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Planning. Attention. Memory. Self-regulation. These and other core cognitive and behavioral operations of daily life comprise what we know as executive functioning (EF). But despite all we know, the concept has engendered multiple, often conflicting definitions, and its components are sometimes loosely defined and poorly understood. The Handbook of Executive Functioning cuts through the confusion, analyzing both the whole and its parts in comprehensive, practical detail for scholar and clinician alike. Background chapters examine influential models of EF, tour the brain geography of the executive system, and pose salient developmental questions. A section on practical implications relates early deficits in executive functioning to ADD and other disorders in children, and considers autism and later-life dementias from an EF standpoint. Further chapters weigh the merits of widely used instruments for assessing executive functioning and review interventions for its enhancement, with special emphasis on children and adolescents. Featured in the Handbook: The development of hot and cool executive function in childhood and adolescence. A review of the use of executive function tasks in externalizing and internalizing disorders. Executive functioning as a mediator of age-related cognitive decline in adults. Treatment integrity in interventions that target executive function. Supporting and strengthening working memory in the classroom to enhance executive functioning. The Handbook of Executive Functioning is an essential resource for researchers, scientist-practitioners, and graduate students in clinical child, school, and educational psychology; child and adolescent psychiatry; neurobiology; developmental psychology; rehabilitation medicine/therapy; and social work.

Developmental psychology. --- Educational tests and measurements. --- Neurobiology. --- Philosophy. --- Psychiatry. --- Rehabilitation. --- Social service. --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Mental philosophy --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Development (Psychology) --- Psychology. --- Rehabilitation medicine. --- Assessment. --- Social work. --- Developmental Psychology. --- Assessment, Testing and Evaluation. --- Rehabilitation Medicine. --- Social Work. --- Medicine and psychology --- Mental health --- Psychology, Pathological --- Neurosciences --- Developmental psychobiology --- Psychology --- Life cycle, Human --- Human services --- Humanities --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Rating of --- Educational tests and measuremen. --- Medicine, Rehabilitation --- Rehabilitation medicine --- Rehabilitation --- Medicine, Physical

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Impairment and disability are widely used terms, yet considerable disagreement exists as to their relationship—especially when impairment means different things to different professionals in the fields of mental health, medicine, and education. Although diagnostic criteria for various disorders are clearly detailed in the DSM-IV and elsewhere, criteria for impairment remain elusive. And patients with severe limitations but minimal symptoms, or the reverse, further complicate the discussion. The first in-depth treatment of the theory, definition, and evaluation of this core concept, Assessing Impairment: From Theory to Practice cuts through the confusion and cross-talk. Leading scholars and clinicians offer a robust evidence base for a much-needed reconceptualization of impairment within the context of diagnosis and disability, arguing for a wide-ranging quality-of-life perspective. This contextual approach to assessment goes beyond mere symptom counting, resulting in more accurate diagnosis, targeted interventions, and improved patient functioning. Within this concise but comprehensive volume, coverage focuses on key areas including: Current conceptualizations from the DSM-IV and other medical models. Methodologies for measuring symptom severity and impairment. Social/behavioral issues, such as resilience, adaptive behaviors, and family environment. Developmental issues across the life span. Legal and ethical questions and civil rights issues. Impairment and disability as they relate to trauma. The interdisciplinary model proposed in Assessing Impairment gives clinicians vital tools for working with the unique limitations and strengths of every patient. Child, school, and educational psychologists will find it particularly useful, given the critical importance of early detection and the complexity of young people’s lives.

Psychiatric disability evaluation --- Mental illness --- Madness --- Mental diseases --- Mental disorders --- Evaluation of psychiatric disability --- Mental disability evaluation --- Psychiatric disability rating --- Psychological disability evaluation --- Psychology. --- Education. --- Educational psychology. --- Education --- Clinical psychology. --- Child psychology. --- School psychology. --- Clinical Psychology. --- Child and School Psychology. --- Educational Psychology. --- Education, general. --- Disabilities --- Psychology, Pathological --- Mental health --- Disability evaluation --- Diagnosis --- Psychology, clinical. --- Developmental psychology. --- Psychology, Educational --- Psychology --- Child psychology --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Education—Psychology. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Developmental psychology --- Psychiatry --- Psychological tests

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Children are being diagnosed with autism spectrum disorders at a staggering rate—as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood. The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include: The Early Start Denver Model for young children. The TEACCH program for children, adults, and families. The Center for Autism and Related Disorders (CARD) and CARD eLearning. PROGress: a program for remediating and expanding social skills. Evidence-based strategies for repetitive behaviors and sensory issues. Self-regulation strategies for students with autism spectrum disorders. Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.

Philosophy --- Developmental psychology --- Psychology --- Social welfare methods --- Educational psychology --- Paediatrics --- Psychiatry --- sociaal werk --- pedagogische psychologie --- schoolpsychologie --- psychiatrie --- psychologie --- farmacologie --- filosofie --- pediatrie --- kinderpsychologie --- ontwikkelingspsychologie --- kleuters --- Child psychology. --- School psychology. --- Psychiatry. --- Educational psychology. --- Education—Psychology. --- Social work. --- Pediatrics. --- Child and School Psychology. --- Educational Psychology. --- Social Work. --- Pediatric medicine --- Medicine --- Children --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Education --- Medicine and psychology --- Mental health --- Psychology, Pathological --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Pediatric psychology --- Child development --- Diseases --- Health and hygiene --- Autism spectrum disorders in children --- Autism spectrum disorders --- Treatment.

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Facteurs étudiés : Evaluation cognitive des sujets ayant difficultés compréhension et/ou expression du langage Temps de passation : 20 à 45'

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Developmental psychology --- Educational psychology --- Didactics --- Teaching --- schoolpsychologie --- didactiek --- onderwijs --- kinderpsychologie --- ontwikkelingspsychologie