فهرست مطالب
Cover
The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems
Copyright
Contents
List of contributors
Preface
Section 1: Assessment guidelines
1 Assessment and identification of learning disabilities
Models of learning disability identification
School-based identification
Identification in clinical settings
Learning disabilities: achievement, capability, unexpectedness, and cause
Achievement
Capability
Unexpectedness
Causation
Where to focus time and resources
Identifying learning disabilities: a hybrid model
Inadequate response to appropriate instruction
Poor achievement in reading, mathematics, and/or written expression
Evidence that other factors are not the primary cause
Take-home messages and future directions
References
2 Assessment and diagnosis of attention-deficit/hyperactivity disorder
Historical context
Epidemiology
Etiology
Developmental course
Clinical presentation
Situational variability of primary symptoms
Cooccurring features
Functional impairment
Guidelines for diagnosing attention-deficit/hyperactivity disorder
Diagnostic criteria and classification
Multiinformant, multimethod assessment strategy
Assessment procedures
Interpreting diagnostic evaluation data
Diagnostic feedback and treatment planning
References
3 Assessment of attention-deficit/hyperactivity disorder and comorbid reading disorder with consideration of executive func...
Introduction and overview
The importance of attention-deficit/hyperactivity disorder comorbidity with learning disorders
Overview of the chapter
Prevalence and clinical implications of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
Frequency of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
Conclusion
Functional implications of comorbidity
Cross-sectional analyses
Developmental outcomes
Conclusion
Competing explanations for comorbidity
Artifactual models
Clinic sampling bias
Shared method variance and symptom overlap
Rater bias
Phenocopy model
Conclusion
Common etiology and causal models as explanations for comorbidity between attention-deficit/hyperactivity disorder and read...
Family studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Conclusion
Twin studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Conclusion
Molecular genetic studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Neurocognitive models of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Conclusion
Conclusion and future directions
Clinical implications
Diagnostic formulation
Clinical assessment procedures
Intervention
Future directions for studies of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
Early shared risk factors
Attention-deficit/hyperactivity disorder and reading disorder in adults
Understanding shared cognitive weaknesses in attention-deficit/hyperactivity disorder and reading disorder
Conclusion
References
Further reading
Section 2: Recommendations for intervention and treatment
4 Response to intervention framework: an application to school settings
Historical overview of response to intervention and rationale for its use
Response to intervention as three levels of increasingly intensive services
General description of response to intervention levels of instruction
Primary prevention
Secondary prevention
Tertiary prevention
Response to intervention scenario with case example: Norma
Primary prevention
Secondary prevention
Tertiary prevention
Questions raised about the response to intervention model
Overall model
Primary prevention
Secondary prevention
Tertiary prevention/intervention
Response to intervention evaluation
National Research Center on Learning Disabilities studies
National evaluation of response to intervention
Implications for future research and practice
References
5 Educational therapy
Important component abilities in achievement at the elementary level
Important components of oral language and reading
Important components of math
Important components of written expression
Developmental shifts and interrelationships
Common profiles of academic difficulties
Three common profiles of poor reading
Implications of the profiles for math and written expression
Effective educational therapy
Characteristics of explicit, systematic teaching
The benefits of visual aids and manipulatives
Appropriate curricula and materials
Application to children with different poor reader profiles
Communicating with parents and finding appropriate therapy
References
6 Academic accommodations and modifications
Introduction
Legal classifications for specific learning disability and attention-deficit/hyperactivity disorder
Special education
Special education: history and law
Clashing classification system: schools versus clinics
Common eligibility categories
Individualized education program process
Reevaluation and review of goals
Section 504 of the Rehabilitation Act of 1973
Background and history of law
Eligibility and documentation needed for services
504 Plan process
Accommodations and modifications
Definition and differentiation
Accommodations and modifications for specific learning disability and attention-deficit/hyperactivity disorder
Extended time
Read aloud
Technological supports
Setting
Modifications
Making accommodations and modifications effective
Single-subject design
Conclusion
References
Further reading
7 Behavioral interventions
Theoretical underpinnings of behavioral interventions
Behavioral parent training
Empirical support
School-based interventions
Empirical support
Child organizational skill interventions
Empirical support
Multicomponent behavioral interventions
Empirical support
Summary and future directions
Resources for clinicians
Resources for parents
References
8 Executive function training for children with attention-deficit/hyperactivity disorder
Introduction
Why alternative treatments are needed for children with attention-deficit/hyperactivity disorder
Implications derived from clinical outcome studies
Implications derived from neuroimaging studies
Strengthening basic cognitive processes associated with core foundational learning
Implications derived from cognitive/experimental investigations
The functional working memory model of attention-deficit/hyperactivity disorder and transfer effects
The functional working memory model
Desirable training outcomes: near- and far-transfer effects
Executive function training programs
Conceptual rationale and currently available programs
Executive function training efficacy
Ready, fire, misaim approach of executive function training programs and methodological considerations
Neurotherapies
Neurofeedback
Electroencephalogram
fMRI/Functional near-infrared spectroscopy
Brain stimulation
Repetitive transcranial magnetic stimulation
Transcranial direct current stimulation
Summary
Practitioner considerations and recommendations
Organizational strategies to improve executive function–dependent academic activities
Organizational Skills Training
Homework, Organization, and Planning Skills
Supporting Teen’s Autonomy Daily
Summary
Memory strategies to improve learning
Managing information encoding difficulties
Information input channel
Practitioner recommendations to accommodate and strengthen orthographic conversion
Information retention and retrieval
Practitioner recommendations to accommodate and strengthen short-term storage
Summary and future directions
References
Further reading
9 Tying it all together
Learning disorder and attention-deficit/hyperactivity disorder often cooccur
Complexities: severity of risk, individual variability, and comorbidity
Importance of integrating learning disorder–attention-deficit/hyperactivity disorder care
Case examples
Attention-deficit/hyperactivity disorder+learning disorder
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Intellectual functioning
Academic functioning
Behavioral and emotional functioning
Summary
Diagnoses
Recommendations
Learning disorder+comorbidity
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Intellectual functioning
Adaptive behavior
Academic functioning
Attention, anxiety, and depression
Summary
Diagnoses
Recommendations
Attention-deficit/hyperactivity disorder
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Intellectual functioning
Academic functioning
Attention and executive function
Summary
Diagnosis
Recommendations
Attention-deficit/hyperactivity disorder+comorbidity
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Broad-band screening
Attention problems
Anxiety
Depression
Intellectual functioning
Academic functioning
Summary
Diagnoses
Recommendations
Important future directions for learning disorder–attention-deficit/hyperactivity disorder research
Summary
Index
Back Cover
The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems
Copyright
Contents
List of contributors
Preface
Section 1: Assessment guidelines
1 Assessment and identification of learning disabilities
Models of learning disability identification
School-based identification
Identification in clinical settings
Learning disabilities: achievement, capability, unexpectedness, and cause
Achievement
Capability
Unexpectedness
Causation
Where to focus time and resources
Identifying learning disabilities: a hybrid model
Inadequate response to appropriate instruction
Poor achievement in reading, mathematics, and/or written expression
Evidence that other factors are not the primary cause
Take-home messages and future directions
References
2 Assessment and diagnosis of attention-deficit/hyperactivity disorder
Historical context
Epidemiology
Etiology
Developmental course
Clinical presentation
Situational variability of primary symptoms
Cooccurring features
Functional impairment
Guidelines for diagnosing attention-deficit/hyperactivity disorder
Diagnostic criteria and classification
Multiinformant, multimethod assessment strategy
Assessment procedures
Interpreting diagnostic evaluation data
Diagnostic feedback and treatment planning
References
3 Assessment of attention-deficit/hyperactivity disorder and comorbid reading disorder with consideration of executive func...
Introduction and overview
The importance of attention-deficit/hyperactivity disorder comorbidity with learning disorders
Overview of the chapter
Prevalence and clinical implications of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
Frequency of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
Conclusion
Functional implications of comorbidity
Cross-sectional analyses
Developmental outcomes
Conclusion
Competing explanations for comorbidity
Artifactual models
Clinic sampling bias
Shared method variance and symptom overlap
Rater bias
Phenocopy model
Conclusion
Common etiology and causal models as explanations for comorbidity between attention-deficit/hyperactivity disorder and read...
Family studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Conclusion
Twin studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Conclusion
Molecular genetic studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Neurocognitive models of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
Conclusion
Conclusion and future directions
Clinical implications
Diagnostic formulation
Clinical assessment procedures
Intervention
Future directions for studies of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
Early shared risk factors
Attention-deficit/hyperactivity disorder and reading disorder in adults
Understanding shared cognitive weaknesses in attention-deficit/hyperactivity disorder and reading disorder
Conclusion
References
Further reading
Section 2: Recommendations for intervention and treatment
4 Response to intervention framework: an application to school settings
Historical overview of response to intervention and rationale for its use
Response to intervention as three levels of increasingly intensive services
General description of response to intervention levels of instruction
Primary prevention
Secondary prevention
Tertiary prevention
Response to intervention scenario with case example: Norma
Primary prevention
Secondary prevention
Tertiary prevention
Questions raised about the response to intervention model
Overall model
Primary prevention
Secondary prevention
Tertiary prevention/intervention
Response to intervention evaluation
National Research Center on Learning Disabilities studies
National evaluation of response to intervention
Implications for future research and practice
References
5 Educational therapy
Important component abilities in achievement at the elementary level
Important components of oral language and reading
Important components of math
Important components of written expression
Developmental shifts and interrelationships
Common profiles of academic difficulties
Three common profiles of poor reading
Implications of the profiles for math and written expression
Effective educational therapy
Characteristics of explicit, systematic teaching
The benefits of visual aids and manipulatives
Appropriate curricula and materials
Application to children with different poor reader profiles
Communicating with parents and finding appropriate therapy
References
6 Academic accommodations and modifications
Introduction
Legal classifications for specific learning disability and attention-deficit/hyperactivity disorder
Special education
Special education: history and law
Clashing classification system: schools versus clinics
Common eligibility categories
Individualized education program process
Reevaluation and review of goals
Section 504 of the Rehabilitation Act of 1973
Background and history of law
Eligibility and documentation needed for services
504 Plan process
Accommodations and modifications
Definition and differentiation
Accommodations and modifications for specific learning disability and attention-deficit/hyperactivity disorder
Extended time
Read aloud
Technological supports
Setting
Modifications
Making accommodations and modifications effective
Single-subject design
Conclusion
References
Further reading
7 Behavioral interventions
Theoretical underpinnings of behavioral interventions
Behavioral parent training
Empirical support
School-based interventions
Empirical support
Child organizational skill interventions
Empirical support
Multicomponent behavioral interventions
Empirical support
Summary and future directions
Resources for clinicians
Resources for parents
References
8 Executive function training for children with attention-deficit/hyperactivity disorder
Introduction
Why alternative treatments are needed for children with attention-deficit/hyperactivity disorder
Implications derived from clinical outcome studies
Implications derived from neuroimaging studies
Strengthening basic cognitive processes associated with core foundational learning
Implications derived from cognitive/experimental investigations
The functional working memory model of attention-deficit/hyperactivity disorder and transfer effects
The functional working memory model
Desirable training outcomes: near- and far-transfer effects
Executive function training programs
Conceptual rationale and currently available programs
Executive function training efficacy
Ready, fire, misaim approach of executive function training programs and methodological considerations
Neurotherapies
Neurofeedback
Electroencephalogram
fMRI/Functional near-infrared spectroscopy
Brain stimulation
Repetitive transcranial magnetic stimulation
Transcranial direct current stimulation
Summary
Practitioner considerations and recommendations
Organizational strategies to improve executive function–dependent academic activities
Organizational Skills Training
Homework, Organization, and Planning Skills
Supporting Teen’s Autonomy Daily
Summary
Memory strategies to improve learning
Managing information encoding difficulties
Information input channel
Practitioner recommendations to accommodate and strengthen orthographic conversion
Information retention and retrieval
Practitioner recommendations to accommodate and strengthen short-term storage
Summary and future directions
References
Further reading
9 Tying it all together
Learning disorder and attention-deficit/hyperactivity disorder often cooccur
Complexities: severity of risk, individual variability, and comorbidity
Importance of integrating learning disorder–attention-deficit/hyperactivity disorder care
Case examples
Attention-deficit/hyperactivity disorder+learning disorder
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Intellectual functioning
Academic functioning
Behavioral and emotional functioning
Summary
Diagnoses
Recommendations
Learning disorder+comorbidity
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Intellectual functioning
Adaptive behavior
Academic functioning
Attention, anxiety, and depression
Summary
Diagnoses
Recommendations
Attention-deficit/hyperactivity disorder
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Intellectual functioning
Academic functioning
Attention and executive function
Summary
Diagnosis
Recommendations
Attention-deficit/hyperactivity disorder+comorbidity
Evaluation procedures
Reason for referral
Background information and symptom history
Behavioral observations
Test results and interpretation
Broad-band screening
Attention problems
Anxiety
Depression
Intellectual functioning
Academic functioning
Summary
Diagnoses
Recommendations
Important future directions for learning disorder–attention-deficit/hyperactivity disorder research
Summary
Index
Back Cover
