In spite of their average or even above-average intelligence and conventional classroom experience, a large number of children suffer from learning disabilities. Failing to cope with the academic demands of the school, many of them drop out at an early age. This deprives them of many opportunities in life that a literate person enjoys. In this context, this book serves two major objectives: it provides up-to-date information to the readers on theories and current practices in remediation of learning disability, and demonstrates the therapeutic effectiveness of two major techniques of intervention, namely, cognitive behaviour therapy and computer-assisted instruction, through a series of case studies. Thus, it bridges the theory–practice gap originating out of the difference between fundamental research and its actual implementation and places the treatment programmes on a firmer scientific footing by validating them empirically.
Vincent C. Alfonso, Dawn P. Flanagan ... Essentials of 16 PF® Assessment by Heather E.-P. Cattell and James M. Schuerger Essentials of Adaptive Behavior Assessment of Neurodevelopmental Disorders by Celine A. Saulnier and Cheryl Klaiman ...
This is the first textbook to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. Topical coverage is both comprehensive and thorough, and the information presented is up-to-date.
"This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities.
Keogh, B. K., & Weisner, T. (1993). An ecocultural perspective on risk and protective factors in children's development: Implications for learning disabilities. Learning Disabilities Research and Practice, 8(1), 3–10.
Practical, up-to-date guidance on identifying Specific Learning Disability Essentials of Specific Learning Disability Identification provides accessible, authoritative guidance on specific learning disability (SLD), with the most up-to-date information on assessment,...
This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder.
The editors of this collection feel that the lack of subcategorization has frustrated previous research efforts to obtain a generalizable body of knowledge in the field.
... 298–299, 298f Homework alternating treatment design (ATD) and, 617–618, 617f cooperative learning and, 509 mathematical learning and, 509 Homophones, 584–585 Honig v. Doe (1988), 52 Hybrid model for classification, 4, 45–47, ...
Figure 7.1 depicts the version of the DIME model tested in Cromley, Snyder-Hogan, & Luciw-Dubas (2010). Historically, the component skills framework comes from the SVR. Some researchers have further articulated this framework by adding ...
Describes how children with learning disabilities learn in different ways, and learning strategies that can be employed.