The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems

Description

The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems provides assessment and treatment recommendations for learning disorders (LD) and attention-deficit/hyperactivity disorder (ADHD). Brimming with case studies and other practical guidance, the book reviews etiology of LD and ADHD, outlines the diagnostic criteria per DSM-5, and includes clinical insights for assessment and intervention. Evidence-based assessment and intervention strategies are emphasized, linking assessment to treatment selection and evaluation. Techniques for improving treatment outcomes and supplemental intervention planning are presented, including common modifications and accommodations for learning disorders and attention problems. Tutoring techniques, strategies for specific types of learning problems, and recommendations for Individualized Education Plans are all explored. Provides an integrated approach to LD/ADHD assessment and treatment Explores treatment implications for ADHD/LD comorbidity Guides selecting the best intervention strategy from evidence-based treatments Reviews behavioral-based treatment Includes supplemental intervention strategies, tutoring techniques, and IEPs Features a broad array of clinical case studies Cover The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems Copyright Contents List of contributors Preface Section 1: Assessment guidelines 1 Assessment and identification of learning disabilities Models of learning disability identification School-based identification Identification in clinical settings Learning disabilities: achievement, capability, unexpectedness, and cause Achievement Capability Unexpectedness Causation Where to focus time and resources Identifying learning disabilities: a hybrid model Inadequate response to appropriate instruction Poor achievement in reading, mathematics, and/or written expression Evidence that other factors are not the primary cause Take-home messages and future directions References 2 Assessment and diagnosis of attention-deficit/hyperactivity disorder Historical context Epidemiology Etiology Developmental course Clinical presentation Situational variability of primary symptoms Cooccurring features Functional impairment Guidelines for diagnosing attention-deficit/hyperactivity disorder Diagnostic criteria and classification Multiinformant, multimethod assessment strategy Assessment procedures Interpreting diagnostic evaluation data Diagnostic feedback and treatment planning References 3 Assessment of attention-deficit/hyperactivity disorder and comorbid reading disorder with consideration of executive func... Introduction and overview The importance of attention-deficit/hyperactivity disorder comorbidity with learning disorders Overview of the chapter Prevalence and clinical implications of comorbidity between attention-deficit/hyperactivity disorder and reading disorder Frequency of comorbidity between attention-deficit/hyperactivity disorder and reading disorder Conclusion Functional implications of comorbidity Cross-sectional analyses Developmental outcomes Conclusion Competing explanations for comorbidity Artifactual models Clinic sampling bias Shared method variance and symptom overlap Rater bias Phenocopy model Conclusion Common etiology and causal models as explanations for comorbidity between attention-deficit/hyperactivity disorder and read... Family studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity Conclusion Twin studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity Conclusion Molecular genetic studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity Neurocognitive models of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity Conclusion Conclusion and future directions Clinical implications Diagnostic formulation Clinical assessment procedures Intervention Future directions for studies of comorbidity between attention-deficit/hyperactivity disorder and reading disorder Early shared risk factors Attention-deficit/hyperactivity disorder and reading disorder in adults Understanding shared cognitive weaknesses in attention-deficit/hyperactivity disorder and reading disorder Conclusion References Further reading Section 2: Recommendations for intervention and treatment 4 Response to intervention framework: an application to school settings Historical overview of response to intervention and rationale for its use Response to intervention as three levels of increasingly intensive services General description of response to intervention levels of instruction Primary prevention Secondary prevention Tertiary prevention Response to intervention scenario with case example: Norma Primary prevention Secondary prevention Tertiary prevention Questions raised about the response to intervention model Overall model Primary prevention Secondary prevention Tertiary prevention/intervention Response to intervention evaluation National Research Center on Learning Disabilities studies National evaluation of response to intervention Implications for future research and practice References 5 Educational therapy Important component abilities in achievement at the elementary level Important components of oral language and reading Important components of math Important components of written expression Developmental shifts and interrelationships Common profiles of academic difficulties Three common profiles of poor reading Implications of the profiles for math and written expression Effective educational therapy Characteristics of explicit, systematic teaching The benefits of visual aids and manipulatives Appropriate curricula and materials Application to children with different poor reader profiles Communicating with parents and finding appropriate therapy References 6 Academic accommodations and modifications Introduction Legal classifications for specific learning disability and attention-deficit/hyperactivity disorder Special education Special education: history and law Clashing classification system: schools versus clinics Common eligibility categories Individualized education program process Reevaluation and review of goals Section 504 of the Rehabilitation Act of 1973 Background and history of law Eligibility and documentation needed for services 504 Plan process Accommodations and modifications Definition and differentiation Accommodations and modifications for specific learning disability and attention-deficit/hyperactivity disorder Extended time Read aloud Technological supports Setting Modifications Making accommodations and modifications effective Single-subject design Conclusion References Further reading 7 Behavioral interventions Theoretical underpinnings of behavioral interventions Behavioral parent training Empirical support School-based interventions Empirical support Child organizational skill interventions Empirical support Multicomponent behavioral interventions Empirical support Summary and future directions Resources for clinicians Resources for parents References 8 Executive function training for children with attention-deficit/hyperactivity disorder Introduction Why alternative treatments are needed for children with attention-deficit/hyperactivity disorder Implications derived from clinical outcome studies Implications derived from neuroimaging studies Strengthening basic cognitive processes associated with core foundational learning Implications derived from cognitive/experimental investigations The functional working memory model of attention-deficit/hyperactivity disorder and transfer effects The functional working memory model Desirable training outcomes: near- and far-transfer effects Executive function training programs Conceptual rationale and currently available programs Executive function training efficacy Ready, fire, misaim approach of executive function training programs and methodological considerations Neurotherapies Neurofeedback Electroencephalogram fMRI/Functional near-infrared spectroscopy Brain stimulation Repetitive transcranial magnetic stimulation Transcranial direct current stimulation Summary Practitioner considerations and recommendations Organizational strategies to improve executive function–dependent academic activities Organizational Skills Training Homework, Organization, and Planning Skills Supporting Teen’s Autonomy Daily Summary Memory strategies to improve learning Managing information encoding difficulties Information input channel Practitioner recommendations to accommodate and strengthen orthographic conversion Information retention and retrieval Practitioner recommendations to accommodate and strengthen short-term storage Summary and future directions References Further reading 9 Tying it all together Learning disorder and attention-deficit/hyperactivity disorder often cooccur Complexities: severity of risk, individual variability, and comorbidity Importance of integrating learning disorder–attention-deficit/hyperactivity disorder care Case examples Attention-deficit/hyperactivity disorder+learning disorder Evaluation procedures Reason for referral Background information and symptom history Behavioral observations Test results and interpretation Intellectual functioning Academic functioning Behavioral and emotional functioning Summary Diagnoses Recommendations Learning disorder+comorbidity Evaluation procedures Reason for referral Background information and symptom history Behavioral observations Test results and interpretation Intellectual functioning Adaptive behavior Academic functioning Attention, anxiety, and depression Summary Diagnoses Recommendations Attention-deficit/hyperactivity disorder Evaluation procedures Reason for referral Background information and symptom history Behavioral observations Test results and interpretation Intellectual functioning Academic functioning Attention and executive function Summary Diagnosis Recommendations Attention-deficit/hyperactivity disorder+comorbidity Evaluation procedures Reason for referral Background information and symptom history Behavioral observations Test results and interpretation Broad-band screening Attention problems Anxiety Depression Intellectual functioning Academic functioning Summary Diagnoses Recommendations Important future directions for learning disorder–attention-deficit/hyperactivity disorder research Summary Index Back Cover