By T. Stuart Watson, Christopher H. Skinner
- One volume-reference paintings with nearly 250 entries, geared up alphabetically for ease of use and of finding subject material. every one access will comprise 5-8 references in addition to a bibliography of references and prompt readings
- An authoritative reference textual content on college psychology that will entice, and be understood by means of, a large audience.
- Will help participants in buying a basic knowing of a few of the theories, practices, and language linked to the sector of faculty psychology
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Extra info for Encyclopedia of School Psychology
Journal ofApplied Behavior Analysis, 18, 11-126. Carr, E. , & Newsome, C (1985). Demand-related tantrums; Conceptualization and treatment. Behavior Modification, 9, 403426. Carr, E. , Newsome, C, & Binkoff, J. A. (1980). Escape as a facror in the aggressive behavior of two retarded children. Journal ofApplied Behavior Analysis, 13, 101-117. , Childs, K, et al. (1993). Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18, 27529l.
School phobia is very common among young children, particularly those in kindergarten or the first grade. The child rypically clings to the parent/guardian, and may throw tantrums if forced to enter the school building. Because of the child's intense fear of school, the child often misses school, which then leads to difficulties in academic skills (American Psychiatric Association, 1994). Treatment for school phobia rypically involves teachers and parents/guardians. Parents are encouraged to explain to the child that school attendance is expected, and that they will not be allowed to stay home to avoid school.
Furthermore, problems associated with speech rhythm or voice are diagnosed as Stuttering or Communication Disorder-NOS and are not included in the diagnosis of articulation disorder. ASSESSMENT Screening Prior to the assessment for an articulation disorder, a brief speech screening is usually completed to determine whether a comprehensive evaluation is warranted. , 5 to 10 minutes) and aids in determining whether a child potentially exhibits an articulation or phonological disorder. If the child fails the screening by producing articulation errors that interfere with the child's adaptive functioning, then a formal assessment is conducted that includes diagnostic interviews, hearing screening, orofacial examinations, standardized testing, speech samples, and stimulability testing.
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