Nonverbal Learning Disabilities in Children - nouveau livre

Livre dans la base de données depuis 2007-11-03T00:39:55+01:00 (Zurich)
Page de détail modifiée en dernier sur 2024-03-01T17:20:41+01:00 (Zurich)
ISBN/EAN: 9781441982124

ISBN - Autres types d'écriture:
1-4419-8212-4, 978-1-4419-8212-4
Autres types d'écriture et termes associés:
Auteur du livre: john davis, asperger, american psychiatric association, american psychological association
Titre du livre: bridging the gap, disabilities

Données de l'éditeur

Auteur: John M. Davis; Jessica Broitman
Titre: Nonverbal Learning Disabilities in Children - Bridging the Gap Between Science and Practice
Editeur: Springer; Springer US
128 Pages
Date de parution: 2011-05-12
New York; NY; US
Imprimé / Fabriqué en
Poids: 0,454 kg
Langue: Anglais
74,89 € (DE)
76,99 € (AT)
83,00 CHF (CH)
POD
XVI, 128 p.

BC; Child and School Psychology; Hardcover, Softcover / Psychologie/Angewandte Psychologie; Pädagogische Psychologie; Verstehen; Asperger’s Syndrome; Assessment; Autism; Diagnosis; Dyspraxia; Intervention; LDs; Learning Disorders; NLD; NLVD; Nonverbal Learning Disorders; Sensory integration; Visual spatial disorders; Social Work; Education, general; Developmental Psychology; Clinical Psychology; Psychotherapy and Counseling; School Psychology; Social Work; Education; Developmental Psychology; Clinical Psychology; Counseling Psychology; Soziale Arbeit; Pädagogik; Entwicklungspsychologie; Klinische Psychologie; Psychologie; EA

(DSM), nonverbal learning disabilities (NVLD) in children are a growing concern. NVLD are receiving increased attention from researchers as well as from clinicians encountering these conditions in their young clients. At the same time, reliable information on effective interventions for NVLD has lagged behind this interest.

offers a well-rounded understanding of NVLD, placing it within the context of other developmental disorders, most notably high-functioning autism and Asperger’s syndrome. The most current genetic, environmental, and neurobiological theories of and research into the causes of NVLD (e.g., the “white matter model”), in-depth diagnostic methods, and quality interventions are examined. Using an evidence-based approach, this groundbreaking volume:

is a must-have reference for researchers, practitioners, and graduate students in school and clinical child psychology, education, speech-language therapy, and other disciplines and professions involved in identifying and treating children with NVLD.

Dedication.- Foreword by Margaret Semrud-Clikeman.- Acknowledgments.- About the Authors.- Introduction and Overview.- History of the Concept of NVLD.- NVLD and Subtypes.- The Etiology of NVLD.- Prevalence and Associated Conditions.- Asperger’s Disorder and NVLD.- Eligibility for Special Services, Screening, and Assessment.- Screening and Evaluation.- Treatment.- Applying Guidelines.- Interventions.- Final Thoughts.- Afterword by Martin Anthony.- Appendix.- References.

From the reviews:

- Linda C. Caterino, PsycCRITIQUES, November 2, 2011, Vol. 56, Release 44, Article 7

is currently an Associate Professor at California State University, East Bay, and Chair of the Educational Psychology Department, where he teaches and supervises. He received his Ph.D. from the U.C. Berkeley School Psychology program and did clinical postdoctoral studies to become a licensed psychologist. He has a special interest in learning and developmental disorders having been the director of a school and clinic for students with learning disabilities for 13 years, which provided diagnostic and intervention services. His current clinical work is primarily with children and adults with learning disorders. His writing and research interests include articles and book chapters in the areas of mental health consultation, suicide/crisis intervention, and learning disorders.

is the President emeritus of the San Francisco Psychotherapy Research Group and Executive Director of its Clinic and Training Center. She frequently  lectures on  Weiss’s Control Mastery Theory worldwide. Currently a psychoanalyst in private practice since 1980, she has worked with families who have learning disabled children for more than 10 years. She is currently involved in several research projects concerning the treatment and understanding of NVLD, and has a special interest in helping professionals and families understand and treat this disorder.

(DSM), nonverbal learning disabilities (NVLD) in children are a growing concern. NVLD are receiving increased attention from researchers as well as from clinicians encountering these conditions in their young clients. At the same time, reliable information on effective interventions for NVLD has lagged behind this interest.

offers a well-rounded understanding of NVLD, placing it within the context of other developmental disorders, most notably high-functioning autism and Asperger’s syndrome. The most current genetic, environmental, and neurobiological theories of and research into the causes of NVLD (e.g., the “white matter model”), in-depth diagnostic methods, and quality interventions are examined. Using an evidence-based approach, this groundbreaking volume:

Provides easily accessible knowledge and tools to practitioners involved in the identification of and subsequent treatment for NVLD – no competitive volume currently available directly addresses the information needs of school-based personnel and their community collaborators.

Provides a comprehensive overview for school- and community-based practitioners who work with children on how to identify, assess, and treat NLVD.

Is practical and applied in its orientation – It offers readers direction and advice that they can immediately put into effect in their school and community practices.

Clearly identifies the roles and responsibilities of school psychologists and other school professionals, including speech and language pathologists, occupational therapists, and resource teachers in identifying students with NVLD.

Includes supplementary material: sn.pub/extras