LEADER 02215nam 22005053 450 001 9910785621303321 005 20230424210949.0 010 $a1-4384-2223-7 035 $a(CKB)2670000000233910 035 $a(EBL)3408270 035 $a(SSID)ssj0000146424 035 $a(PQKBManifestationID)11137364 035 $a(PQKBTitleCode)TC0000146424 035 $a(PQKBWorkID)10186476 035 $a(PQKB)11588091 035 $a(MiAaPQ)EBC3408270 035 $a(EXLCZ)992670000000233910 100 $a20151005h19861986 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEnabling the elderly $ereligious institutions within the community service system /$fSheldon S. Tobin, James W. Ellor, Susan M. Anderson-Ray 210 1$aAlbany :$cState University of New York Press,$d1986. 210 4$aİ1986 215 $a1 online resource (xi, 192 pages) 225 1 $aSUNY Series in Aging 300 $aDescription based upon print version of record. 311 0 $a0-88706-334-9 327 $aPart 1: The context Chapter 1: Aging in modern society Chapter 2: Spiritual well-being and holistic programs with the elderly Chapter 3: Church and synagogue in programming with the aging Chapter 4: Community church: an example of decision making in action Part 2: Serving older people in a variety of settings Chapter 5: The well-elderly in the community Chapter 6: Enabling the homebound Chapter 7: Outreach to nursing home residents Chapter 8: Living with the dyin gPart 3: Religious institutions and the service system Chapter 9: Working together Chapter 10: A model for increasing interaction among churches, synagogues, and social agencies 410 0$aSUNY Series in Aging 606 $aChurch work with older people 615 0$aChurch work with older people 676 $a259/.3 700 $aTobin$b Sheldon S$0565783 701 $aEllor$b James W$01496400 701 $aAnderson-Ray$b Susan M$01503216 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910785621303321 996 $aEnabling the elderly$93731449 997 $aUNINA LEADER 05572nam 2200673 450 001 9910826575003321 005 20230803221651.0 010 $a1-4625-1681-5 035 $a(CKB)2550000001330690 035 $a(EBL)1742842 035 $a(OCoLC)884016468 035 $a(SSID)ssj0001267492 035 $a(PQKBManifestationID)12470308 035 $a(PQKBTitleCode)TC0001267492 035 $a(PQKBWorkID)11264139 035 $a(PQKB)11446503 035 $a(Au-PeEL)EBL1742842 035 $a(CaPaEBR)ebr10895713 035 $a(CaONFJC)MIL627707 035 $a(MiAaPQ)EBC1742842 035 $a(EXLCZ)992550000001330690 100 $a20140731h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aADHD in the schools $eassessment and intervention strategies /$fGeorge J. DuPaul, Gary Stoner ; foreword by Robert Reid 205 $aThird edition. 210 1$aNew York, New York :$cThe Guilford Press,$d2014. 210 4$dİ2014 215 $a1 online resource (386 p.) 300 $aDescription based upon print version of record. 311 $a1-4625-1671-8 311 $a1-306-96456-3 320 $aIncludes bibliographical references and index. 327 $aCover; Half Title Page; Title Page; Copyright page; Dedication; About the Authors; Foreword; Preface; Acknowledgments; Contents; Chapter 1. Overview of ADHD; Prevalence of ADHD; School-Related Problems of Children with ADHD; Subtypes of ADHD; Possible Causes of ADHD; The Impact of Situational Factors on ADHD Symptom Severity; Long-Term Outcome of Children with ADHD; Overview of Subsequent Chapters; Chapter 2. Assessment of ADHD in School Settings; The Use of Diagnostic Criteria in the School-Based Assessment of ADHD; Overview of Assessment Methods; Stages of Assessment of ADHD 327 $aDevelopmental Considerations in the Assessment of ADHDImplementation of the Assessment Model; Case Examples; Involvement of School Professionals in the Assessment Process; Summary; Chapter 3. ADHD and Comorbidity: Practical Considerations for School-Based Professionals; Association of ADHD with Academic Underachievement; Assessment Guidelines: ADHD and Academic Performance Deficits; Case Example; ADHD and Other Externalizing Disorders; ADHD and Internalizing Disorders; ADHD with Comorbid Anxiety; ADHD and Adjustment Problems 327 $aImplications of Comorbidity for Assessment, Monitoring, and InterventionImplications of Comorbidity for Treatment; ADHD and Special Education; Summary; Appendix 3.1. Zirkel Checklist for Performing Eligibility for Special Education Services; Chapter 4. Early Screening, Identification, and Intervention; ADHD in Young Children; Screening and Diagnostic Procedures; Early Intervention and Prevention Strategies; Community-Based Prevention and Intervention; Multicomponent Early Intervention: Findings and Future Directions; Summary; Chapter 5. Interventions and Supports in Elementary School 327 $aConceptual Foundations of Interventions for Children with ADHD in Contemporary School ContextsBasic Components of Classroom-Based Interventions; Contingency Management Procedures; Cognitive-Behavioral Management Strategies; Effective Instructional Strategies; Peer Tutoring; Computer-Assisted Instruction; Task and Instructional Modifications; The Importance of Ongoing Teacher Support; Summary; Chapter 6. Interventions and Supports in Secondary and Postsecondary Schools; Challenges Experienced by Adolescents with ADHD; Assessment of ADHD in Adolescents 327 $aIntervention Considerations with Secondary-Level StudentsInterventions for Middle and High School Students; ADHD in College Students; Interventions for College Students with ADHD; Summary; Chapter 7. Medication Therapy; Types of Psychotropic Medications Employed; Behavioral Effects of Stimulants; Possible Adverse Side Effects of CNS Stimulants; When to Recommend a Medication Trial; How to Assess Medication Effects in Classroom Settings; Communication of Results with the Prescribing Physician; Ongoing Monitoring of Medication Response; Limitations of Stimulant Medication Treatment; Summary 327 $aAppendix 7.1. Stimulant Medication Treatment of ADHD: A Teacher Handout 330 $aThis highly regarded practitioner guide provides state-of-the-art tools for supporting the academic and behavioral success of K-12 students with attention-deficit/hyperactivity disorder (ADHD). The authors explain the learning and behavior difficulties associated with ADHD and describe screening and assessment procedures that facilitate data-based decision making. They show how to develop individualized intervention plans that integrate behavioral, academic, and social supports, in partnership with teachers and parents. Strategies for collaborating with physicians and monitoring students' medi 606 $aAttention-deficit-disordered children$xEducation$zUnited States 606 $aAttention-deficit hyperactivity disorder$xDiagnosis 615 0$aAttention-deficit-disordered children$xEducation 615 0$aAttention-deficit hyperactivity disorder$xDiagnosis. 676 $a371.93 686 $aPSY006000$aMED105010$aSOC025000$aEDU006000$aMED058180$aEDU026000$2bisacsh 700 $aDuPaul$b George J.$01507251 702 $aStoner$b Gary 702 $aReid$b Robert 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910826575003321 996 $aADHD in the schools$93982151 997 $aUNINA