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1000 tulosta hakusanalla Robin L Rask

Identifying, Assessing, and Treating ADHD at School

Identifying, Assessing, and Treating ADHD at School

Stephen E. Brock; Shane R. Jimerson; Robin L. Hansen

Springer-Verlag New York Inc.
2009
nidottu
ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD. Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals: Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Offers practical guidance on setting up programs that address individual and classroom issues. School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.
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Diagnosing Learning Disorders, Third Edition

Diagnosing Learning Disorders, Third Edition

Bruce F. Pennington; Lauren M. McGrath; Robin L. Peterson

Guilford Press
2019
sidottu
A definitive reference--now extensively revised with 70% new material--this book presents cutting-edge knowledge on how learning disorders develop and how to diagnose and treat them effectively. In addition to dyslexia and mathematics disabilities, the book covers speech and language disorders, attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability. Accessibly written, it is grounded in genetics, neuroscience, and developmental neuropsychology. Clinicians and educators are guided to make sense of children's impairments and strengths and make sound diagnostic decisions. Best practices in intervention are reviewed. User-friendly features include case examples and summary tables in each disorder-specific chapter. New to This Edition *Revised throughout to reflect major theoretical, empirical, and technological advances. *Chapters on etiology, brain development, and comorbidity. *Chapters on DSM-5 diagnosis of specific learning disorder, evidence-based assessment, and achievement gaps.
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Diagnosing Learning Disorders, Third Edition

Diagnosing Learning Disorders, Third Edition

Bruce F. Pennington; Lauren M. McGrath; Robin L. Peterson

Guilford Press
2020
nidottu
A definitive reference--now extensively revised with 70% new material--this book presents cutting-edge knowledge on how learning disorders develop and how to diagnose and treat them effectively. In addition to dyslexia and mathematics disabilities, the book covers speech and language disorders, attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability. Accessibly written, it is grounded in genetics, neuroscience, and developmental neuropsychology. Clinicians and educators are guided to make sense of children's impairments and strengths and make sound diagnostic decisions. Best practices in intervention are reviewed. User-friendly features include case examples and summary tables in each disorder-specific chapter. New to This Edition *Revised throughout to reflect major theoretical, empirical, and technological advances. *Chapters on etiology, brain development, and comorbidity. *Chapters on DSM-5 diagnosis of specific learning disorder, evidence-based assessment, and achievement gaps.
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Identifying, Assessing, and Treating Autism at School

Identifying, Assessing, and Treating Autism at School

Stephen E. Brock; Shane R. Jimerson; Robin L. Hansen

Springer-Verlag New York Inc.
2014
nidottu
As the rate of autism diagnosis continues to escalate, awareness and recognition of this developmental brain disorder – as well as a demand for services – are also mushrooming. School districts, already struggling under the weight of withering budgets and increasing enrollments, are now scrambling to strike a balance between the types of services and treatments parents want for their children and what the school system can afford to provide. Consequently, a broad cross-section of professionals and parents are searching for the means and methods by which to identify and address the wide-ranging educational needs of the children with autism spectrum disorder. Identifying, Assessing, and Treating Autism at School provides a one-stop resource that enables school psychologists to coordinate efforts between students and parents as well as other educators, administrators, and social services providers to determine which interventions are likely to be most effective in meeting the unique needs of children with autism. This volume, designed as a practical, easy-to-use reference for school psychologists and other educational professionals: Makes the case for why school psychologists and their colleagues need to be more prepared, willing, and able to identify and serve students with autism. Identifies the causes, prevalence, and associated conditions of autism spectrum disorders. Provides a review of screening, referral, and diagnostic assessment processes. Offers much-needed guidance on conducting psychoeducational assessments. Reviews appropriate treatments for students with autism. School psychologists, general and special educators, counselors, and social workers will find Identifying, Assessing, and Treating Autism at School an invaluable resource.
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I Want You To Be You

I Want You To Be You

L Robin

Friesenpress
2022
pokkari
I want you to be happyBut it's okay if you're sad.I wish for your excitement.But you might just feel mad.All feelings are healthy, along with developing the ability to identify and self-regulate these emotions. As caregivers, we must hold space for our child's emotions, as normalizing and embracing all feelings welcomes children to openly share with us.I Want You To Be You, written in rhyming verse, is intended to help in creating a safe shared space between child and caregiver to openly talk about all feelings. The popular expression "I want you to be happy " has good intentions, but fails to capture the whole message we really want our kids to know......I want you to be you.L. Robin together with YOU All children deserve access to mental health supports - when they need it, in the way they need it.That is why, together with your help, L. Robin Books will donate partial proceeds of I Want You To Be You to supporting young reader's emotional health and well-being.
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I Want You To Be You

I Want You To Be You

L Robin

Friesenpress
2022
sidottu
I want you to be happyBut it's okay if you're sad.I wish for your excitement.But you might just feel mad.All feelings are healthy, along with developing the ability to identify and self-regulate these emotions. As caregivers, we must hold space for our child's emotions, as normalizing and embracing all feelings welcomes children to openly share with us.I Want You To Be You, written in rhyming verse, is intended to help in creating a safe shared space between child and caregiver to openly talk about all feelings. The popular expression "I want you to be happy " has good intentions, but fails to capture the whole message we really want our kids to know......I want you to be you.L. Robin together with YOU All children deserve access to mental health supports - when they need it, in the way they need it.That is why, together with your help, L. Robin Books will donate partial proceeds of I Want You To Be You to supporting young reader's emotional health and well-being.
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Chantiers Régine Robin: Interprétations de l'Auteure À l'Oeuvre

Chantiers Régine Robin: Interprétations de l'Auteure À l'Oeuvre

BRILL
2026
sidottu
R gine Robin (1939-2021) fut une intellectuelle hors norme. Historienne et sociologue, philosophe et romanci re, linguiste et traductrice du yiddish, elle est l'anthropologue des non-lieux. Sans cesse, elle explora d'horizons divers, arpentant des territoires novateurs. Riche de ses exils, des pays de la mort jusqu'au Qu bec et New York, Robin creusa des pistes dans ses ruines personnelles, posant les fondations d'une nouvelle criture de la Shoah, sans jamais c der L'Immense Fatigue des pierres. Son oeuvre prot iforme, chantier vif rest inachev , est travers e de probl matiques identitaires, la lisi re de la d construction et en dialogue avec les arts et pratiques m morielles. Pr curseure aussi de l' re digitale, son "work in progress" est source d'inspiration pour ses contemporains. R gine Robin (1939-2021) was an extraordinary intellectual. A historian and sociologist, philosopher and novelist, linguist and translator of Yiddish, she was the anthropologist of non-places. Continuously, she explored diverse horizons, navigating innovative territories. Enriched by her exiles, from the "lands of death" to Quebec and New York, Robin delved into paths within her personal ruins, laying the foundations for a new writing of the Shoah, without ever yielding to L'Immense Fatigue des pierres. . Her multifaceted work, an unfinished raw project, is imbued with identity issues, on the edge of deconstruction, and in dialogue with the arts and memory practices. A forerunner of the digital age, her "work in progress" continues to inspire her contemporaries.
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