Progressive Brain Failure — A Home Assessment and Treatment Program

1985 ◽  
pp. 347-353
Author(s):  
H. F. Reichenfeld
Keyword(s):  
Treatment Program ◽  
Assessment And Treatment ◽  
Brain Failure

Evaluation of the First 12 Months of a Cardiovascular Disease (CVD) Risk Assessment and Treatment Program at Tāmaki Healthcare Primary Health Organisation, Auckland, New Zealand

2008 ◽  
Vol 17 ◽  
pp. S156
Author(s):  
David Peiris ◽  
Jonathan Murray ◽  
Doreen Scully ◽  
Virantha Tilakawardane ◽  
Lorraine Hetaraka-Stevens ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Risk Assessment ◽  
New Zealand ◽  
Treatment Program ◽  
Cvd Risk ◽  
Primary Health ◽  
Assessment And Treatment

Evaluation of an islandwide screening, assessment and treatment program

1994 ◽  
Vol 3 (4) ◽  
pp. 199-210 ◽  
Author(s):  
Sandra Scarr ◽  
Kathleen McCartney ◽  
Shari Miller ◽  
Emily Hauenstein ◽  
Anne Ricciuti
Keyword(s):  
Treatment Program ◽  
Assessment And Treatment ◽  
Screening Assessment

scholarly journals Design of the INTEGRATE study: effectiveness and cost-effectiveness of a cardiometabolic risk assessment and treatment program integrated in primary care

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Ilse F Badenbroek ◽  
Daphne M Stol ◽  
Marcus MJ Nielen ◽  
Monika Hollander ◽  
Roderik A Kraaijenhagen ◽  
...  
Keyword(s):  
Risk Assessment ◽  
Primary Care ◽  
Cost Effectiveness ◽  
Treatment Program ◽  
Cardiometabolic Risk ◽  
Assessment And Treatment ◽  
Integrate Study

Burn Education Awareness Recognition and Support (BEARS): A Community-Based Juvenile Firesetters Assessment and Treatment Program

2004 ◽  
Vol 25 (3) ◽  
pp. 324-327 ◽  
Author(s):  
B. K. Bennett ◽  
R. L. Gamelli ◽  
R. C. Duchene ◽  
D. Atkocaitis ◽  
J. A. Plunkett
Keyword(s):  
Treatment Program ◽  
Community Based ◽  
Assessment And Treatment

scholarly journals Individualized assessment and treatment program for alcohol dependence: results of an initial study to train coping skills

Addiction ◽  
2009 ◽  
Vol 104 (11) ◽  
pp. 1837-1838 ◽  
Author(s):  
Mark D. Litt ◽  
Ronald M. Kadden ◽  
Elise Kabela-Cormier
Keyword(s):  
Alcohol Dependence ◽  
Treatment Program ◽  
Coping Skills ◽  
Initial Study ◽  
Assessment And Treatment

The Need for a Broad-Based Model of Phonological Disorders

1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi
Keyword(s):  
Speech Production ◽  
Phonological Disorders ◽  
Production Processes ◽  
Assessment And Treatment ◽  
Speech Delays ◽  
Explanatory Adequacy ◽  
State Of Affairs ◽  
Assessment Procedures ◽  
Treatment Procedures

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

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