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Books on the topic 'Student referrals'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Sam, Mr. Real World Big Yellow Bus Driver: Improve discipline, reduce referrals, increase safety, increase parental involvement and improve both the recruiting and the retention of school bus drivers. USA: SmashWords.com, 2013.

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Sam, Mr. Real World Big Yellow Bus Driver: Improve discipline, reduce referrals, increase safety, increase parental involvement and improve both the recruiting and the retention of school bus drivers. USA: SmashWords.com, 2013.

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3

Garcia, Shernaz B. Preventing inappropriate referrals of language minority students to special education. [Silver Spring, Md: National Clearinghouse for Bilingual Education, 1988.

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4

Knudson, Margaret R. W. The referral process of school intervention programs in Washington State to alcohol and drug assessment centers: A case study of four high schools. [Olympia, Wash.]: Washington State Dept. of Social and Health Services, Planning, Research & Development, Office of Research & Data Analysis, 1992.

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5

Jon, Carlson, and Dinkmeyer Don C, eds. Consultation: School mental health professionals as consultants. Muncie, Ind: Accelerated Development Inc., 1994.

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6

Jon, Carlson, ed. Consultation: Creating school-based interventions. 2nd ed. Philadelphia, PA: Brunner-Routledge, 2001.

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7

Jon, Carlson, ed. Consultation: Creating school-based interventions. 3rd ed. New York: Routledge, 2005.

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8

Parrella, Susan I. The effects of academic tracks/levels, teaching styles, and student characteristics on initial referrals to special education at the secondary level. 1990.

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9

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Collaboration and Referral. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0014.

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The final chapter summarizes the benefits of clinician support for students and families who experience academic challenges and learning problems. A review of issues covered in this volume includes the definition of learning disability, challenges in understanding differences between school and external evaluations, differences in terminology, and the lack of congruence between parental expectations for schools and what schools may actually (and appropriately) offer. Recommendations for clinicians include the importance of obtaining a thorough academic history and consideration of school performance as a critical piece of the diagnostic and treatment picture. The impact of related disorders, such as ADHD and executive function deficits, is discussed. Clinicians are advised to become familiar with school-based legal requirements, evaluations, and identification procedures for the benefit of students and their parents.

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10

Jagedeesh, T. R. A Computer Laboratory Referral for Diploma and Engineering Students. Sangam Books Ltd, 2001.

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11

Bireda, Martha R. Reflective Discipline: Reducing Racial Disparity in Referrals and Suspensions. Rowman & Littlefield Publishers, Incorporated, 2019.

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12

Lawrence, Terry Mae. The natural helper program and an analysis of the nature of referrals in three middle schools. 1987.

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13

The effect of teacher referral on the female-male ratio of learning disabled elementary school students. 1988.

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14

Holt, Melissa K., Jennifer Greif Green, and Javier Guzman. School Settings. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.40.

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Schools are a primary setting for mental health service provision to youth and are also main sources of referral to community mental health service providers. This chapter examines the school context and its key role in the child and adolescent mental health services system. The chapter first provides information about the association of emotional and behavioral disorders with school experiences, including academic performance. Next, the chapter presents a framework for mental health service provision and assessment in schools, including describing methods for identifying students who might need mental health services and tracking their progress. Further, several evidence-based interventions are highlighted as examples of effective practices in schools. The chapter concludes with recommendations for clinical practice in school settings.

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15

Conoley, Jane Close, and Collie W. Conoley. School Consultation: Practice and Training (2nd Edition). Allyn & Bacon, 1992.

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16

Helping Students Overcome Substance Abuse: Effective Practices for Prevention and Intervention (Practical Intervention In The Schools). The Guilford Press, 2007.

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17

Robinson, Max, Keith Hunter, Michael Pemberton, and Philip Sloan. Soames' & Southam's Oral Pathology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199697786.001.0001.

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A sound understanding of clinical oral pathology is essential if a dental clinician is to navigate successfully through clinical guidelines, make timely referrals to specialists, and provide good care for patients. This new edition of Soames' & Southam's Oral Pathology provides a clear and friendly guide for students, practitioners, and the whole dental team. Thoroughly updated for today's clinical practice, this textbook covers 'must-know' oral pathology and integrates key aspects of oral medicine. It begins by explaining the principles of clinical assessment, the synthesis of a differential diagnosis, and the selection of further investigations including laboratory tests. Ten chapters bring this theory to life by looking at the clinical and pathological features of a wide range of common oral diseases including oral cancer, salivary gland disorders, and diseases of the jaws. Two new chapters address skin diseases affecting the oro-facial region and neck lumps. A final chapter highlights the importance of clinical oral pathology in the context of systemic human disease. New radiology content includes examples of cross-sectional imaging. Photomicrographs have been replaced with carefully selected images to illustrate key pathological features. Each chapter includes key points boxes and tables to aid learning. Written by experts in both oral pathology and oral medicine, this new edition is a must-have for dentistry students, and those working in the field, providing current and trustworthy information.

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18

Franz, Carleen, Lee Ascherman, and Julia Shaftel. A Clinician's Guide to Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.001.0001.

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A Clinician’s Guide to Learning Disabilities provides succinct descriptions of the various types of learning disabilities that affect educational achievement, illustrated with numerous case studies. Clear descriptions of educational assessment best practices and score reporting simplify the interpretation of psychoeducational reports. An entire chapter on historical context and legal framework describes obligatory supports for students with learning disabilities in all settings. Chapters on preschool assessment and the transition to post–high-school college and career expand the scope of the book beyond the school years. Clinicians who work in nonschool settings view learning disorders through the lens of DSM-5. They may be surprised at IDEA requirements and how the law works to identify and serve students with learning disabilities. Clinicians may not be aware that DSM-5 is not familiar in the school setting and that their diagnoses and recommendations may not have their intended effect. Through detailed examination of relevant special education requirements and procedures, this text addresses and clarifies the confusion that clinicians and families often experience about the lack of diagnostic congruence and differing terminology between DSM-5 and IDEA. No other book describes learning disorders and the psychoeducational evaluation process for mental health clinicians who work with these children and adolescents. A chapter on referral and collaboration will inform clinicians who seek deeper educational knowledge about their clients to better guide students and their families.

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19

Weg, Allen H. OCD in the Educational Setting. Edited by Christopher Pittenger. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190228163.003.0064.

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This chapter looks at how OCD is typically manifested in the school environment. Various symptom presentations are reviewed, each with multiple illustrations of how they might be manifested in students with OCD. Examination of how treatment protocols can be developed to reverse and minimize the effects of the disorder on school-related functioning is followed by an exploration of how school personnel, together with mental health professionals and parents, can become active participants in OCD therapy. A strong emphasis throughout is placed on educating the educators, and virtually all school personnel, on what OCD is, how it might appear in the academic setting, and how to respond to it. The goal is to promote early identification of the disorder and appropriate referral for treatment, as well as an understanding of how school personnel can be a part of the treatment process.

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20

Taylor, Eric. Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.001.0001.

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Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation. It goes on to descriptions of frequent clinical conditions: the spectra of attention deficit hyperactivity disorder (ADHD), autism, tic disorders, coordination and learning difficulties, intellectual disability, and the psychotic disorders of young people. There are descriptions of recognition, diagnosis, prevalence, pathophysiology, and consequences for later development. These conditions very often coexist and present as dimensions rather than categorical illnesses. The effects of brain disorders on mental life are then considered, with special attention to epilepsy, cerebral palsy, hydrocephalus, acquired traumatic injury to the head, localized structural lesions, and endocrine and genetic disorders. Widely used treatments, both psychological and physical, are described in the context of their value for meeting multiple, often overlapping needs. Consequences of the conditions for individuals’ psychosocial development are described: stigma; physical illness and injury; economic disadvantage; and family, peer, and school stresses. This book is aimed at clinicians of all disciplines, clinical students, and educators encountering neuropsychiatric problems in young people.

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