology
conceptualize and approach mental health assessment, prevention,
and intervention for promoting child and youth well-being. It
describes a synthesized model of clinical reasoning across school,
clinical, and counseling psychology that demonstrates how decisions
are made with respect to assessment, prevention, and intervention
across situational contexts to ensure successful outcomes for
children and youth. In addition, the volume examines
theoretical,empirical, and practical frameworks and methods with
respect to addressing the mental health and well-being needs of
children and adolescents within and across school, clinical, and
counseling psychology disciplines. In addition, the book presents
transformative, constructivist, multicultural, innovative, and
evidenced-based approaches for working with children and youth as
well as their families relative to the identification of mental
health concerns, enhanced service system integration, social
justice and advocacy. This book is an essential resource for
researchers, clinicians, therapists, practitioners, and graduate
students in clinical , counselling,and school psychology, social
work, educational psychology, child and adolescent psychiatry,
developmental psychology, pediatrics and all interrelated
disciplines.
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