Книги: "Comprehension deficits"

1

Centre for Land Warfare Studies (New Delhi, India), ed. Security deficit: Comprehensive internal security strategy for India. New Delhi: Centre for Land Warfare Studies, 2012.

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2

Steinberg, Smalley Barbara, and Umansky Warren, eds. AD/HD: Helping your child : a comprehensive program to treat attention deficit/hyperactivity disorders at home and in school. 2nd ed. New York: Warner Books, 2003.

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3

Copeland, Edna D. Attention, please!: A comprehensive guide for successfully parenting children with attention disorders and hyperactivity, ADHD/ADD. Atlanta, Ga: SPI Press, 1991.

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4

C, Copps Stephen, ed. Medications for attention disorders (ADHD/ADD) and related medical problems (Tourette's Syndrome, Sleep Apnea, Seizure disorders): A comprehensive handbook. Plantation, FL: Specialty Press, Inc, 1995.

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5

Medications for attention disorders (ADHD/ADD) and related medical problems (Tourette's syndrome, sleep apnea, seizure disorders): A comprehensive handbook. Atlanta, Ga: SPI Press, 1991.

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6

Examining whether there is a role for tax reform in comprehensive deficit reduction and U.S. fiscal policy: Hearing before the Subcommittee on Fiscal Responsibility and Economic Growth of the Committee on Finance, United States Senate, One Hundred Twelfth Congress, first session, September 13, 2011. Washington: U.S. G.P.O., 2011.

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7

Åsberg, Jakob. Literacy and comprehension in school-aged children: Studies on autism and other developmental disabilities. [Gothenburg]: University of Gothenburg, Department of Psychology, 2009.

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8

Bell, Rachel. The A.D.D. and A.D.H.D. diet!: A comprehensive look at contributing factors and natural treatments for symptoms of attention deficit disorder and hyperactivity. East Canaan, CT: Safe Goods, 1997.

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9

Correia, Susana. Contribution of working memory to the social comprehension deficits in children with nonverbal learning disabilities. 2007.

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10

Harnish, Stacy M. Anomia and Anomic Aphasia: Implications for Lexical Processing. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.7.

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Anomia is a term that describes the inability to retrieve a desired word, and is the most common deficit present across different aphasia syndromes. Anomic aphasia is a specific aphasia syndrome characterized by a primary deficit of word retrieval with relatively spared performance in other language domains, such as auditory comprehension and sentence production. Damage to a number of cognitive and motor systems can produce errors in word retrieval tasks, only subsets of which are language deficits. In the cognitive and neuropsychological underpinnings section, we discuss the major processing steps that occur in lexical retrieval and outline how deficits at each of the stages may produce anomia. The neuroanatomical correlates section will include a review of lesion and neuroimaging studies of language processing to examine anomia and anomia recovery in the acute and chronic stages. The assessment section will highlight how discrepancies in performance between tasks contrasting output modes and input modalities may provide insight into the locus of impairment in anomia. Finally, the treatment section will outline some of the rehabilitation techniques for forms of anomia, and take a closer look at the evidence base for different aspects of treatment.

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11

Wilson, Maximiliano A., Bernadette Ska, and Yves Joanette. Discourse and Social Cognition Disorders Affecting Communication Abilities. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.14.

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This chapter offers an overview of the pragmatic and social communication disorders that can occur after an alteration of the brain, as best exemplified by individuals with right hemisphere damage. It also discusses the theoretical approaches developed to explain indirect speech act comprehension and inference impairments affecting conversational and narrative comprehension. Similar deficits have been described in other brain-damaged populations such as individuals with traumatic brain injuries, early dementia, and some forms of aphasia. Taken together, deficits of discourse and social aspects of communication abilities show they depend upon the integrity of brain networks that are widely distributed over the brain. These deficits need to be better recognized and described with reference to the underlying cognitive processes involved in order to move toward a more efficient way of helping these individuals participate in society again.

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12

Galletta, Elizabeth E., and A. M. Barrett. Global Aphasia. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.17.

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Global aphasia is a language disorder that involves the breakdown of all aspects of oral and written language, typically associated with an extensive left hemisphere lesion that involves cortical and subcortical areas as well as white matter tracts. The characteristics of global aphasia include severe auditory comprehension and oral expression deficits with some spared conceptual knowledge and spared comprehension of emotional prosody. The implications for clinical assessment and treatment are described, and recommendations for clinicians and family members are provided.

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13

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Nonverbal Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0007.

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Nonverbal learning disabilities (NVLDs) occur when average or above-average verbal abilities contrast with weak visual-spatial, motor, and social communication skills. Students with NVLD often have delayed gross and fine motor skills, interpersonal skills deficits in nonverbal communication and pragmatic language, and problems with visual and spatial memory. The severity of NVLD varies from relatively mild social impairment or delays in gross motor skills, such as riding a bike or throwing a ball, to serious academic problems, often in mathematics. These students often demonstrate good comprehension and memory for rote information with weak figurative language and social communication skills. Case studies and remedial strategies are included to illustrate NVLD.

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14

Marchand-Martella, Nancy, Ron Martella, and Charalambos C. Cleanthous. Attention Deficit Hyperactivity Disorder: A Comprehensive Informational Manual. Kendall/Hunt Publishing Company, 2002.

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15

Miller, Paul. Many Ways to Reading Success. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0009.

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On average deaf readers end up being poor readers. Their reading weakness has been claimed to reflect primary deficits in their ability to access and process the phonology of written words, but evidence from research with deaf Hebrew readers and deaf readers of other language backgrounds suggests that the role of phonology in explaining their poor reading comprehension has been overstated. To corroborate this conclusion, the author presents evidence from three sources. The first demonstrates the ability of a deaf youngster to acquire a language through reading and writing. The second presents evidence of deaf preschoolers’ ability to acquire effective word reading skills without phonological mediation. The third shows how deaf readers’ underdeveloped morpho-syntactic understanding improves when they are exposed to an interactive computerized learning environment that visually demonstrates how language rules operate. A paradigm shift in how reading skills should be developed in prelingually deaf individuals is discussed.

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16

Nadeau, Kathleen G. A Comprehensive Guide To Attention Deficit Disorder In Adults. Routledge, 2013. http://dx.doi.org/10.4324/9780203777398.

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17

Nadeau, Kathleen. A Comprehensive Guide To Attention Deficit Disorder In Adults: Research, Diagnosis And Treatment. Brunner/Mazel, 1995.

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18

Ghelani, Karen M. Reading comprehension abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder. 2004.

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19

Koltun, Hadley Stephen. Narrative comprehension and production abilities of children with attention-deficit/hyperactivity disorder. 2003.

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20

Nadeau, Kathleen G. Comprehensive Guide to Attention Deficit Disorder in Adults: Research, Diagnosis and Treatment. Taylor & Francis Group, 2013.

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21

Nadeau, Kathleen G. Comprehensive Guide to Attention Deficit Disorder in Adults: Research, Diagnosis and Treatment. Taylor & Francis Group, 2015.

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22

Nadeau, Kathleen G. Comprehensive Guide to Attention Deficit Disorder in Adults: Research, Diagnosis and Treatment. Taylor & Francis Group, 2013.

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23

Nadeau, Kathleen G. Comprehensive Guide to Attention Deficit Disorder in Adults: Research, Diagnosis and Treatment. Taylor & Francis Group, 2013.

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24

Nadeau, Kathleen G. Comprehensive Guide to Attention Deficit Disorder in Adults: Research, Diagnosis and Treatment. Taylor & Francis Group, 2013.

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25

Hechtman, Lily, ed. Attention Deficit Hyperactivity Disorder. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190213589.001.0001.

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The book provides a comprehensive summary of the best known and most highly respected well-controlled long-term prospective follow-up studies in Attention Deficit Hyperactivity Disorder (ADHD). These studies followed children with ADHD and matched controls into young adulthood (mean age 20–25 years) and middle age (mean age 41 years). They explore a wide variety of clinically relevant outcome areas, such as education, occupation, emotional and psychiatric functioning, substance use and abuse, sexual behavior, and legal problems. One chapter focuses particularly on the outcome of girls with ADHD. The book also explores possible predictors of adult outcome. A whole chapter is devoted to treatment (medication and psychosocial) as a predictor of outcome. In addition to treatment, predictors explored include characteristics of the child (e.g., IQ, severity of initial ADHD symptoms, initial comorbidity) and characteristics of the family (e.g., socioeconomic status, single parenthood, parental pathology, and family functioning). A summary chapter explores the impact and importance of these predictors in various outcome areas, such as education, occupation, emotional/social functioning, antisocial behavior, substance use and abuse, and risky sexual and driving behaviors. Professionals and the general public will come away with a clear view of what can happen to children with ADHD as they proceed through adolescence and adulthood. The book also addresses important prognostic and predictive factors in treatment approaches to ensure better long-term outcome in patients with ADHD.

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26

G, Nadeau Kathleen, ed. A comprehensive guide to attention deficit disorder in adults: Research, diagnosis, and treatment. New York: Brunner/Mazel, 1995.

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27

Henik, Avishai, Orly Rubinsten, and Sarit Ashkenazi. Developmental Dyscalculia as a Heterogeneous Disability. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.030.

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This chapter discusses heterogeneous aspects of developmental dyscalculia (DD) in terms of behaviour, cognitive operations, and neural structures. It has been suggested that DD is an isolated learning deficiency, involves a domain-specific deficit (in the capacity to enumerate), and a specific neural deficiency (in the intraparietal sulcus). We present findings that (1) DD involves both domain-specific and domain-general abilities; (2) in many cases behaviours, as well as cognition in those with DD are characterized by deficits in other areas, such as attention or memory and not only as a number sense deficiency; and (3) studies of the neural structures involved in DD reveal areas and mechanisms that hint toward heterogeneous damage. We suggest that similar to other learning disabilities, heterogeneity is the rule, rather than an exception. Accordingly, in order to reach a comprehensive understanding of DD, studies should aim at unravelling the basis for this heterogeneity.

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28

McInnes, Alison Jean. Listening comprehension abilities in children with attention deficit hyperactivity disorder and language impairment. 2001.

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29

Benson, Andrew. Adult ADHD: A Comprehensive Guide to Attention Deficit Hyperactivity Disorder in Adults. Ingram Publishing, 2020.

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30

Benson, Andrew. Adult ADHD: A Comprehensive Guide to Attention Deficit Hyperactivity Disorder in Adults. Independently Published, 2019.

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31

Smalley, Barbara Steinberg, and Warren Umansky. AD/HD: Helping Your Child: A Comprehensive Program to Treat Attention Deficit/ Hyperactivity Disorders at Home and in School (Revised and Updated Edition). Grand Central Publishing, 2003.

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32

(Editor), Phillip J. McLaughlin, and William N. Bender (Editor), eds. A. D. D. from A to Z: A Comprehensive Guide to Attention Deficit Disorder. Sopris West, 1994.

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33

Love, Valerie L., and Edna D. Copeland. Attention, Please!: A Comprehensive Guide for Successfully Parenting Children With Attention Disorders & Hyperactivity. Specialty Press (FL), 1995.

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34

Nie, Pei Huey, and David L. Sultzer. Treatments for Neurocognitive Disorders. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0026.

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Dementia, or neurocognitive disorders, refers to a number of clinical syndromes originating in brain pathology and characterized by cognitive deficits and functional impairment. This chapter provides an update on treatment options in addition to a brief summary of dementia types and an overview of the diagnostic criteria for cognitive disorders. The diagnosis of dementia is ultimately a clinical one and includes a multidimensional perspective; as such, treatment requires a comprehensive approach. This chapter addresses two aspects of the treatment of neurocognitive disorders: pharmacological interventions that can temporarily slow the decline of cognitive deficits and the management of behavioral and psychological symptoms (neuropsychiatric symptoms) associated with dementia syndromes. The chapter also reviews disease-modifying treatments in development that may beneficially alter the course of disease, or reduce or prevent symptom expression in those at risk.

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35

Committee on Finance (SENATE), United States Senate, and United States United States Congress. Examining Whether There Is a Role for Tax Reform in Comprehensive Deficit Reduction and U. S. Fiscal Policy. Independently Published, 2019.

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36

Peiper, Howard, and Rachel Bell. The A.D.D. and A.D.H.D. Diet! A Comprehensive Look at Contributing Factors and Natural Treatments for Symptoms of Attention Deficit Disorder and Hyperactivity. Safe Goods Publishing, 1998.

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37

Soloff, Paul, and Christian Schmahl. Suicide and Nonsuicidal Self-Injury. Edited by Christian Schmahl, K. Luan Phan, Robert O. Friedel, and Larry J. Siever. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199362318.003.0011.

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This chapter reviews current data on the prevalence of suicidal behavior and non-suicidal self-injury (NSSI) in patients with PDs; the characteristics of attempters versus completers; and the epidemiology of NSSI in borderline personality disorder (BPD). In addition, it presents explanatory models for suicide and NSSI. Also, there are comprehensive discussions of the neurobiological mechanisms involved in both suicidality and NSSI focusing on the structural and functional neuroimaging of emotion dysregulation, impulsivity, executive cognitive deficits, affective interference and cognitive function, and the Endogenous Opioid System. The chapter concludes with a detailed description of pain processing as it interacts with NSSI.

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38

Benson, Andrew. ADHD: A Comprehensive Guide to Attention Deficit Hyperactivity Disorder in Both Adults and Children, Parenting ADHD, and ADHD Treatment Options. Ingram Publishing, 2020.

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39

Benson, Andrew. ADHD: A Comprehensive Guide to Attention Deficit Hyperactivity Disorder in Both Adults and Children, Parenting ADHD, and ADHD Treatment Options. Independently Published, 2019.

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40

Guasti, M. Teresa. Voice Alternations (Active, Passive, Middle). Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.10.

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Acquisition of the passive voice has been studied since the sixties; these earlier results have provided evidence for difficulties in both comprehension and production at 4–5 years of age with differences depending on the shape of sentences and the type of verbs involved. This led to an interpretation expressed in the A-chain deficit hypothesis, whereby children are challenged by movement of the internal argument to the subject position. More recent studies, using new techniques and new insights, have shown an earlier mastery of some passives (age 3), have narrowed down the scope of difficulties focusing more thoroughly on specific sources of challenge and this has promoted new interpretative hypotheses.

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41

Marano, Christopher M. Driving Considerations in Cognitive Impairment and Depression in Older Patients. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199959549.003.0008.

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Cognitive impairment can impair driving skills and safety, and given the fact that persons with MCI can develop cognitive deficits in several cognitive domains it is important to address driving safety. The goal of the clinician is to identify potentially unsafe drivers without unnecessarily restricting safe drivers, and this chapter focuses on evaluating patients in this gray area. The office exam can be be broadened to address cognitive and functional assessments that may reflect on driving safety, and the clinician may advise the patient and family to have a comprehensive driving assessment by a driving rehabilitation specialist. Clinicians need to be well informed about state law regarding the evaluation of driving safety in order to maintain privacy while adhering to highest standards of public safety.

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42

Matson, Johnny L., and Paige E. Cervantes. Intellectual Disabilities. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.12.

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Intellectual disability (ID) is characterized by significant deficits in intellectual skills and adaptive behavior. ID affects approximately 1% of the population; an individual’s ID can range from mild to profound based on the level of impairment and supports needed. Individuals often present with associated challenging behaviors and medical and psychiatric comorbidities that create a complicated clinical picture. Comprehensive assessment is critical for effective treatment. Intervention for ID is focused on addressing the discrepancies between an individual’s ability and environmental demands by providing supports to improve daily functioning. A multidisciplinary approach is necessary. Evaluation and treatment procedures will likely evolve as etiological understanding of ID improves. Greater research and policy attention to several areas of clinical practice are needed to improve prognosis and quality of life. This chapter details diagnostic criteria, assessment and intervention strategies, gaps in and future directions of research and practice, and implications for clinical practice.

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43

Dollaghan, Christine. Communication Disorders: Language Impairments. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.13.

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A variety of communication disorders, including problems in hearing, speech, and language, can interfere with a child’s ability to understand and be understood by other people. Communication disorders sometime co-occur with other physical and neurodevelopmental abnormalities, but often their causes are unknown. The most prevalent of the idiopathic communication disorders is child language impairment (LI). LI is defined by significant deficits in understanding (receptive skills) or generating (expressive skills) meaningful linguistic content; it affects 5–8% of children. Best evidence on identifying LI supports a comprehensive multimethod and multisource assessment by a certified speech–language pathologist. With respect to intervention, evidence strongly favors treated over untreated children for expressive language goals; less conclusive evidence is available concerning treatment for receptive language skills. Despite increases in the evidence base, additional population-based and longitudinal investigations are needed concerning the accuracy of predictions and clinical decisions for children with LI.

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44

Lackowska, Marta, Katarzyna Szmigiel-Rawska, and Filipe Teles, eds. Local Government in Europe. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529217186.001.0001.

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This book provides a comprehensive coverage of current challenges to the very essence of local self- government. Authors from different European countries present a picture of the current situation and of the future developments laying ahead of us. Europe provides an extremely diverse ground for Local Government studies: modes of governance, the position of the leader, reform intensity, emphasis on democratic forms of governance – all these aspects pose a very vivid and dynamic picture. At the same time, Local Governments in Europe face common challenges, like climate change, increasing populism, and democratic deficit. This volume aims to answer the diversity and communalities between these country-specific features. It is a comprehensive volume gathering the most classical research perspectives in the studies of European territorial (mainly local) government and presenting both new research approaches as well as new trends. The main set of topics include local territorial reforms, local leadership and democracy, and local finances. The authors represent the leading Local Government researchers in Europe, including a strong representation of Eastern European Countries.

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45

Lovecky, Deirdre V. Misconceptions about Giftedness and the Diagnosis of ADHD and Other Mental Health Disorders. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0005.

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In the field of gifted education, it commonly thought that behaviors such as inattention, hyperactivity, and impulsivity are common in gifted children, and, therefore, due to these behaviors, they are often being misdiagnosed as having attention deficit hyperactivity disorder (ADHD). The overexcitabilities (OEs), particularly psychomotor OE, are one source of the issue. Gifted children, due to psychomotor OE, are seen as having a high level of ADHD-like behaviors that are mistaken for ADHD. This chapter explores the literature to determine the validity of these ideas. This chapter also describes the risk for gifted children of developing any mental disorder. Finally, best practices to be used in conducting comprehensive evaluations of gifted children to determine both strengths and weaknesses for academic, social, and emotional planning are delineated.

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46

Payne, Monica. ADHD Raising an Explosive Child: The Comprehensive Guide to Help Parents Understand, Discipline and Raise Better Children with Attention Deficit Hyperactivity Disorder Without Fighting or Yelling. Independently Published, 2022.

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47

Mason, Peggy. Audition. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190237493.003.0016.

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Hearing loss is devastating because it prevents communication through verbal language and thereby produces social isolation. The experience of hearing loss or deafness is the most common sensory deficit. The experience of affected individuals is highly variable because it depends on age of onset and treatment efficacy, among many factors. The roles of the external and middle ears in conduction and of the internal ear in sensorineural processing are used as a framework for understanding common forms of hearing loss. The contributions of inner and outer hair cells to cochlear function are detailed. How cochlear amplification results from the actions of prestin in outer hair cells is explained. The roles of age, noise, genetic background, and environmental factors in presbyacusis are considered. Approaches to hearing loss, including cochlear implants and sign language, are discussed. Finally, the brain regions involved in speech production and comprehension are detailed.

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48

Packer, Ira K., and Tasha R. Phillips. Psychological testing. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0062.

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Psychological testing is of substantial value in a range of correctional situations and can be a helpful adjunct to standard clinical assessments. Tests provide additional sources of data for use in comprehensive assessments, but they do not substitute for clinical evaluations. This chapter discusses the rationales and purposes for using psychological testing, special issues in administering and interpreting these tests in correctional settings, and caveats about their proper use. Well-validated psychological tests can be an important adjunct to a comprehensive mental health assessment, and help to identify psychiatric symptoms and cognitive deficits that may impair functioning in correctional institutions. In addition, testing can assist in determining the validity of self-reported symptoms by inmates. Given the range of tests, with varying suitability to a correctional population, a qualified doctoral psychologist should make the decision about which tests to administer. The referral should identify the issues and questions to address, instead of requesting specific tests, to allow the psychologist to choose the best instruments. The psychologist should produce a report that explains the results, their applicability to the referral issues, and any caveats about their validity. The results can then be integrated into the diagnostic assessment and treatment plan for the inmate. This chapter will present some of the history and contexts for when it is done, when it can be done and when it should not be done on the basis of best practice and evidence based practice.

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49

Leon, Susan A., Amy D. Rodriguez, and John C. Rosenbek. Right Hemisphere Damage and Prosody. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.15.

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Communication requires interdependent functioning of large portions of the brain, and damage to any of these systems can disrupt effective and appropriate communication. Damage to the right hemisphere or basal ganglia can result in difficulty using or understanding prosodic contours in speech. Prosody includes pitch, loudness, rate, and voice quality, and is used to convey emotional connotation or linguistic intent. A disorder in the comprehension or production of prosody is known as aprosodia; affective aprosodia is a specific deficit affecting emotional or affective prosodic contours. The right hemisphere has been shown to play a critical role in processing emotional prosody and aprosodia syndromes resulting from damage to right hemisphere areas have been proposed. These include an expressive aprosodia resulting from anterior damage and a receptive aprosodia resulting from more posterior damage. Assessment and diagnosis of aprosodia in clinical settings are often perceptually based; however, acoustic analyses of means and ranges of frequency, intensity, and rate provide an instrumented analysis of prosody production. The treatment of aprosodia following stroke has received scant attention in comparison to other disorders of communication, although a few studies investigating cognitive–linguistic and imitative treatments have reported some positive results.

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50

Krueger, Anne O. International Trade. Oxford University Press, 2020. http://dx.doi.org/10.1093/wentk/9780190900465.001.0001.

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International trade and trade policy have become increasingly important and complex in recent years. In this comprehensive introduction to the key aspects of international trade policy, noted authority Anne O. Krueger explains what has happened and why these issues are so difficult. With evidence-based analysis and an even-handed approach, International Trade: What Everyone Needs to Know lays the foundation to understand what trade does and does not do. Focusing on the importance of trade in both goods and services, Krueger explores the effects of various trade policies step-by-step and demonstrates why economists generally support free trade. Krueger considers the historical experience, highlighting how technological changes and reduction of trade barriers helped transform the world economy. Tariffs, antidumping and countervailing duties, government procurement policies, preferential trading arrangements, trade with developing countries and emerging markets, and the World Trade Organization are examined. Krueger tackles the fundamental questions surrounding trade including: What are the benefits and costs? What are trade deficits and do they matter? Why do some people favor protectionism and barriers to trade? How does trade policy affect workers? Written in question-and-answer format, this non-technical introduction to the policies of international trade provides an indispensable guide to one of the most crucial elements of the global economy.

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Книги з теми "Comprehension deficits"

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