標(biāo)題: Titlebook: Diagnosis and Management of Learning Disabilities; An Interdisciplinary Frank R. Brown,Elizabeth H. Aylward,Barbara K. Keo Book 1992 Spring [打印本頁] 作者: invoke 時間: 2025-3-21 20:02
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書目名稱Diagnosis and Management of Learning Disabilities讀者反饋
書目名稱Diagnosis and Management of Learning Disabilities讀者反饋學(xué)科排名
作者: 摻假 時間: 2025-3-21 22:28
Learning Disabilities in Preschool Childrenate services may alleviate or at least moderate the severity of problems, and that secondary, compounding problems may be prevented. Accumulating findings from numerous studies document real, and sometimes dramatic, gains in young children’s cognitive and educational competencies as a result of earl作者: climax 時間: 2025-3-22 03:42 作者: CHARM 時間: 2025-3-22 05:54
Psychological Evaluationemic achievement, when other handicapping conditions (e. g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e. g., cultural differences, insufficient or inappropriate instruction, psychogenic factors) have been ruled out as primary reasons for 作者: 賭博 時間: 2025-3-22 10:44
Educational Evaluationmay be used. The effectiveness and the usefulness of assessment information depends, in part, on how well the purposes and the methods are matched. For example, it would be inappropriate to use a simple screening test to diagnose learning disabilities. Similarly, it would be inappropriate to assess 作者: 單調(diào)性 時間: 2025-3-22 14:56
Language Evaluationcit hyperactivity disorder. In this chapter, focus is on primary handicapping conditions in speech-language. A comprehensive study of oral language is an essential part of any evaluation of children with learning disabilities, from preschool through adulthood. Since auditory language is the first sy作者: 單調(diào)性 時間: 2025-3-22 17:58
Occupational Therapy Evaluationutcomes for an individual’s performance. The occupational therapist analyzes these areas by considering the contribution or barrier created by specific sensorimotor, cognitive, and psychosocial aspects of performance. Table 7-1 contains a list of common referral complaints addressed by occupational 作者: periodontitis 時間: 2025-3-23 00:50
Interdisciplinary Diagnosistion relevant to understanding the child’s learning difficulties. As stated previously, the diagnosis of learning disabilities for the school-age child is based on a significant discrepancy between a child’s intellectual abilities and academic achievement. There is, however, a fair amount of controv作者: Kidney-Failure 時間: 2025-3-23 02:48
Planning for Treatment of Learning Disabilities and Associated Primary Handicapping Conditionso develop therapeutic recommendations, to appreciate that some of these conditions are neurologically based. The primary handicapping conditions include (but are not limited to) learning disabilities, speech-language disabilities, gross and fine motor difficulties, and ADHD. Because of these primary作者: 獨(dú)行者 時間: 2025-3-23 07:17
Planning for Treatment of Attention-Deficit Hyperactivity Disordercussed, primary handicapping conditions are neurologically based, and include learning disabilities, speech-language disabilities, gross and fine motor dyscoordination, and attention-deficit hyperactivity disorder (ADHD). Chapter 9 discussed remediation of learning disabilities and any associated de作者: Constituent 時間: 2025-3-23 13:28
Planning for Treatment of Secondary Handicapping Conditionsnation, and ADHD) are, as discussed in Chapters 9 and 10, “part of the child’s wiring” and are, as such, somewhat out of his or her control. The strategies discussed for dealing with these primary handicapping conditions (e. g., individualized educational programs, accommodations both at home and sc作者: Orgasm 時間: 2025-3-23 17:04 作者: 變量 時間: 2025-3-23 19:59
The Summary Conferenceormulate a comprehensive treatment plan. An equally essential element of the diagnostic and prescriptive process is to convey findings and recommendations of the interdisciplinary team to the parents (and, when appropriate, to the child) through a summary conference. The individual assigned this res作者: TIA742 時間: 2025-3-24 01:12 作者: Diskectomy 時間: 2025-3-24 03:03
Uwe Andersen,J?rg Bogumil,Wichard Woyker dyscoordination, and attention-deficit hyperactivity disorder (ADHD). Chapter 9 discussed remediation of learning disabilities and any associated deficits in speech-language and gross or fine motor dyscoordination. This chapter addresses remediation of ADHD.作者: 蜿蜒而流 時間: 2025-3-24 09:35 作者: GROSS 時間: 2025-3-24 14:09
Educational Evaluationr example, it would be inappropriate to use a simple screening test to diagnose learning disabilities. Similarly, it would be inappropriate to assess the vocabulary of a child with a learning disability with a test of visual-motor skills.作者: 間諜活動 時間: 2025-3-24 16:36 作者: 鄙視讀作 時間: 2025-3-24 20:19
The Summary Conferenceions of the interdisciplinary team to the parents (and, when appropriate, to the child) through a summary conference. The individual assigned this responsibility (usually the case manager) has a very difficult and important responsibility; this is the subject of the final chapter.作者: Occipital-Lobe 時間: 2025-3-24 23:36
https://doi.org/10.1007/978-3-642-94265-5the discrepancy. The psychologist plays an important role in making the diagnosis by providing information regarding the child’s cognitive functioning, as well as by providing information that helps rule out other conditions, and information that helps to explain the nature of the disabilities.作者: milligram 時間: 2025-3-25 07:02 作者: sebaceous-gland 時間: 2025-3-25 08:42
https://doi.org/10.1007/978-3-642-94265-5 the children who received early intervention had fewer subsequent special educational needs, fewer delinquencies, and in general were educationally and personally more competent (Berruta-Clement, Schweinhart, Barnett, Epstein, & Weikart, 1984).作者: 失敗主義者 時間: 2025-3-25 15:03 作者: inscribe 時間: 2025-3-25 17:13
https://doi.org/10.1007/978-3-322-95896-9hievement, and may develop a variety of secondary handicapping conditions, including behavioral and emotional problems. Treatment of learning disabilities is the subject of this chapter. Treatment of ADHD will be discussed in Chapter 10. Treatment of secondary handicapping conditions will be discussed in Chapter 11.作者: AVANT 時間: 2025-3-25 20:35
Learning Disabilities in Preschool Children the children who received early intervention had fewer subsequent special educational needs, fewer delinquencies, and in general were educationally and personally more competent (Berruta-Clement, Schweinhart, Barnett, Epstein, & Weikart, 1984).作者: Harpoon 時間: 2025-3-26 02:43
Interdisciplinary Diagnosisred when we attempt to apply a discrepancy definition to identify learning disabilities in children who have not yet reached school age. This chapter will examine methods for integrating information from the various assessments to establish a diagnosis of learning disability.作者: 動機(jī) 時間: 2025-3-26 07:50 作者: fiction 時間: 2025-3-26 08:39
http://image.papertrans.cn/d/image/270569.jpg作者: MEN 時間: 2025-3-26 16:30
https://doi.org/10.1007/978-1-4899-7272-9diagnosis; disability; learning disabilities; management作者: 軍械庫 時間: 2025-3-26 18:31 作者: 組裝 時間: 2025-3-26 23:43
Overview: 978-0-412-44620-7978-1-4899-7272-9作者: 傷心 時間: 2025-3-27 04:29
https://doi.org/10.1007/978-3-642-94265-5. Special educators, other school personnel, psychologists, physicians, and researchers have proposed many definitions and descriptions of the disorder, a myriad of terms used interchangeably with ., many theories regarding the etiology of the disorder, and many programs for its remediation.作者: Aura231 時間: 2025-3-27 05:48 作者: Modicum 時間: 2025-3-27 13:18
https://doi.org/10.1007/978-3-642-94265-5. Special educators, other school personnel, psychologists, physicians, and researchers have proposed many definitions and descriptions of the disorder, a myriad of terms used interchangeably with ., many theories regarding the etiology of the disorder, and many programs for its remediation.作者: 暗諷 時間: 2025-3-27 16:59 作者: Hamper 時間: 2025-3-27 19:34 作者: 乏味 時間: 2025-3-28 00:49
https://doi.org/10.1007/978-3-642-94265-5emic achievement, when other handicapping conditions (e. g., sensory impairment, mental retardation, social and emotional disturbance) or environmental influences (e. g., cultural differences, insufficient or inappropriate instruction, psychogenic factors) have been ruled out as primary reasons for 作者: heart-murmur 時間: 2025-3-28 04:55 作者: CORE 時間: 2025-3-28 06:14
https://doi.org/10.1007/978-3-642-94265-5cit hyperactivity disorder. In this chapter, focus is on primary handicapping conditions in speech-language. A comprehensive study of oral language is an essential part of any evaluation of children with learning disabilities, from preschool through adulthood. Since auditory language is the first sy作者: 過份艷麗 時間: 2025-3-28 13:06
https://doi.org/10.1007/978-3-322-93450-5utcomes for an individual’s performance. The occupational therapist analyzes these areas by considering the contribution or barrier created by specific sensorimotor, cognitive, and psychosocial aspects of performance. Table 7-1 contains a list of common referral complaints addressed by occupational 作者: crockery 時間: 2025-3-28 17:26 作者: Increment 時間: 2025-3-28 20:32
https://doi.org/10.1007/978-3-322-95896-9o develop therapeutic recommendations, to appreciate that some of these conditions are neurologically based. The primary handicapping conditions include (but are not limited to) learning disabilities, speech-language disabilities, gross and fine motor difficulties, and ADHD. Because of these primary作者: 猛烈責(zé)罵 時間: 2025-3-29 02:11
Uwe Andersen,J?rg Bogumil,Wichard Woykecussed, primary handicapping conditions are neurologically based, and include learning disabilities, speech-language disabilities, gross and fine motor dyscoordination, and attention-deficit hyperactivity disorder (ADHD). Chapter 9 discussed remediation of learning disabilities and any associated de作者: 保留 時間: 2025-3-29 05:27
https://doi.org/10.1007/978-3-322-80894-3nation, and ADHD) are, as discussed in Chapters 9 and 10, “part of the child’s wiring” and are, as such, somewhat out of his or her control. The strategies discussed for dealing with these primary handicapping conditions (e. g., individualized educational programs, accommodations both at home and sc作者: BOAST 時間: 2025-3-29 08:38 作者: Harass 時間: 2025-3-29 12:36 作者: Dignant 時間: 2025-3-29 19:20
Introduction. Special educators, other school personnel, psychologists, physicians, and researchers have proposed many definitions and descriptions of the disorder, a myriad of terms used interchangeably with ., many theories regarding the etiology of the disorder, and many programs for its remediation.作者: Neutral-Spine 時間: 2025-3-29 21:22 作者: Osteoporosis 時間: 2025-3-30 01:19 作者: Tidious 時間: 2025-3-30 07:26 作者: circumvent 時間: 2025-3-30 12:12 作者: Living-Will 時間: 2025-3-30 14:42
Planning for Treatment of Secondary Handicapping Conditionsd. Additionally, children with learning disabilities are cognizant of the fact that their performance does not measure up to the standard of the group, resulting in poor self-concept. Inappropriate attention-seeking behaviors and poor self-concept are examples of secondary handicapping conditions th作者: Dungeon 時間: 2025-3-30 16:53
Life After High School—Promoting Effective Transition for the Adolescent with Learning Disabilitiesting Individualized Education Program objectives, but failing to meet graduation requirements). Results of the National Transition Study (Wagner, 1989) which followed approximately 8,000 youths ages 13 to 23 with handicaps, indicated only 16 percent of students with learning disabilities entered pos
