U-Shaped Behavioral Growth

2011 ◽  
pp. 1527-1527
Keyword(s):  
Behavioral Growth

Treatment Considerations for Adolescents Who Exhibit Cognitive/Communication Problems: A Neuroscience Perspective

2020 ◽  
Vol 5 (6) ◽  
pp. 1767-1775
Author(s):  
Martha S. Burns
Keyword(s):  
Social Communication ◽  
Transition Period ◽  
Clinical Intervention ◽  
Review Article ◽  
Sensitive Period ◽  
Clinical Implications ◽  
Evidence Based ◽  
Communication Problems ◽  
Treatment Considerations ◽  
Behavioral Growth

Purpose Adolescence is a period of substantial neurophysiological and behavioral growth, representing a second sensitive period of brain development. It is a psychological and social transition period between childhood and adulthood with many beneficial changes occurring, especially with respect to potential responsiveness to clinical intervention. However, adolescent behavioral complexities introduce clinical challenges as well. The purpose of this review article is to review the current neuroimaging research on neurophysiological changes observed during adolescence and the cognitive and social behavioral counterparts, with specific attention to the clinical implications. The review article will then summarize currently available intervention tools that can be utilized by speech-language pathologists working with this population. It will conclude with available evidence-based social-communication approaches that may be applicable as well as available evidence-based supplemental technological cognitive interventions that may be useful in working with adolescents who exhibit language and communication issues. Conclusion As a transition period between childhood and adulthood, adolescence represents a second sensitive period during which there is opportunity for clinically derived beneficial cognitive and communication growth.

Physical and Behavioral Growth.

1959 ◽  
Vol 103 (1) ◽  
pp. 169
Author(s):  
John A. Bigler
Keyword(s):  
Behavioral Growth

Announcing the Twenty-First Yearbook of the National Council of Teachers of Mathematics: The Learning of Mathematics—Its Theory and Practice

1952 ◽  
Vol 45 (6) ◽  
pp. 412
Keyword(s):  
Nervous System ◽  
Human Brain ◽  
Mathematical Knowledge ◽  
Classroom Teacher ◽  
Theory And Practice ◽  
Human Organism ◽  
National Council ◽  
Level Of Instruction ◽  
Behavioral Growth

How does the human brain and nervous system acquire its store of mathematical knowledge? How does the human organism use this store of knowledge once it has acquired it? How can teachers direct the behavioral growth of their students so that they acquire and use mathematical knowledge? These are the fundamental questions to which the answers can be of great aid in the improvement of instruction in mathematics. Although very little is known about the answers to how we learn, the little that is known should be studied by every teacher of mathematics on every level of instruction from kindergarten through college. This yearbook has been written to provide some of this information, and to indicate how it may be put into effect by the classroom teacher.

Traite de Dietitique du Nourrisson

PEDIATRICS ◽  
1948 ◽  
Vol 2 (6) ◽  
pp. 751-751
Author(s):  
HAROLD K. FABER
Keyword(s):  
Breast Milk ◽  
Infant Feeding ◽  
Breast Feeding ◽  
Infant Nutrition ◽  
Artificial Feeding ◽  
Fourth Edition ◽  
Milk Substitutes ◽  
Behavioral Growth

This volume on infant feeding contains chapters on the criteria of nutrition (physical and behavioral growth, relation between weight and height, physical peculiarities of the infant, etc.); breast milk and breast feeding; artificial feeding, including analyses of various species of milk, and of milk substitutes, and of various supplemental foods; vitamins and minerals; the modifications of milk; the technics of feeding; diet lists; and the feeding of premature and debilitated infants. In general, the outline parallels rather closely that of Jeans and Marriott' "Infant Nutrition" (fourth edition).

Using a Positive Lens

2018 ◽  
Author(s):  
Susan Baum ◽  
Robin Schader
Keyword(s):  
Dynamic Process ◽  
Skill Development ◽  
Talent Development ◽  
Twice Exceptional ◽  
Behavioral Challenges ◽  
Strength Based ◽  
Educational Plans ◽  
Behavioral Growth

Getting to know students through their positive attributes, along with any obstacles to their success, can lead to academic, social, and behavioral growth. Defining twice exceptional (2e) as those whose high abilities are coupled with learning and/or behavioral challenges, this chapter illustrates 2e using the metaphor of green. This provides a fresh representation what being 2e means and also highlights why conventional educational plans may not be as effective as desired. To engage 2e students, the chapter introduces a practical, dynamic process––The Suite of Tools™—which allows educators to collect information about students’ strengths, talents, and interests and synthesize the information into a strength-based framework. Such information results in the development of personalized options to leverage strengths and interests for skill development, integrate strengths into the curriculum, and develop a personalized menu of talent development opportunities.

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