Patterns of Learning Disorders: Working Systematically from Assessment to Intervention (Guilford School Practitioner (Hardcover))
| Author | : | |
| Rating | : | 4.19 (550 Votes) |
| Asin | : | 1593852010 |
| Format Type | : | paperback |
| Number of Pages | : | 306 Pages |
| Publish Date | : | 2013-12-10 |
| Language | : | English |
DESCRIPTION:
Empirically supported treatments for each problem are described, and special education eligibility issues discussed. This user-friendly book provides school-based practitioners with a clear framework for assessment and evidence-based intervention planning under the revised IDEA guidelines. The authors also address practical issues involved in implementing their system in conjunction with response-to-intervention models.. When prereferral interventions fall short of resolving a student's learning difficulties, a comprehensive psychoeducational evaluation may be necessary. A step-by-step flowchart and 12 detailed case studies assist the reader in reco
"there are very good case studies for each condition" according to I. May. As a school psychologist, I have used this book for reference for several years. The book very clearly organizes disabilities in categories that include IQ-related conditions (MMR/ID, Slow Learner), Information Processing-Related conditions (LD, Dyslexia, Nonverbal LD, Graphomotor Underproduction, Inconsistent Success with Splinter Skills), and Performance-Related Conditions (ADHD, Compulsive Underproduction). Then, there are very good case studies for each condition.I think this book is useful for new and experienced sch. Good book and given in decent shape. Karen Weiss The book was in decent condition it came pretty fast too- reliable seller. The only thing is that this book is by Wodrich and not the author listed here.. Five Stars Excelent book!
This is a timely, well-written, and practical guide that everyone working with children and youth in schools should have on their bookshelves."--Vincent C. Their psychometric descriptions of common learning difficulties will help practitioners develop their internal schemas of children’s learning disorders. The authors outline an assessment approach representing multiple domains of functioning, together with a list of recommended measures for each domain. Practitioners and students alike will value the pragmatic, intuitively sound linkages of assessment and int