Titlebook: Diagnosis and Management of Learning Disabilities; An Interdisciplinary Frank R. Brown,Elizabeth H. Aylward,Barbara K. Keo Book 1992 Spring

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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

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CHARM

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

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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

单调性

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

单调性

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

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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

Kidney-Failure

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

独行者

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