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Language impairment in childhood and youth: presentation, diagnosis, assessment, and empirically validated treatmentAs many as half of children and adolescents presenting for mental health services have language impairments, often undiagnosed. This book offers a clear and comprehensive description of language impairment emerging in childhood and its implications for clinical practice with children and adolescents. The book is filled with many clinical pearls and examples of the way language impairment impacts on the child's symptom picture and influences treatment. After discussing DSM-IV and…mehr
Language impairment in childhood and youth: presentation, diagnosis, assessment, and empirically validated treatmentAs many as half of children and adolescents presenting for mental health services have language impairments, often undiagnosed. This book offers a clear and comprehensive description of language impairment emerging in childhood and its implications for clinical practice with children and adolescents. The book is filled with many clinical pearls and examples of the way language impairment impacts on the child's symptom picture and influences treatment. After discussing DSM-IV and the planned DSM-5 criteria, it then goes on to provide the reader with an easy-to-follow plan on how to conduct the assessment with the child and parents, and the steps to take in initiating treatment. Unique are the recommended modifications to empirically validated treatments for language-impaired children with comorbid anxiety or disruptive behavior disorders. Anyone who works with children and adolescents will benefit from this book.
Table of Contents 1 Description 1.1 Terminology 1.1.1 Terms for Language Difficulties 1.1.2 Diagnostic Criteria for Language Disorders 1.1.3 Alternative Classification Frameworks for Language Impairment 1.1.4 Speech Disorders 1.1.5 Historical Terms 1.2. Definition 1.2.1 Language Domains 1.2.2 Late Language Emergence 1.2.3 Diagnostic Criteria: Language Impairment / Language Disorders 1.2.4 Expressive Language Impairment 1.2.5 Receptive Language Impairment 1.2.6 Definitional Issues 1.2.7 Stigma, Labeling, and Terminology 1.3 Epidemiology 1.3.1 Sex Ratio, Cultural and Socioeconomic Factors 1.4 Course and Prognosis 1.4.1 Early Childhood: Late Language Emergence 1.4.2 Child and Adolescent Development 1.4.3 Adult Outcomes 1.5 Differential Diagnosis 1.5.1 Developmental Delay / Intellectual Disabilities / Mental Retardation 1.5.2 Environmental Deprivation 1.5.3 Autism Spectrum Disorder / Pervasive Developmental Disorders 1.5.4 Selective Mutism 1.6 Comorbidities 1.6.1 Phonological Disorder 1.6.2 Learning Disabilities 1.6.3 Anxiety Disorders 1.6.4 Attention-Deficit/Hyperactivity Disorder 1.6.5 Conduct Disorders / Delinquency 1.6.6 Other Mental Health Concerns 1.7 Diagnostic and Procedures and Documentation 1.7.1 Language Screening 1.7.2 Language Assessment 1.7.3 Assessment Tools for Behavioral and Emotional Concerns 2 Theories and Models of Language Disorders in Children and Adolescents 2.1 Typical Language Development 2.1.1 Prenatal and Neonatal Development 2.1.2 Environmental Support for Language Learning 2.1.3 Critical / Sensitive Periods 2.2. Language Impairment / Language Disorders 2.2.1 Genetics and Language Impairment 2.2.2 Information Processing and Working Memory Limitations 2.2.3 Hearing Impairment and Otitis Media 2.2.4 Environmental Factors 2.3 Models Linking LI and Psychosocial Outcomes 2.3.1 Parent-–Child Relationship 2.3.2 Unrecognized Comprehension Problems 2.3.3 Self-Regulation 2.3.4 Social Problems 2.3.5 Academic Achievement Issues and Competence 3 Diagnosis and Treatment Indications 3.1 Diagnostic Approach 3.2 Treatment Indications 3.2.1 Guidance 4 Treatment 4.1 Methods of Treatment 4.1.1 General Treatment Guidelines 4.1.2 Focus on Language] 4.1.3 Comorbid Language Disorders: Clarifying the Issues 4.1.4 Organizing the Treatment 4.1.5 Core Therapeutic Approaches 4.1.6 Therapeutic Considerations for Adolescents With LI 4.1.7 Social Skills Training Programs 4.2 Mechanisms of Action 4.2.1 Working With the Environment 4.2.2 Working With the Child 4.3 Efficacy and Prognosis 4.3.1 Anxiety Disorders 4.3.2 Disruptive Behavior Disorders: ADHD / ODD / CD 4.4 Variations and Combinations of Methods 4.4.1 Use of Medication 4.5 Problems in Carrying Out the Treatments 4.5.1 Working With Parents 4.5.2 Addressing Pragmatic Issues 4.5.3 Therapist–Child Relationship 4.5.4 Resistance 4.6 Multicultural, Gender, and Social Disadvantage Issues 4.6.1 Gender Issues 4.6.2 Bilingual and Multilingual Children 4.6.3 Social Disadvantage 5 Further Reading 6 References 7 Appendix: Tools and Resources
Table of Contents 1 Description 1.1 Terminology 1.1.1 Terms for Language Difficulties 1.1.2 Diagnostic Criteria for Language Disorders 1.1.3 Alternative Classification Frameworks for Language Impairment 1.1.4 Speech Disorders 1.1.5 Historical Terms 1.2. Definition 1.2.1 Language Domains 1.2.2 Late Language Emergence 1.2.3 Diagnostic Criteria: Language Impairment / Language Disorders 1.2.4 Expressive Language Impairment 1.2.5 Receptive Language Impairment 1.2.6 Definitional Issues 1.2.7 Stigma, Labeling, and Terminology 1.3 Epidemiology 1.3.1 Sex Ratio, Cultural and Socioeconomic Factors 1.4 Course and Prognosis 1.4.1 Early Childhood: Late Language Emergence 1.4.2 Child and Adolescent Development 1.4.3 Adult Outcomes 1.5 Differential Diagnosis 1.5.1 Developmental Delay / Intellectual Disabilities / Mental Retardation 1.5.2 Environmental Deprivation 1.5.3 Autism Spectrum Disorder / Pervasive Developmental Disorders 1.5.4 Selective Mutism 1.6 Comorbidities 1.6.1 Phonological Disorder 1.6.2 Learning Disabilities 1.6.3 Anxiety Disorders 1.6.4 Attention-Deficit/Hyperactivity Disorder 1.6.5 Conduct Disorders / Delinquency 1.6.6 Other Mental Health Concerns 1.7 Diagnostic and Procedures and Documentation 1.7.1 Language Screening 1.7.2 Language Assessment 1.7.3 Assessment Tools for Behavioral and Emotional Concerns 2 Theories and Models of Language Disorders in Children and Adolescents 2.1 Typical Language Development 2.1.1 Prenatal and Neonatal Development 2.1.2 Environmental Support for Language Learning 2.1.3 Critical / Sensitive Periods 2.2. Language Impairment / Language Disorders 2.2.1 Genetics and Language Impairment 2.2.2 Information Processing and Working Memory Limitations 2.2.3 Hearing Impairment and Otitis Media 2.2.4 Environmental Factors 2.3 Models Linking LI and Psychosocial Outcomes 2.3.1 Parent-–Child Relationship 2.3.2 Unrecognized Comprehension Problems 2.3.3 Self-Regulation 2.3.4 Social Problems 2.3.5 Academic Achievement Issues and Competence 3 Diagnosis and Treatment Indications 3.1 Diagnostic Approach 3.2 Treatment Indications 3.2.1 Guidance 4 Treatment 4.1 Methods of Treatment 4.1.1 General Treatment Guidelines 4.1.2 Focus on Language] 4.1.3 Comorbid Language Disorders: Clarifying the Issues 4.1.4 Organizing the Treatment 4.1.5 Core Therapeutic Approaches 4.1.6 Therapeutic Considerations for Adolescents With LI 4.1.7 Social Skills Training Programs 4.2 Mechanisms of Action 4.2.1 Working With the Environment 4.2.2 Working With the Child 4.3 Efficacy and Prognosis 4.3.1 Anxiety Disorders 4.3.2 Disruptive Behavior Disorders: ADHD / ODD / CD 4.4 Variations and Combinations of Methods 4.4.1 Use of Medication 4.5 Problems in Carrying Out the Treatments 4.5.1 Working With Parents 4.5.2 Addressing Pragmatic Issues 4.5.3 Therapist–Child Relationship 4.5.4 Resistance 4.6 Multicultural, Gender, and Social Disadvantage Issues 4.6.1 Gender Issues 4.6.2 Bilingual and Multilingual Children 4.6.3 Social Disadvantage 5 Further Reading 6 References 7 Appendix: Tools and Resources
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