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Books on the topic 'Diagnostic skill development'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Obwegeser, Hugo L. Mandibular growth anomalies: Terminology, aetiology, diagnosis, treatment. Berlin: Springer, 2001.

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2

Infant motor development. Champaign, IL: Human Kinetics, 2006.

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3

Crary, Michael A. Developmental motor speech disorders. San Diego, Calif: Singular Pub. Group, 1993.

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4

Developmental motor speech disorders. San Diego: Whurr, 1993.

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5

Meade, Vickie. Partners in movement: A family-centered approach to pediatric kinesiology. San Antonio, Tx: Therapy Skill Builders, 1998.

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6

Becoming a reflective practitioner: A reflective and holsitic approach to clinical nursing, practice development, and clinical supervision. Oxford: Blackwell Science, 2000.

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7

VANHUSS, FORDE, and WOO. Micropace Pro 2.0 Individual License: For Use With Keyboarding Essentials: Skill Development, Timed Writing, Error Diagnostic. Southwestern Pub Co, 2004.

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8

Browning, Simon. Hands On - developing your differential diagnostic skills: A workbook for demonstrating continuing professional development. tfm Publishing Ltd, 2006.

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9

Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. The Guilford Press, 2006.

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10

Tony, Charman, and Stone Wendy, eds. Social and communication development in autism spectrum disorders: Early identification, diagnosis, and intervention. New York: Guilford Press, 2006.

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11

Plunkett, Eileen J. A DESCRIPTIVE STUDY OF THE DEVELOPMENT OF COGNITIVE DIAGNOSTIC REASONING SKILLS IN UNDERGRADUATE NURSING STUDENTS ACROSS A FOUR SEMESTER TIME PERIOD. 1991.

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12

Firth, Helen V., Jane A. Hurst, and Judith G. Hall. Introduction. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780192628961.003.0018.

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Adoption 2Approach to the consultation with a child with dysmorphism, congenital malformation, or developmental delay 4Autosomal dominant (AD) inheritance 6Autosomal recessive (AR) inheritance 8Communication skills 10Confidentiality 12Confirmation of diagnosis 14Consent for genetic testing 16The genetic code and mutations ...
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13

Firth, Helen V., and Jane A. Hurst. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199557509.003.0001.

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This chapter introduces a number of important genetic concepts. It discusses patterns of inheritance, the approach to the consultation with a child with dysmorphism, congenital malformation, or developmental delay, communication skills, confidentiality, how to provide precise and accurate genetic diagnosis, and some of the important aspects of genetic testing. It concludes with a list of useful resources.
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14

Hangauer, Jason, Jonathan Worcester, and Kathleen Hague Armstrong. Models and Methods of Assessing Adaptive Behavior. Edited by Donald H. Saklofske, Cecil R. Reynolds, and Vicki Schwean. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199796304.013.0027.

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This chapter will summarize contemporary models and methods used for the assessment of adaptive behavior functioning in children and adolescents. This chapter will also emphasize how to best use such assessment information for diagnostic and eligibility purposes and in developing interventions and support plans. We will review the use of traditional, norm-referenced adaptive behavior assessment tools as well as what will be referred to as “supplemental methods,” including the direct observation of adaptive skill functioning. The assessment of adaptive behavior with respect to developmental expectations, cultural expectations, systems of care, and legislation will also be discussed. Lastly, case studies will be presented to illustrate the usefulness of these methods in assessing individuals and planning effective interventions and services.
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15

Hangauer, Jason, Jonathan Worcester, and Kathleen Hague Armstrong. Models and Methods of Assessing Adaptive Behavior. Edited by Donald H. Saklofske, Cecil R. Reynolds, and Vicki Schwean. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199796304.013.0027_update_001.

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This chapter will summarize contemporary models and methods used for the assessment of adaptive behavior functioning in children and adolescents. This chapter will also emphasize how to best use such assessment information for diagnostic and eligibility purposes and in developing interventions and support plans. We will review the use of traditional, norm-referenced adaptive behavior assessment tools as well as what will be referred to as “supplemental methods,” including the direct observation of adaptive skill functioning. The assessment of adaptive behavior with respect to developmental expectations, cultural expectations, systems of care, and legislation will also be discussed. Lastly, case studies will be presented to illustrate the usefulness of these methods in assessing individuals and planning effective interventions and services.
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16

Mazzocco, Michèle M. M. The Contributions of Syndrome Research to the Study of MLD. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.69.

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Studies of mathematics learning disabilities (MLD) in persons with a known genetic syndrome can illustrate the heterogeneity of MLD by revealing distinct cognitive profiles linked to poor mathematics achievement. These profiles may model the development of MLD and have implications for diagnosis and intervention. This approach is evident in research on fragile X or Turner syndromes. Both syndromes have a high incidence of MLD, and their phenotypes include remarkable strengths and difficulties in select math skills. Girls with fragile X syndrome show remarkable rote knowledge that does not appear to support problem solving or conceptual mastery; at some stages, it may mask MLD. Girls with Turner syndrome have remarkably difficulty with math fluency and estimation, but untimed performance is often accurate, even under high working memory demands, suggesting unique compensatory strategies. These phenotypes have important implications for the roles of individual and developmental differences in MLD.
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17

Owen, Gareth, Sir Simon Wessely, and Sir Simon Wessely, eds. The formulation, the summary, and progress notes. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199661701.003.0006.

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This chapter gives an overview of the summary and the formulation in psychiatry. The summary is descriptive and documents the historical and mental state information as well as the patient’s progress. This forms the basis of the ‘part 1 and 2 summaries’ that psychiatric trainees must write, and a scheme is given to help assemble this information. The formulation incorporates a diagnostic category but goes beyond it to identify the factors from biological, psychological, or social domains that are judged to be most relevant in the individual case. Whereas the summary is descriptive, the formulation is interpretative or analytical. The chapter encourages development of these skills. Advice is also given on handover notes.
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18

Eyre, Janet. Clinical approach to developmental neurology. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0171.

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The objectives and principles of neurological history and examination in children are the same as those in adults. This chapter therefore, will not provide an all-encompassing description of the neurological assessment of children, but highlights where the approach must differ substantially from that used in adults. Further it aims to provide a practical and useful approach to the examination of children, who may be preverbal and certainly will show less stamina for cooperation than adults. Of course as children get older, the examination can become more conventional and systematized. By adolescence the examination can be the same as the adult examination.The first and overriding factor for success is to be flexible and to make observations when the opportunity arises rather than to wait for abnormalities to arise during the course of a more systematic approach. Nonetheless a systematic approach to recording these results is essential, so as to bring together related observations made disparately in time. The history is of paramount importance in guiding the examination. Since it is unlikely that you will be able to complete a full examination, it is important to prioritize the observations needed in light of a differential diagnosis before you begin examining. Rather than rushing straight into the examination it is rewarding to gain a young child’s confidence by playing briefly with them. Also, instead of insisting on examining the child on a couch, it helps to become adept at examining young children on their parent’s or caretaker’s knee. Finally, no matter how cooperative a child is, potentially disturbing investigations should be left until last, including tendon reflexes or examination of the tongue, fundi, and ears. Otherwise all subsequent cooperation from the child may be lost after these examinations.The examination room environment is the key to a successful neurological examination and requires careful thought. There should be sufficient space to accommodate families and for the children to play. The room needs to be friendly and conducive to encouraging play. It needs to be equipped with carefully selected toys, pictures, pencils and paper, and books of interest to children over a wide age range. Observation of the child’s play whilst you are taking a history from the parents or caregivers will allow assessment of the child’s motor skills and developmental stage. Their use of play material can yield important clues to the nature of a deficit, by revealing ataxia, weakness, involuntary movements, tics, or spasticity. Play also provides an opportunity to assess the child’s behaviour, for instance their impulsivity, distractibility, and attention span. Interaction of the child with parents or caregivers can be observed also. If the child participates actively in the history taking, their understanding and contribution to the session allows you to make assessments of their language and intellectual skills.
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19

Forsyth, Rob, and Richard Newton. Signs and symptoms. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198784449.003.0003.

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This chapter addresses the diagnostic approach to the patterns of symptoms and signs commonly seen in the paediatric neurology clinic. It encourages pattern recognition. The presentations considered are: altered mental state (agitation/confusion); motor disorders (exercise limitation and muscle pain; eye or facial movement abnormalities; the floppy infant; a funny gait; weakness; unsteadiness or falls; toe-walking; disordered sensation, numbness, pain, dysaesthesia; deafness, loss or disturbance of hearing or vision; paroxysmal disorders (funny turns, loss of awareness, epilepsy, headache, movement disorders); developmental delay, impairment or regression, school failure; speech disturbance; behaviour disorder; symptoms that might suggest a spinal disorder such as back pain, incontinence, or scoliosis; other skeletal abnormality including abnormal skull size or shape, foot deformity; sleep disturbance.
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20

Jandial, Sharmila, and Helen Foster. Principles of clinical examination in children. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0005.

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The clinical examination of children and adolescents is an essential component of assessment, facilitates appropriate interpretation of investigations and is integral to the process of making a diagnosis. The clinical assessment of children and young people differs from that of adults, requiring greater reliance on physical examination as the history may be vague and illocalized and requires knowledge of normal musculoskeletal development, normal motor milestones and different patterns of clinical presentations across the ages. The interpretation of clinical findings needs to be in the context of the whole child and the clinical presentation. The degree of expertise required in clinical skills varies with the clinical practice of the examiner and ranges from the basic screening assessment to a more detailed examination of joints, muscles and anatomical regions. The evidence base for clinical assessment in children and young people is accruing and undoubtedly, competent clinical skills requires learning to be embedded in core child health teaching and assessment starting at medical school and reinforced in postgraduate training.
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21

Jandial, Sharmila, and Helen Foster. Principles of clinical examination in children. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199642489.003.0005_update_002.

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The clinical examination of children and adolescents is an essential component of assessment, facilitates appropriate interpretation of investigations and is integral to the process of making a diagnosis. The clinical assessment of children and young people differs from that of adults, requiring greater reliance on physical examination as the history may be vague and illocalized and requires knowledge of normal musculoskeletal development, normal motor milestones and different patterns of clinical presentations across the ages. The interpretation of clinical findings needs to be in the context of the whole child and the clinical presentation. The degree of expertise required in clinical skills varies with the clinical practice of the examiner and ranges from the basic screening assessment to a more detailed examination of joints, muscles and anatomical regions. The evidence base for clinical assessment in children and young people is accruing and undoubtedly, competent clinical skills requires learning to be embedded in core child health teaching and assessment starting at medical school and reinforced in postgraduate training.
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22

Young, Jami F., Laura Mufson, and Christie M. Schueler. Preventing Adolescent Depression. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190243180.001.0001.

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This book describes Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST), an interpersonally oriented depression prevention program for adolescents. The program developed from an interest in developing and studying a depression prevention program for youth who are experiencing depressive symptoms but do not yet qualify for a diagnosis of depression. The IPT-AST program is a predominantly group-based intervention that teaches communication and interpersonal problem-solving skills to improve relationships and prevent the development of depression. The book provides a detailed description of the IPT-AST program so readers can implement groups in different settings. In addition, there are chapters that outline key issues related to implementation of IPT-AST, including selecting adolescents to participate in group, conducting IPT-AST in schools and other diverse settings, working with adolescents at varying levels of risk for depression, and dealing with common clinical issues. Finally, the book outlines the research that has been conducted on this depression prevention program.
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23

Kirby, Amanda. The Adolescent With Developmental Co-Ordination Disorder (Dcd). Jessica Kingsley Publishers, 2003.

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24

Brugha, Traolach S. Approaches to treatment and care. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198796343.003.0012.

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Sharing with the patient and their carers the results of an assessment in autism and of what that means and the principles of post diagnostic support is covered. Conventional medically orientated ways of thinking about the treatment of autism including considerations of approaches to evaluating treatments are discussed. Also covered are the sought after targets of treatment, the role of patients, carers, and the public in choosing what their wishes and objectives are, uses of medication, structured psychological interventions including those focusing on adaptive and social skills, the limited role of genetic counselling, the role of guidelines and recent systematic reviews of the evidence base, and the treatment of comorbidities. Future prospects for treatment development are also touched on. Armed with a complete assessment and treatment recommendations, duties in relation to legal aspects of the psychiatry of autism are introduced.
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25

Bergmann, Thomas. Music Therapy for People with Autism Spectrum Disorder. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.35.

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Music as a non-verbal form of communication and play addresses the core features of autism, such as social impairments, limited speech, stereotyped behaviors, sensory-perceptual impairments, and emotional dysregulation; thus music-based interventions are well established in therapy and education. Music therapy approaches are underpinned by behavioral, creative, sensory-perceptional, developmental, and educational theory and research. The effectiveness of music therapy in the treatment of children with autism spectrum disorder (ASD) is reflected by a huge number of studies and case reports; current empirical studies aim to support evidence-based practice. A treatment guide for improvisational music therapy provides unique interventions to foster social skills, emotionality, and flexibility; in developmental approaches, the formation of interpersonal relationships is key. Since ASD is a lifelong neurodevelopmental condition, music therapy is also appropriate in the treatment of adults with intellectual disability. Diagnostic approaches using musical-interactional settings to assess ASD symptomatology are promising, especially in non-speakers.
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26

Rao, Rahul, and Ilana Crome. Assessment in the Older Patient. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199392063.003.0008.

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Increased longevity and progressive increases in substance use in older people require clinicians to be proficient in assessing substance misuse in this age group. Assessment requires age-appropriate knowledge, skills and attitudes, taking into account atypical presentations that may challenge conventional diagnostic processes. A greater focus is needed on physical and social aspects of assessment, paying special attention to the influence of comorbid psychiatric and physical disorders. Physiological and pharmacological changes in older people alter the way that substances and other drugs are processed by the body and systemic effects on end-organ function. Such effects can include intoxication, withdrawal, and dependence. Assessment should take into account capacity, elder abuse, cultural competence, and the use of age-appropriate screening instruments. Such an approach will strongly influence treatment options and outcomes. The systematic approach outlined in this chapter is fundamental to the development of a successful treatment management plan.
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27

Meade, Vickie. Partners in Movement: A Family-Centered Approach to Pediatric Kinesiology. Therapy Skill Builders, 1999.

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28

Meade, Vickie, and T. V. Meade. Partners in Movement: A Family-Centered Approach to Pediatric Kinesiology. Academic Press, 1999.

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29

Meade, Vickie, and T. V. Meade. Partners in Movement: A Family-Centered Approach to Pediatric Kinesiology. Academic Press, 1999.

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30

Cheatle, Martin D., and Perry G. Fine. Facilitating Treatment Adherence in Pain Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190600075.003.0001.

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Almost daily, we seem to be witnessing astonishing innovations in diagnostic technologies and the development of novel therapeutics. In spite of these advancements and other time-tested interventions to mange the major diseases including intractable pain, patient nonadherence continues to undermine efforts to optimize individual and population health. The World Health Organization defines adherence as “The extent to which a person’s behavior taking medication, following a diet, and/or executing lifestyle changes, corresponds with agreed recommendations from a healthcare provider.” This definition implies that the patient-clinician relationship is based on a model of collaboration and patient-centeredness requiring time and resources which are scarce commodities in current practice. With these constraints in mind, acquiring skills to facilitate adherence to prescribed therapies and healthy lifestyle behaviors is critical to improving clinical outcomes.In this chapter we will review the evolution of the concept of adherence, the incidence of nonadherence, factors influencing adherence behavior and provider and nonprovider enhancement of adherence.
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31

Bender, William N., and Cara F. Shores. Response to Intervention: A Multimedia Kit for Professional Development. Corwin Press, 2008.

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32

How to Help a Clumsy Child: Strategies for Young Children With Developmental Motor Concerns. Jessica Kingsley Publishers, 2003.

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33

Schirmer, Uwe, and Andreas Koster. Anaesthesia for cardiac surgery. Edited by Philip M. Hopkins. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0056.

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Cardiac anaesthesia continues to develop as a specialized discipline within the wide field of clinical anaesthesia. A comprehensive knowledge of cardiovascular physiology and its improved monitoring with modern invasive and non-invasive devices is the basis for the pharmacological treatment of complex cardiovascular disorders. Excellent skills in intraoperative transoesophageal echocardiography have become essential. Rapid developments in cardiopulmonary bypass techniques and surgical devices have resulted in the speedy introduction of new surgical techniques which anaesthesia has to embrace. The developments in the field of (left) ventricular assist devices are expansive. By changing the paradigm of the indication of implantation from ‘bridging to heart transplantation’ to ‘destination therapy’, particularly in the large group of elderly patients with end-stage heart failure, these complex operations are no longer restricted to the small group of heart centres performing heart transplantation. This chapter provides a comprehensive review of modern cardiac anaesthesia in the contemporary world of quickly evolving cardiac surgery. The basics of anaesthesia management for the ‘cardiac’ patient are described and principles of extracorporeal circulation as well as diagnostic and treatment strategies of disturbances of the haemostatic system are highlighted. Pharmacological strategies to treat left- and right-heart failure and strategies for temporary mechanical support are outlined. Further areas of focus are the anaesthetic implications of modern less or minimally invasive procedures such as off-pump coronary artery bypass grafting and minimally invasive valve implantation/surgery and anaesthesia for implantation of ventricular assist devices and heart transplantation.
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34

Wilson, Mark. Physics Avoidance. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803478.001.0001.

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“Physics avoidance” refers to the fact that we frequently cannot reason about nature in the straightforward manner we anticipate, but must seek alternate policies to address the questions we want answered in a tractable way. Within both science and everyday life, we find ourselves tacitly relying upon thought processes that reach useful answers in opaque and roundabout manners. Conceptual innovators are often puzzled by the techniques they develop, when they stumble across reasoning patterns that are easy to implement but difficult to justify. But simple techniques frequently rest upon complex foundations—a young magician learns how to execute a card guessing trick without understanding how its progressive steps squeeze in on a correct answer. As we collectively improve our inferential skills in this evolving manner, we often wander into unfamiliar explanatory landscapes in which simple words encode physical information in complex and unanticipated ways. We have learned how to reach better conclusions, but we have become baffled by our successes. At its best, philosophical reflection illuminates the natural developmental processes that generate these confusions. But a number of widely shared methodological presumptions currently operate to opposite effect—they obscure the very tactics that advance our descriptive capacities. To correct these misapprehensions, sharper diagnostic tools are wanted. The nine new essays within this collection illustrate this need for finer discriminations through a range of informative cases of historical and contemporary significance.
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35

Johns, Christopher. Becoming a Reflective Practitioner: A Reflective and Holistic Approach to Clinical Nursing, Practice Development and Clinical Supervision. Blackwell Publishers, 2000.

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36

Boulton, Jill E., Kevin Coughlin, Debra O'Flaherty, and Alfonso Solimano, eds. ACoRN: Acute Care of at-Risk Newborns. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197525227.001.0001.

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The Acute Care of at-Risk Newborns (ACoRN) program trains health care providers to stabilize that most challenging and enigmatic of medical patients: the unwell newborn. Early assessment, intervention, and management of at-risk or unstable infants can be critical for their survival and long-term health. Clinical care standards and educational programs to address these requirements are needed. The ACoRN program provides a unique, prioritized, and systematic approach to newborn stabilization for health care professionals with any degree of experience. ACoRN-trained providers learn to gather information, prioritize, intervene appropriately, and deliver high quality care to at-risk and unwell newborns in any setting. Because research and practice have advanced dramatically in recent years, the need for a new ACoRN text, the program’s centrepiece, became essential—hence the development of this new edition, which reflects current guidelines and evidence-based best practices. ACoRN teaches the concepts and skills required to stabilize unwell newborns through system-based algorithms (Sequences), each with its own chapter: respiratory, cardiovascular, neurology, surgical conditions, fluid and glucose, jaundice, thermoregulation, and infection. The ACoRN mnemonic defines stabilization steps and chapter structure: alerting signs, core steps, organization of care, response, next steps, and specific diagnosis and management. Each chapter includes educational objectives, key concepts, learning points, and at least one case scenario with questions and answers to reinforce content and learnings. This book is written for any health professional who may be required to participate in the stabilization of sick or preterm babies within their scope of practice.
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37

Bhaumik, Sabyasachi, and Regi Alexander, eds. Oxford Textbook of the Psychiatry of Intellectual Disability. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198794585.001.0001.

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Intellectual Disability (ID), a lifelong condition characterized by an impairment of intellectual functioning and deficits in adaptive skills is part of a spectrum of developmental disorders which also includes other conditions like autism and ADHD. While psychiatric problems are three to four times more common in those with ID, diagnosing it can be fraught with difficulties due to associated communication problems, atypical presentations, overlap with physical conditions, and experience of marginalization and abuse. In addition, treatment approaches may be different and the potential for treatment-related side effects greater. With a range of international experts authoring its chapters and providing the up-to-date evidence base in assessment, diagnosis, and treatment of mental health problems in people with ID, this book will be useful not just for the trainee doctor in psychiatry, but also for those in allied professions like general practice, nursing, psychology, speech and language therapy, social work, and occupational therapy as well as family members and carers and all those involved in any way with organizing or delivering care and treatment for people with intellectual disability and mental health problems. Throughout, the book addresses issues that are of relevance to those on the frontline and hence most chapters offer examples of clinical issues that come up in day to day practice. There are also a number of single response multiple choice questions that will serve as an aid to learning.
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