LEADER 01756cam2 2200397 450 001 990006003340203316 005 20150203101000.0 010 $a978-1-4073-1282-8 035 $a000600334 035 $aUSA01000600334 035 $a(ALEPH)000600334USA01 035 $a000600334 100 $a20140401d2014----km-y0itaa50------ba 101 0 $aeng 102 $aGB 105 $aa|||z|||001yy 200 1 $aTraceology today$emetodological issues in the old world and the Americas$fedited by Maria Estela Mansur, Marcio Alonso Lima, Yolaine Maigrot$eproceedings of the XVI World Congress (Florianopolis, 4-10 September 2011)$dactes du XVI Congres Mondial (Florianopolis, 4-10 Septembre 2011)$e(session XXXV), V. 6 210 $aOxford$cArchaeopress$d2014 215 $aVII, 84 p.$cill.$d30 cm 225 2 $aBAR International series$v2643 300 $aIn testa al frontespizio: Union Internationale des Sciences Prehistoriques et Protohistoriques = International Union of Prehistoric and Protohistoric Sciences, Proceedings of the XVI World Congress (Florianopolis, 4-10 September 2011) = Actes du XVI Congres Mondial (Florianopolis, 4-10 Septembre 2011), Vol. 6 (session XXXV) 410 0$1001000018484$v, 2643$12001 606 0 $aArcheologia$xMetodologia$2BNCF 676 $a930.1028 702 1$aLIMA,$bMarcio Alonso 702 1$aMANSUR,$bMaria Estela 702 1$aMAIGROT,$bYolaine 710 02$aUNIONE INTERNAZIONALE DELLE SCIENZE PREISTORICHE E PROTOSTORICHE$0387152 801 0$aIT$bsalbc$gISBD 912 $a990006003340203316 951 $aXI.5. Coll. 12/$b247064 L.M.$cXI.5. Coll.$d366466 959 $aBK 969 $aUMA 979 $aCHIARA$b90$c20150203$lUSA01$h1010 996 $aTraceology today$91078649 997 $aUNISA LEADER 05808nam 2200745 450 001 9910141252803321 005 20190213022737.0 010 $a1-4443-6222-4 010 $a1-283-51435-4 010 $a9786613826800 010 $a1-119-94501-1 010 $a1-119-94502-X 035 $a(CKB)2670000000177370 035 $a(EBL)822108 035 $a(OCoLC)787842598 035 $a(SSID)ssj0000632222 035 $a(PQKBManifestationID)11386870 035 $a(PQKBTitleCode)TC0000632222 035 $a(PQKBWorkID)10608447 035 $a(PQKB)11213407 035 $a(OCoLC)790296194 035 $a(MiAaPQ)EBC822108 035 $a(EXLCZ)992670000000177370 100 $a20140128h20122012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing neuromotor readiness for learning $ethe INPP developmental screening test and school intervention programme /$fSally Goddard Blythe ; Luca Papp, illustrator 210 1$aChichester, England :$cWiley-Blackwell,$d2012. 210 4$dİ2012 215 $a1 online resource (108 p.) 300 $aDescription based upon print version of record. 311 $a1-119-97068-7 320 $aIncludes bibliographical references at the end of each chapters. 327 $aASSESSING NEUROMOTOR READINESS FOR LEARNING: The INPP Developmental Screening Test and School Intervention Programme; Contents; Acknowledgements; 1 Introduction; 1.1 Overview; 1.2 Rationale for Screening and Remediation of Neuromotor Immaturity; 1.3 What is INPP?; 1.4 The INPP Developmental Movement Programme for Schools; 1.5 What is Neuromotor Immaturity?; 1.6 What is the Significance of Primitive Reflexes to Education?; 1.7 What are Primitive Reflexes?; 1.8 What is the Significance of Neuromotor Maturity to Education?; 1.9 What is the Purpose of Developmental Screening Tests? 327 $a1.10 Why Assess Posture and Balance?1.11 Why Carry Out Assessments for Balance?; 1.12 What is the Difference Between Static Balance and Dynamic Balance?; 1.13 What is the Significance of Postural Control to Learning?; 1.14 Primitive Reflexes: Why Have These Three Reflexes Been Selected for Evaluation?; 1.14.1 The Asymmetrical Tonic Neck Reflex (ATNR); 1.14.2 The Symmetrical Tonic Neck Reflex (STNR); 1.14.3 The Tonic Labyrinthine Reflex (TLR); 1.15 What Evidence is There Linking Balance, Posture and Reflexes to Educational Achievement? 327 $a1.16 What Evidence is There That Intervention in the Form of Movement Programmes Aimed at the Level of Primitive Reflexes Improves Educational Outcomes?1.17 How to Use The Screening Tests; References; 2 Developmental Screening Tests for Use with Children Aged 4-7 Years; 2.1 General instructions; 2.1.1 Scoring; 2.1.2 Tests; 2.2 Neuromotor tests; 2.2.1 The Romberg Test; 2.2.2 One Leg Stand; 2.2.3 The Crawling on Hands and Knees Test; 2.2.4 Crossing the Midline, Test No. 1; 2.2.5 Crossing the Midline, Test No. 2; 2.2.6 Finger and Thumb Opposition Test; 2.3 Tests for Primitive Reflexes 327 $a2.3.1 Asymmetrical Tonic Neck Reflex (ATNR)2.3.2 The Symmetrical Tonic Neck Reflex (STNR); 2.3.3 Tonic Labyrinthine Reflex (TLR) - Erect Test; 2.4 Tests for Visual Perception and Visual-Motor Integration; 2.4.1 Pencil and Paper Tasks; 2.4.2 Additional Measures; 2.5 Score Sheets for 4-7 Year Old Test; 2.6 Observation Sheets; 2.7 Interpreting the Scores; 2.7.1 Tests for Gross Muscle Coordination, Balance and Reflexes; 2.7.2 Tests for Visual Perception and Visual-Motor Integration; References; 3 Developmental Screening Tests for Use with Children from 7 Years of Age; 3.1 General Instructions 327 $a3.1.1 Scoring3.1.2 The Tests; 3.2 Tests for Gross Muscle Coordination and Balance; 3.2.1 Tandem Walk; 3.2.2 Walking on the Outsides of the Feet (Fog Test); 3.3 Tests for Aberrant Primitive Reflexes; 3.3.1 The Asymmetrical Tonic Neck Reflex (ATNR); 3.3.2 Symmetrical Tonic Neck Reflex (STNR); 3.3.3 The Tonic Labyrinthine Reflex (TLR); 3.4 Tests for Oculomotor Functioning; 3.4.1 Test for Fixation, Convergence and Control of Saccades (Valett); 3.4.2 Test for Visual Integration; 3.5 Tests for Visual-Speech Recognition; 3.5.1 Sound Discrimination (Individual Sounds, Sound Blends and Syllables) 327 $a3.5.2 Sound Synthesis 330 $aAssessing Neuromotor Readiness for Learning is a substantially revised and expanded edition of a long established INPP training manual that has been consistently proven in practice. The package includes tests for children, a developmental movement programme, and online access to INPP video training materials.Based on the proven INPP model for neuromotor development screening and intervention, which is unique in having been rigorously evaluated in research and practiceExpands and revises an INPP manual which has previously only been available to training 606 $aLearning disabled children$xEducation 606 $aLearning disabilities$xPhysiological aspects 606 $aMovement disorders in children$xDiagnosis 606 $aMovement disorders in children$xTreatment 606 $aMotor ability$xTesting 608 $aElectronic books. 615 0$aLearning disabled children$xEducation. 615 0$aLearning disabilities$xPhysiological aspects. 615 0$aMovement disorders in children$xDiagnosis. 615 0$aMovement disorders in children$xTreatment. 615 0$aMotor ability$xTesting. 676 $a371.9 676 $a371.904486 700 $aGoddard$b Sally$f1957-$0854298 701 $aPapp$b Luca$0854299 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910141252803321 996 $aAssessing neuromotor readiness for learning$91907733 997 $aUNINA LEADER 01118nam 2200337Ia 450 001 996393960403316 005 20200824132656.0 035 $a(CKB)4940000000117057 035 $a(EEBO)2240950287 035 $a(OCoLC)ocm12637036e 035 $a(OCoLC)12637036 035 $a(EXLCZ)994940000000117057 100 $a19851004d1689 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 04$aThe manner of the proclaiming of King William, and Queen Mary, at White-Hall, and in the city of London, Feb. 13, 1688/9$b[electronic resource] 210 $aLondon $cPrinted for Robert Clavel ...$d1689 215 $a1 sheet ([1] p.) ;$d45 x 32 cm 300 $aBroadside. 300 $aCaption title. 300 $aReproduction of original in Huntington Library. 330 $aeebo-0113 608 $aBroadsides$2rbgenr 801 0$bEAA 801 1$bEAA 801 2$bm/c 801 2$bWaOLN 906 $aBOOK 912 $a996393960403316 996 $aThe manner of the proclaiming of King William, and Queen Mary, at White-Hall, and in the city of London, Feb. 13, 1688$92369360 997 $aUNISA