Differential Assessment and Treatment of the School Age Child: Three Group Approaches

2018 ◽  
pp. 57-70
Author(s):  
James A. Garland ◽  
Jeffrey West
Keyword(s):  
School Age ◽  
Assessment And Treatment

scholarly journals A Longitudinal Study for the Empirical Validation of an Etiopathogenetic Model of Internet Addiction in Adolescence Based on Early Emotion Regulation

2018 ◽  
Vol 2018 ◽  
pp. 1-8 ◽  
Author(s):  
Silvia Cimino ◽  
Luca Cerniglia
Keyword(s):  
Emotion Regulation ◽  
Longitudinal Study ◽  
Middle Childhood ◽  
Internet Addiction ◽  
Behavioral Functioning ◽  
School Age ◽  
Emotion Regulation Strategies ◽  
Common Root ◽  
Assessment And Treatment ◽  
Regulation Strategies

Several etiopathogenetic models have been conceptualized for the onset of Internet Addiction (IA). However, no study had evaluated the possible predictive effect of early emotion regulation strategies on the development of IA in adolescence. In a sample of N=142 adolescents with Internet Addiction, this twelve-year longitudinal study aimed at verifying whether and how emotion regulation strategies (self-focused versus other-focused) at two years of age were predictive of school-age children’s internalizing/externalizing symptoms, which in turn fostered Internet Addiction (compulsive use of the Web versus distressed use) in adolescence. Our results confirmed our hypotheses demonstrating that early emotion regulation has an impact on the emotional-behavioral functioning in middle childhood (8 years of age), which in turn has an influence on the onset of IA in adolescence. Moreover, our results showed a strong, direct statistical link between the characteristics of emotion regulation strategies in infancy and IA in adolescence. These results indicate that a common root of unbalanced emotion regulation could lead to two different manifestations of Internet Addiction in youths and could be useful in the assessment and treatment of adolescents with IA.

Assessment and Treatment of Anorexia Nervosa and Bulimia in School Age Children

1984 ◽  
Vol 13 (2) ◽  
pp. 183-191
Author(s):  
Carole Peters ◽  
Paula Butterfield ◽  
Cabrini S. Swassing ◽  
Garth McKay
Keyword(s):  
Anorexia Nervosa ◽  
School Age Children ◽  
School Age ◽  
Assessment And Treatment

Assessment and Treatment of Concussion in the Pediatric Population

2021 ◽  
Author(s):  
Giancarlo J. Lugo ◽  
Maria Beletanga ◽  
Laura Goldstein ◽  
Mandeep Rana ◽  
Rinat Jonas ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Pediatric Population ◽  
School Age Children ◽  
Evidence Based ◽  
School Age ◽  
Practice Recommendations ◽  
Neurodevelopmental Disabilities ◽  
Relative Paucity ◽  
Assessment And Treatment ◽  
Good Research

AbstractTraumatic brain injury (TBI) is common in children. The evaluation and management of children with TBI is based on the research performed in adults. There is a relative paucity of research in the literature involving children and many of the practice recommendations for this age are based on expert opinion in the absence of good research studies in both sports and non–sports-related injuries. The pediatric population is heterogeneous and the approach might be specific for infants, preschoolers, school age children, and adolescents. Children may also suffer from neurodevelopmental disabilities, making their evaluation even more challenging. Adult neurologists are often asked to see children due to increasing demands. This review will focus on specific issues related to TBI in children that might be useful to adult neurologists. Science, however, is evolving rapidly and physicians should make sure to remain up to date to offer evidence-based services to their patients.

Some Contemporary Approaches in Treating Fluency Disorders in Preschool, School-Age, and Adolescent Children

1995 ◽  
Vol 26 (2) ◽  
pp. 115-116 ◽  
Author(s):  
Susan Meyers Fosnot
Keyword(s):  
Intervention Strategies ◽  
School Age Children ◽  
School Age ◽  
Fluency Disorders ◽  
The Past ◽  
Wide Range ◽  
Assessment And Treatment

This clinical forum focuses on the treatment of preschool and school-age children who stutter. It was developed to provide school clinicians with an up-to-date summary of current intervention strategies and procedures. The articles were written by established scholars in the field who have specialized experience and have presented their therapy ideas nationally and internationally within the past 5 years. These contributors have published a number of articles, books, and programs on the assessment and treatment of fluency disorders spanning a wide range of ages from preschool to the adolescent school-age years.

Differential Assessment and Treatment of the School Age Child

1984 ◽  
Vol 7 (4) ◽  
pp. 57-70 ◽  
Author(s):  
James A. Garland ◽  
Jeffrey West
Keyword(s):  
School Age ◽  
Assessment And Treatment

A Comprehensive View of Stuttering: Implications for Assessment and Treatment

2014 ◽  
Vol 15 (2) ◽  
pp. 75-80 ◽  
Author(s):  
Craig Coleman ◽  
J. Scott Yaruss
Keyword(s):  
School Setting ◽  
World Health ◽  
International Classification Of Functioning ◽  
School Age Children ◽  
School Age ◽  
Disability And Health ◽  
Cognitive Components ◽  
Assessment And Treatment ◽  
Specific Assessment

Comprehensive assessment and treatment for school-age children who stutter is critical in effectively managing the affective, behavioral, and cognitive components of the disorder. Using a framework established by the World Health Organization's (WHO's) International Classification of Functioning, Disability, and Health (ICF; WHO, 2001), this paper provides specific assessment and treatment goals for working with school-age children who stutter. It is meant to be a practical guide for clinicians working in the school setting.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

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.

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