Holmes Developmental Disorders and Interventions

1. Auflage 2010
ISBN: 978-0-08-088544-5
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band Volume 39, 286 Seiten

Reihe: Advances in Child Development and Behavior

Volume 39 of the Advances in Child Development and Behavior series is concerned with Developmental Disorders and Interventions. This volume provides an overview of contemporary research into cognitive, neurodevelopmental and genetic disorders of learning. The social, emotional and cognitive functioning of children with William's syndrome, Down syndrome, Fragile X and autism, reading difficulties, mathematical difficulties and working memory problems are discussed by some of the leading researchers in the field. Within each chapter, the authors consider current interventions and methods for remediating difficulties associated with each disorder, which will be of particular interest to clinical and educational practitioners. - Goes in depth to address contemporary research into neurodevelopmental and genetic disorders of learning - A necessary resource for both psychology researchers and students - The authors are either leaders in their chosen fields or have worked in some of the leading research teams in the world - This volume covers a broad range of developmental disorders of learning, from genetic disorders such as Down syndrome to cognitive problems such as poor working memory function. The focus on interventions within each chapter will be of particular interest both to academics and clinical and educational practitioners

Autoren/Hrsg.

Holmes, Joni

Inhaltsverzeichnis

1;Front Cover;1
2;Advances in Child Development and Behavior: Developmental Disorders and Interventions;4
3;Copyright;5
4;Contents;6
5;Contributors;8
6;Preface;10
7;References;14
8;Chapter 1: Poor Working Memory: Impact and Interventions;16
8.1;I. Introduction;16
8.2;II. Cognitive Profile;18
8.3;III. Social and Behavioral Profile;30
8.4;IV. Interventions;34
8.5;V. Summary and Future Directions;48
8.6;References;49
9;Chapter 2: Mathematical Learning Disabilities;60
9.1;I. Introduction;60
9.2;II. Cognitive Profile;63
9.3;III. Social and Behavioral Profile;79
9.4;IV. Interventions;80
9.5;V. Summary and Future Directions;82
9.6;Acknowledgments;84
9.7;References;84
10;Chapter 3: The Poor Comprehender Profile: Understanding and Supporting Individuals who Have Difficulties Extracting Meaning From Text;94
10.1;I. Introduction;95
10.2;II. Behavioral Profile;100
10.3;III. Cognitive Profile;107
10.4;IV. Biological Profile;121
10.5;V. Environmental Factors;124
10.6;VI. Interventions;125
10.7;VII. Summary and Future Directions;134
10.8;References;136
11;Chapter 4: Reading as an Intervention for Vocabulary, Short-Term Memory and Speech Development of School-Aged Children with Down Syndrome: a Review of the Evidence;146
11.1;I. Introduction;146
11.2;II. Cognitive Profile in Down Syndrome;148
11.3;III. Language, VSTM, Speech Production, and Hearing;149
11.4;IV. Reading in Children with DS;154
11.5;V. Summary and Future Directions;168
11.6;Acknowledgments;171
11.7;References;171
12;Chapter 5: Williams Syndrome;178
12.1;I. Introduction;178
12.2;II. Cognitive Profile;180
12.3;III. Social Behaviors;196
12.4;IV. Psychopathology;202
12.5;V. Interventions;204
12.6;VI. Conclusions and Future Directions;214
12.7;References;215
13;Chapter 6: Fragile X Syndrome and Associated Disorders;226
13.1;I. Introduction;226
13.2;II. Genetic Profile;228
13.3;III. Neural Profile;228
13.4;IV. Cognitive Profile;231
13.5;V. Social and Behavioral Profiles;235
13.6;VI. Interventions;237
13.7;VII. Summary and Future Directions;243
13.8;References;244
14;Author Index;252
15;Subject Index;268
16;Contents of Previous Volumes;276