Книги: "Attentional difficulties"

1

editor, Featherstone Sally, and Hardy Martha illustrator, eds. Including children with attention and behaviour difficulties in the Foundation Stage. London: Featherstone, 2013.

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2

Comfort, Randy Lee. Searching to be found: Understanding and helping adopted and looked after children with attention difficulties. London: Karnac, 2008.

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3

Searching to be found: Understanding and helping adopted and looked after children with attention difficulties. London: Karnac, 2008.

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4

Rising to the challenge: A styles approach to understanding adults with ADD and other learning difficulties. Plymouth, Mass: Jones River Press, 1996.

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5

The hidden handicap: How to help children who suffer from dyslexia, hyperactivity and learning difficulties. Brookvale, NSW: Simon & Schuster, 1990.

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6

Hoffer, Abram. Dr. Hoffer's ABC of natural nutrition for children with learning difficulties, behavioral disorders, and mental state dysfunctions. Kingston, Ont: Quarry Press, 1999.

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7

D, Allsopp David Ph, ed. Academic success strategies for adolescents with learning disabilities and ADHD. Baltimore, Md: P.H. Brookes, 2003.

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8

Rethinking ADHD. Sydney: Allen & Unwin Pty Ltd, 2009.

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9

Mark, Steinberg. ADD: The 20 hour solution : training minds to concentrate and self-regulate naturally without medication. Bandon, OR: Robert D. Reed Pub., 2004.

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10

Mapping careers with LD and ADD clients: Guidebook and case studies. New York: Columbia University Press, 1999.

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11

1958-, Anderson Vicki, and Godber Tim, eds. Rethinking ADHD: Integrated approaches to helping children at home and at school. Crows Nest, N.S.W: Allen & Unwin, 2002.

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12

Rossinskiy, Sergey. Pre-trial proceedings in a criminal case: the nature and methods of collecting evidence. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1244960.

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The monograph is devoted to a comprehensive review of the problems of pre-trial evidence collection as one of the stages of the general procedural mechanism aimed at establishing the circumstances relevant to the criminal case. The essence, methodological basis and system of investigative actions, forensic examinations and other procedural methods of collecting evidence that make up the modern arsenal of bodies of inquiry and preliminary investigation are investigated. The main cognitive and security technologies used in conducting investigative and other procedural actions are highlighted. The problems of the theory and legal regulation of the general rules of their implementation, the procedural status of their participants, fixing their progress and results, judicial control over their production are reflected; the actual problems of investigative inspection, examination, search, interrogation, confrontation, forensic examination, as well as the presentation, demand and seizure (seizure) of objects and documents are considered. Special attention is paid to the applied aspects, the analysis of errors and difficulties that arise in modern law enforcement practice, and possible ways to overcome them are proposed. For researchers and practitioners, teachers, postgraduates( adjuncts), students, as well as anyone interested in topical issues of criminal procedure law and criminology.

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13

1975-, Verret Claudia, Verreault Martine 1975-, Boudreault Fabienne 1957-, and Lanaris Catherine, eds. Mieux vivre avec le TDA/H à la maison: Programme pour aider les parents à mieux composer au quotidien avec le TDA/H de leur enfant. Montréal: Chenelière-éducation, 2011.

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14

Odincov, Boris. Models and intelligent systems. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1060845.

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The monograph consists of three chapters, the first of which outlines the theoretical foundations of intelligent information systems. Special attention is paid to the disclosure of the term "model" as the intended meaning depends on the understanding of the material. Introduces and examines the new concepts such as the associative and intuitive knowledge while in the creation of intellectual information systems are not used. The second Chapter contains the analysis of problems of development of artificial intelligence (AI), developed in two directions: classical and statistical. Discusses difficulties in the development of the classical approach, associated with identifying the meaning of words, phrases, text, and formulating thoughts. The analysis of problems arising in the play of imagination and insight, machine understanding of natural language texts, play, verbalization and reflection. The third Chapter contains examples of the development of intelligent information systems and technologies in practice of management of economic objects. Theoretical bases of construction of information robots designed to support the task hierarchy of the knowledge base and generating control regulations. The technology of their creation and application in the management of the business efficiency of enterprise business processes and its investment activities. Focused on researchers and developers, AI and intelligent information systems, as well as graduate students and faculty in related academic disciplines.

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15

Kutscher, Martin L. Kids in the syndrome mix of ADHD, LD, Asperger's, Tourette's, bipolar, and more!: The one stop guide for parents, teachers, and other professionals. London: Jessica Kingsley, 2005.

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16

Tony, Attwood, and Wolff Robert R, eds. Kids in the syndrome mix of ADHD, LD, Asperger's, Tourette's, bipolar, and more!: The one stop guide for parents, teachers, and other professionals. Philadelphia: Jessica Kingsley, 2006.

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17

Hannula-Sormunen, Minna M. Spontaneous Focusing On Numerosity and its Relation to Counting and Arithmetic. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.018.

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This chapter reviews recent research investigating children’s Spontaneous Focusing On Numerosity (SFON) and considers the role it might play in the development of counting and arithmetical skills. SFON refers to a process of spontaneously (i.e. not prompted by others) focusing attention on the exact number of a set of items or incidents. This attentional process triggers exact number recognition and using the recognized exact number in action. The chapter describes how SFON tendency can be assessed, and suggests the measures of it to be indicators of the amount of a child’s self-initiated practice in using exact enumeration in his or her natural surroundings. The studies show that SFON tendency in early childhood is positively and domain-specifically related to the development of numerical skills up to the end of primary school. Promoting SFON tendency could be a potential way of preventing learning difficulties in mathematics.

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18

Children with Attention Difficulties (Parents/Teachers Books). Desktop Publications, 1997.

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19

O'Regan, Fin, and Sara Cave. ADHD and Attention Difficulties: How to Help. Pavilion Publishing & Media Ltd, 2021.

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20

Micallef, John Joseph. The neuropsychology of selective attention difficulties in dyslexia. 1993.

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21

Micallef, John J. The neuropsychology of selective attention difficulties in dyslexia. 1993.

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22

Koltun, Hadley Stephen. Teacher-identified oral language difficulties in children with attention problems. 1992.

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23

Special Learning Difficulties Fast Facts. Health Press (UK), 2003.

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24

Supporting Children with AD/HD and Attention Difficulties in the Early Years (Education in the Early Years). QEd, 2002.

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25

Stone, Rhonda. Light Barrier: A Color Solution to Your Child's Light-Based Reading Difficulties. St. Martin's Press, 2014.

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26

Manohar, Sanjay, Valerie Bonnelle, and Masud Husain. Neurological Disorders of Attention. Edited by Anna C. (Kia) Nobre and Sabine Kastner. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199675111.013.027.

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Attention deficits are a frequent and particularly disabling consequence of many neurological disorders, from patients with focal brain lesions through to individuals with traumatic brain injury or neurodegenerative conditions, such as Parkinson’s disease. They are often associated with apparent confusion, fatigue, irritability, and increased time and effort to perform even simple everyday tasks, and constitute a real challenge for rehabilitation. In many cases, attention deficits may be crucial factors underlying failures of memory and higher cognitive functions, contributing to difficulties in resuming previous activities and independent daily living. Here the authors first consider four aspects of attention—selective, sustained, executive, and divided—together with brain regions and networks considered to underpin normal attention and disorders of attention. The authors focus on focal brain lesions, traumatic brain injury and Parkinson’s disease as important examples illustrating the effects of different brain pathologies on attention function.

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27

The Light Barrier: A Color Solution to Your Child's Light-based Reading Difficulties. St. Martin's Press, 2002.

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28

Selikowitz, Mark. Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.001.0001.

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Dyslexia and other learning difficulties: The Facts addresses problems many intelligent children face who, while having normal IQ levels, still struggle to learn in the classroom setting. A short attention span, restlessness, an inability to write clearly, and reading comprehension well below age level are all indicators of learning disabilities, and this book offers a clear and sympathetic guide to the difficulties that parents and teachers face when working with a child with these sorts of obstacles to learning. The book deals with difficulties in traditional academic areas such as reading, spelling, and arithmetic, but also looks into lesser known conditions like clumsiness, social unease, and hyperactivity. Providing practical advice to parents to help understand their children's difficulties and to help them overcome problems and improve their self-esteem, Dyslexia and other learning difficulties: The Facts also offers a number of suggestions for managing difficult behaviour. This new edition has been fully updated and draws on the most recent research on learning difficulties and some associated disorders and their treatments. It also provides information about electronic and computer aids that are now available to help individuals with learning difficulties. This encouraging approach and easy-to-read style will appeal to parents as well as to professionals who work with children with learning disabilities.

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29

The Light Barrier: Understanding the Mystery of Irlen Syndrome and Light-based Reading Difficulties. St. Martin's Griffin, 2003.

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30

Casado Muñoz, Raquel, Gemma Santa Olalla-Mariscal, María Begoña Medina-Gómez, Lorena Montesano, Mª Luisa Lorusso, Angela Ioan, Andrea Martinuzzi, Lucía Muñoz Martín, Laura Lozano Arnáiz, and Belén Costa Ruiz. FORDYSVAR: Book on specific learning difficulties in reading. Universidad de Burgos, 2022. http://dx.doi.org/10.36443/9788418465192.

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One of the main Specific Learning Difficulties is dyslexia. This publication explains dyslexia in this way and shows the main educational policies and attention strategies for reading and writing difficulties carried out in the countries participating in the FORDYSVAR Erasmus+ European Project (Spain, Italy, Romania and Portugal).

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31

Comfort, Randy. Searching to Be Found: Understanding and Helping Adopted and Looked After Children with Attention Difficulties. Karnac Books, 2008.

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32

Comfort, Randy Lee. Searching to Be Found: Understanding and Helping Adopted and Looked after Children with Attention Difficulties. Taylor & Francis Group, 2018.

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33

Comfort, Randy Lee. Searching to Be Found: Understanding and Helping Adopted and Looked after Children with Attention Difficulties. Taylor & Francis Group, 2018.

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34

P, Hilary D. R. Bilbrey &. Pamela J. Beyer. Little Jake Learns to Stop
A Heartwarming Tale About Determination and Succeeding with Attention Difficulties. Inspired By Family, 2005.

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35

Scott, Lori N., and Paul A. Pilkonis. Aggressive Behavior and Interpersonal Difficulties in Borderline Personality Disorder. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199997510.003.0012.

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Interpersonal problems are among the most severely impairing, difficult-to-manage, and intransigent of borderline personality disorder (BPD) features and therefore require special attention in treatment. Emotion dysregulation and related mood-dependent behaviors among individuals with BPD typically occur in the context of interpersonally relevant events or stressors, signifying the central role of interpersonal and attachment-related concerns for these patients. Two prominent interpersonal themes in those with BPD are discussed: interpersonal hypersensitivity and angry or aggressive behavior. The chapter provides a brief case illustration of how these themes might emerge in psychotherapy and recommends explicit assessment of interpersonal problems and aggression to enhance risk evaluation, case formulation, treatment planning, and monitoring progress in treatment.

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36

Cherkasova, Mariya V., Gabrielle Weiss, and Lily Hechtman. Adolescent and Adult Outcomes of Childhood Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.003.0002.

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The Montreal study was the first to conduct a long-term follow-up for children with ADHD into adolescence and adulthood. Contrary to the conventional belief at the time, the study found that the children did not generally outgrow ADHD as they entered adolescence. Many continued to have symptoms of the disorder and to show functional impairments, such as academic underachievement, employment instability, antisocial behavior, and increased rates of psychiatric comorbidity. Outcomes in adulthood fell into three general categories: (1) ~30% had fairly normal functioning; (2) ~60% had continuing problems with ADHD symptoms, as well as work, family, interpersonal, social, and emotional difficulties; (3) ~10% had serious psychiatric and antisocial pathology, problematic substance use, and criminality. Outcome predictors were identified, including personal characteristics (e.g., symptom severity, IQ), family characteristics (e.g., parenting styles), and social context (e.g., peer relationships).

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37

Gillian, Hawley, and Rae Sarah, eds. SpLD resources: Specific learning difficulties including dyslexia, dyspraxia, attention deficit disorder, asperger syndrome and autism : information, addresses and specialist registers. 4th ed. Cambridge: SpLD, 2001.

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38

Gillian, Hawley, and Rae Sarah, eds. SpLD resources: Specific learning difficulties including dyslexia, dyspraxia, attention deficit disorder, asperger syndrome and autism : information, addresses and specialist registers. 4th ed. Cambridge: SpLD, 1998.

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39

Kirshner, Howard S., and Karl E. Misulis. Language and Hearing Deficits. Edited by Karl E. Misulis and E. Lee Murray. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190259419.003.0007.

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The most common speech and language difficulties to come to the attention of hospital neurologists are aphasia and dysarthria. Important elements of language and hearing are presented in overview with subsequent more detailed discussion.

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40

Wilson, Philip, and James Law. Developmental reviews and the identification of impairments/disorders. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0022.

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There is a considerable international variation in preventative child health programmes suggesting variability in the available evidence. More socially disadvantaged families may be more likely to have children with developmental difficulties but are less likely to make use of such services. Family perceptions of child development and difficulties are likely to be culturally sensitive and professionals need to pay attention to this. Many developmental problems are on continua which border typical development but also overlap and interact with one another. There is evidence for the effectiveness of some interventions but these are rarely tied into population-level health surveillance programmes.

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41

Minskoff, Esther Ph D., and David Ph D. Allsopp. Academic Success Strategies for Adolescents With Learning Disabilities and Adhd. Brookes Publishing Company, 2002.

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42

Selikowitz, Mark. ADHD: The Facts. 3rd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867371.001.0001.

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ADHD (attention-deficit/hyperactivity disorder) is now recognized as one of the most common causes of learning and behavioural difficulties in school-aged children. Symptoms include poor concentration, forgetfulness, poor organization, impulsivity, restlessness, poor social skills, learning difficulties, low self-esteem, and defiant behaviour. Despite growing awareness of ADHD among parents and health professionals, it is still widely misunderstood. This third edition of ADHD: The Facts provides information on how ADHD is diagnosed, on conventional medical and alternative therapies, and on ways of helping children to improve their own behaviour, self-esteem, and academic results. Written by an experienced paediatrician, the book provides practical advice to help parents understand their child’s difficulties and how to overcome them. With detailed explanations of the cause of ADHD, its nature, and treatments of the condition that have proved effective over time, this new edition includes developments in the understanding of conditions that often coexist with it, as well as problems experienced by adults with ADHD. ADHD: The Facts will be of invaluable assistance to parents of children with ADHD and to teachers, psychologists, speech therapists, occupational therapists, and doctors wanting an authoritative, up-to-date, and practical review of the condition.

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43

Hughes, Julian C., and Clive Baldwin. Ethics in Relation to Caregiving and Caregivers in Mental Health. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.39.

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Ethical issues in relation to caregiving and caregivers in connection with mental health can be characterized by two themes. First, they reflect the everyday nature of informal caregiving. Secondly, because caregivers are situated in a particular context, the dilemmas that face them are particular. Thus, whilst different ethical issues can arise in the context of any mental illness, in every case there will be something unique to their nature. This chapter considers some of the ethical problems that might arise in relation to a variety of mental disorders (i.e. schizophrenia, depression, anorexia nervosa, post-traumatic stress disorder and alcohol problems). These will always reflect the nature of the relationships in question. Greater attention is paid to ethical issues that arise for people with dementia. This helps to show both the variety of ethical difficulties and the situated nature of carers, who respond to difficulties in the context of dynamic relationships.

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44

Steinberg, Mark, and Siegfried Othmer. ADD: The 20-Hour Solution. Robert D. Reed Publishers, 2004.

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45

Anderson, Vicki, and Tim Godber. Rethinking ADHD: Integrated Approaches to Helping Children at Home and at School. Allen & Unwin, 2003.

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46

Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social interaction, a restricted repertoire of behaviors and interests, and abnormal cognitive functioning. Children with disruptive mood dysregulation disorder experience chronic and severe irritability and frequent temper outbursts. Attention deficit hyperactivity disorder is characterized by hyperactivity, impulsivity, and inattention before 12 years of age. Behavior therapy has been effectively used to treat children and adolescents with neurodevelopmental disorders, attention deficit hyperactivity disorder, tic disorders, feeding and elimination disorders, and externalizing disorders. Fluoxetine is approved for treatment of depression in children and escitalopram, for adolescents. Methylphenidate and amphetamine preparations are first-line treatment for children with attention deficit hyperactivity disorder.

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47

Лов'янова, Ірина Василівна, and Дмитро Євгенович Бобилєв. Teaching Functional Analysis in a Pedagogical University: a Hands-on Course. In L. Kuba (A. Ed.). Budapest, Hungary: SCASPEE, 2018. http://dx.doi.org/10.31812/0564/2374.

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In the teaching-methodological complex15 16 certain specific problems related to the differences of scholastic (educational, theoretical) and computer mathematics are not worked out thoroughly, they require attention at the initial stage of the mathematical packages application. The number of tasks in the problem book16 showing the typical difficulties that students face when the computer responds in the form of a character expression that may contain special functions, faced by the student for the first time, is insufficient. Applied mathematical packages require a much more responsible attitude to working with data types (numbers, variables, expressions, functions) than it is customary in fast calculations on paper.

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48

Huebner, Bryce, Rebecca Kukla, and Eric Winsberg. Making an Author in Radically Collaborative Research. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190680534.003.0005.

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Collaborative authorship is the overwhelming norm in science. Yet philosophical issues that arise in this context have received little direct attention. The chapter examines several difficulties inherent in establishing authorship in the context of collaborative research. Using case studies, the chapter considers collaborative research that relies on multiple authors, collaborative research with a single author and many collaborators, and radically collaborative research that is distributed widely over disciplinary expertise, time, and space. The chapter argues that the first two types of collaborative research leave a standard understanding of authorship untouched, while the third yields a novel class of significant challenges for our common understanding of authorship.

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49

Chronis-Tuscano, Andrea, Kelly O'Brien, and Christina M. Danko. Supporting Caregivers of Children with ADHD. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.001.0001.

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Although the causes of attention-deficit/hyperactivity disorder (ADHD) are largely neurobiological and genetic, the manner in which parents respond to their child’s challenging behaviors can influence both the severity and developmental course of the child’s difficulties. What makes this more challenging for many families is that ADHD and many of the problems that go along with it are highly heritable, making it even harder for many parents of children with ADHD to create the consistent, calm, and organized environment in which the child with ADHD is most likely to thrive. Even parents with the very best intentions may not have the self-regulation skills, motivation, persistence, or organization to do what the authors’ evidence-based interventions require. Until now, few interventions for ADHD have given adequate attention to this very important issue, and none has integrated the focus on parent mental health and parenting in exactly the way the authors do in this program.

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50

Gheciu, Alexandra. Normative Dilemmas and Challenges of Security Commercialization. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198813064.003.0006.

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Chapter 6 places the analysis developed in this book in a broader normative perspective, focusing on a series of challenges and dilemmas associated with the transformation in the logic of security provision examined in the previous chapters. It pays particular attention to the ways in which the particular dynamics of commercialization of security provision have involved departures from principles of transparency and democratic accountability, and the problems associated with such departures in countries with long histories of anti-democratic governance. Finally, the chapter reflects on the difficulties of promoting liberal-democratic standards of “good governance” in contexts in which (in)security is performed by hybrid networks of security entrepreneurs that blur the boundaries between licit/illicit activities.

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