Therapist's Guide to Learning and Attention Disorders

606 Pages·2003·3.4 MB·English

by  Aubrey H. Fine

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Therapist’s
Guide to
Learning and
Attention
Disorders
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Therapist’s
Guide to
Learning and
Attention
Disorders
Edited by
Aubrey H. Fine Ronald A. Kotkin
California State Polytechnic University University of California,Irvine
Pomona,California Irvine,California
Amsterdam Boston Heidelberg London New York Oxford
Paris San Diego San Francisco Singapore Sydney Tokyo
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This book is printed on acid-free paper.
Copyright © 2003,Elsevier Science (USA).
All Rights Reserved.
No part of this publication may be reproduced or transmitted in any form or
by any means,electronic or mechanical,including photocopy,recording,or any
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Permissions may be sought directly from Elsevier’s Science & Technology
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Academic Press
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Library of Congress Catalog Card Number:2003106296
International Standard Book Number:0-12-256430-8
PRINTED IN THE UNITED STATES OF AMERICA
03 04 05 06 07 7 6 5 4 3 2 1
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Contents
Contributors xv
Preface xvii
Acknowledgements xxiii
Dedication xxiv
1
Attention Deficit Hyperactivity Disorder and
Learning Disabilities: an Overview for
Practitioners 1
Ronald A. Kotkin and Aubrey H. Fine
Attention Deficit Hyperactivity Disorder (Adhd) and Learning
Disabilities (Ld):Myth or Reality 2
Attention Deficit Hyperactivity Disorder:A Case Study—
a Snapshot of John and His Family 3
What Is Attention Deficit Hyperactivity Disorder? 6
Current Explanations of Adhd:Models for Consideration 7
ADHD:Psychiatric Diagnosis and Educational Criteria for
Services 13
Explaining ADHD to Parents and Teens:Visual Representations
of Adhd 16
How Serious Is the Disorder? 20
Effective Practices for Serving Children with ADHD 21
Learning Disabilities:A Case Study—A Snapshot of one
Young Man 24
Who Really Are Children with Learning Disabilities? 27
Learning Disabilities:An Overview of Working Models 28
Commentary and Concerns about the Practicality of the LD
Operational Definition 31
v
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vi Contents
A Phenomenological Model to Understanding
Learning Disorders 33
Explaining ADHD and/or A Learning Disability to a Child 34
Guidelines for Helping Children with ADHD and LD Understand
and Meet their Challenges 36
Conclusion 38
References 39
2
Traditional and Innovative Assessment of Children
with Attention Deficit Hyperactivity Disorder and
Learning Disorders 43
James M. Swanson, Dan Reschly,Aubrey H. Fine,
Ronald A. Kotkin,Tim Wigal and Steve Simpson
Introduction 43
Official Definitions 44
Traditional Assessment Methods 50
Innovative Assessments 66
Summary 77
References 78
3
A Neurodevelopmental Approach to Differences
in Learning 87
Desmond P. Kelly and Melvin D. Levine
The Need for a New Model 87
A Neurodevelopmental Approach 88
Neurodevelopmental Constructs 89
Neurodevelopmental Functions as Related to Academic Skills 96
Assessment of Students Who Are Struggling in School 99
Management by Profile 102
Implications for Practitioners 106
References 106
4
Syndrome of Nonverbal Learning Disabilities:
Effects on Learning 109
Katherine D.Tsatsanis and Byron P. Rourke
Introduction 109
Background 110
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Contents vii
Characteristics of the Nonverbal Learning
Disabilities (NLD) Syndrome 111
Details of NLD Characteristics 114
Classification System 121
Revised Rules for Classifying Children with NLD
(Ages 9–15 Years) 122
Assessment Battery 123
Dynamics of NLD 124
Intervention 132
A Final Note 141
References 141
5
Educational Interventions for the Elementary Age
Student in the Therapy Setting 147
Joan Smith
Interventions for the Therapist 150
References 172
6
Educational Interventions for the Adolescent
Student in the Therapy Setting 175
Chris Zeigler Dendy,Aubrey H. Fine and Joan Smith
Introduction 177
Educational Philosophy Guiding Academic Interventions 178
Characteristics of the Adolescent Learner with SLD or ADHD 180
Educational Interventions for the Therapist 184
Strategies Impacting Executive Functioning 187
Common Academic Problems Linked to ADHD and Executive
Function Deficits 188
Preparing to Study:Guidelines for Parents 196
Reading Comprehension:General Educational Implications 202
Conclusion 209
Reference 209
7
Implementing School–Home Collaborative
Treatment Plans: Best Practices in
School–Home-Based Interventions 211
Daniel Flynn, Ronald A. Kotkin, John Brady and Aubrey H. Fine
General Guidelines in Developing a School–Home Behavior
Management Program 212
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viii Contents
Implementing a School–Home Report Card System 216
Identifying and Sharing Information to Accommodate Children
with Attention Deficit Hyperactivity Disorder and
Learning Disabilities 221
Matching the Student to the Environment Where Necessary
Resources Are Available 225
Facilitating Access to Special Education Services 230
Conclusion 233
References 234
8
Parenting Children with Learning and Attention
Disorders: Concerns and Directions for
Therapeutic Intervention 237
Aubrey H. Fine, Nadejda Karpova, Nicole Thorn,
Christine Holland and Ronald A. Kotkin
Research to Practice:What Does the Literature Say? 240
Theoretical Models for Understanding Parental Responses 243
An Ecological Model to Disabilities:Its Impact on our
Understanding and Practice 247
Other Factors within the Microsystem 249
Helpful Tips and Suggestions for Therapeutically
Supporting Parents 251
Summary 257
Acknowledgments 258
References 258
9
Guidelines for Home Management for Disruptive
Behavioral Challenges 261
Thomas W. Phelan and Aubrey H. Fine
Understanding Parenting Styles:Helping Parents Recognize
the Style of Parenting They Apply 262
Approaches that Help Children Fend for Themselves 263
Parental Attitude Adjustments 265
Understanding Limit Setting and Behavioral Boundaries 269
Managing Behavior In Preteens 271
Guidelines for Applying Strategies with Teens 282
The Four Dos and Four Don’ts of Relationship Building 284
What to Do about Getting Along 287
Closing Remarks 293
References 293
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Contents ix
10
Social Skills and Children with Attention Deficit
Hyperactivity Disorder and/or Learning Disabilities
Realities and Direction for Treatment 295
Aubrey H. Fine and Ronald A. Kotkin
Introduction 295
Social Skill Deficits and ADHD/LD:A Snapshot of the Literature 296
Strategies to Enhance Social Skills 298
Assessing Social Skills Deficits 302
Social Skills Training 303
Generalization of Social Skills Training 304
Examples of Social Skills Training in Clinical and
Natural Settings 304
Bullying and Teasing:Strategies to Apply in Individual Therapy 322
Self-Esteem and Social Competence 324
The Source of Self-Esteem 325
Unhealthy Self-Esteem:Where Does it Lead? 326
Beliefs that Help Children Live More Effectively and Healthy 327
The Magic Ingredients for Healthy Self-Esteem 329
Strategies to Promote Healthy Self-Esteem:Guidelines
for Parents 331
Final Thoughts 331
References 332
11
Transitions Into Higher Education 335
Micki Bryant, Mark Turner and Aubrey H. Fine
Introduction 335
Role of the Therapist in Providing Guidance for Appropriate
Path Selection 337
Fearless Assessment of Client Functioning (and What to
Do about It) 338
Disabilities in the Higher Education Setting 364
Student Success Profile 376
References 377