LEADER 05365nam 2200661 a 450 001 9910970547503321 005 20240516102925.0 010 $a9781283893275 010 $a1283893274 010 $a9781118221068 010 $a1118221060 035 $a(CKB)2670000000299542 035 $a(EBL)836564 035 $a(OCoLC)821198133 035 $a(SSID)ssj0000784478 035 $a(PQKBManifestationID)12327835 035 $a(PQKBTitleCode)TC0000784478 035 $a(PQKBWorkID)10763024 035 $a(PQKB)10702390 035 $a(MiAaPQ)EBC836564 035 $a(Au-PeEL)EBL836564 035 $a(CaPaEBR)ebr10639264 035 $a(CaONFJC)MIL420577 035 $a(Perlego)2786901 035 $a(EXLCZ)992670000000299542 100 $a20120627d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTreatment planning for children with autism spectrum disorders $ean individualized, problem-solving approach /$fNaomi Chedd, Karen Levine 205 $a1st ed. 210 $aHoboken, N.J. $cJohn Wiley & Sons, Inc.$dc2013 215 $a1 online resource (274 p.) 300 $aDescription based upon print version of record. 311 08$a9780470882238 311 08$a0470882239 320 $aIncludes bibliographical references and index. 327 $aTreatment Planning For Children With Autism Spectrum Disorders; Table of Contents; Preface; Acknowledgments; About the Authors; 1 Introduction: Looking at Treatment Planning Through a Different Lens; Defining Best Practices; Media Overload; A New Way of Thinking About Autism Treatment; Core Deficits of Autism; How the Book Is Organized; Why There Is Confusion About Evidence Based Practice in Treating ASD; Case Studies; About the Appendices; 2 What Is Evidence-Based Practice?; What Is So Important About EBP?; Common Errors in Evaluating Treatments; Correlation Versus Causality 327 $aDetermining Treatment Effect When the Child Is Receiving Multiple TreatmentsEmotions Versus Logic; Face Validity; How Can Treatments Be Evaluated?; History of Evidence-Based Practice in Psychology; Brief History of EBP and Autism; Evolution and Expansion of EBP; EBP as it Pertains to Autism; Clinical Judgment; Autism-Specific Versus Nonspecific Treatments; The Evolution of Treatment Models and Terminology; Client Voice in What to Treat and How to Treat; Family Preferences; What Is Important to Study? What Is Important to Treat?; The Role of Context in Treatment Selection 327 $aPositive and Negative Policy Implications of Uses of EBP in Autism TreatmentsConclusions and Recommendations; 3 The Individualized, Problem-Solving Treatment Process; Our Beliefs and Biases; The Role of Children's Emotions; The Challenge of Generalization; Strengthening Social Connections; Step 1: Gather Background Information; Keep Asking Questions; Whose Priorities?; Making the Right Match; Starting in the Middle; Step 2: Identify the Problem; Identifying Onset May Lead to a Quicker Solution; "But He Never Does This at School ..."; Input From Key Players 327 $aStep 3: State the Hypothesis, Yours and OthersFBAs Provide Valuable Information; The Blame Game; Step 4: Review Research; Get Team Input; Literature Reviews; Think Like a Scientist; Step 5: Design the Treatment Plan; Determining Length of Treatment; Step 6: Evaluate Effectiveness and Generate Your Own Evidence; Monitoring Satisfaction; Evaluating Effectiveness; Help With Data Collection; Step 7: Redesign the Plan as Needed; Unintended Consequences; Plan for Changes Over Time; Moving From Theory to Practice; 4 Jamal: A Previously Happy Preschooler Disengages 327 $aStep 1: Gather Background InformationProgram Components; Step 2: Identify the Problem; Seeking Out an Experienced Consultant; Looking for Explanations; Step 3: State the Hypothesis, Yours and Others; Same Techniques, Different Styles; Step 4: Review Treatment Approaches; Time to Warm Up; More Than One Approach Needed; Step 5: Designing the Treatment Plan; Targeting Behaviors for Data Collection; Step 6: Evaluate Effectiveness and Generate Your Own Evidence; Step 7: Redesign the Plan as Needed; 5 Katherine: A 9-Year-Old Learns to Cope With Her Own Explosive Episodes 327 $aStep 1: Gather Background Information 330 $a A new way of thinking about treatment planning to support children with autism spectrum disorders Grounded in solid theory, Treatment Planning for Children with Autism Spectrum Disorders: An Individualized, Problem-Solving Approachhelps educators and therapists who work with children with autism spectrum disorders make sense of this confusing, often conflicting, and rapidly evolving clinical and research treatment landscape. Rooted in evidence-based practices, Chedd and Levine provide a 7-step dynamic treatment planning process. The book shows how a variety of curr 606 $aAutism in children$xTreatment 615 0$aAutism in children$xTreatment. 676 $a618.92/85882 700 $aChedd$b Naomi$f1952-$01804989 701 $aLevine$b Karen$f1959-$01804990 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910970547503321 996 $aTreatment planning for children with autism spectrum disorders$94353321 997 $aUNINA LEADER 03360nam 2200721Ia 450 001 9910953699003321 005 20200520144314.0 010 $a9786611125622 010 $a9781281125620 010 $a1281125628 010 $a9780226256795 010 $a0226256790 024 7 $a10.7208/9780226256795 035 $a(CKB)1000000000399696 035 $a(EBL)408276 035 $a(OCoLC)476228372 035 $a(SSID)ssj0000156100 035 $a(PQKBManifestationID)11158481 035 $a(PQKBTitleCode)TC0000156100 035 $a(PQKBWorkID)10123740 035 $a(PQKB)10894384 035 $a(MiAaPQ)EBC408276 035 $a(DE-B1597)523513 035 $a(OCoLC)1135569516 035 $a(DE-B1597)9780226256795 035 $a(Au-PeEL)EBL408276 035 $a(CaPaEBR)ebr10209963 035 $a(CaONFJC)MIL112562 035 $a(Perlego)1850755 035 $a(EXLCZ)991000000000399696 100 $a20060331d2006 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aFloridoro $ea chivalric romance /$fModerata Fonte (Modesta Pozzo) ; edited with an introduction by Valeria Finucci ; translated by Julia Kisacky ; annotated by Valeria Finucci and Julia Kisacky 205 $a1st ed. 210 $aChicago $cUniversity of Chicago Press$d2006 215 $a1 online resource (525 p.) 225 1 $aThe other voice in early modern Europe 300 $aTranslated from the Italian. 311 0 $a9780226256788 311 0 $a0226256782 311 0 $a9780226256771 311 0 $a0226256774 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tCONTENTS --$tACKNOWLEDGMENTS --$tTHE OTHER VOICE IN EARLY MODERN EUROPE: INTRODUCTION TO THE SERIES --$tMODERATA FONTE AND THE GENRE OF WOMEN'S CHIVALRIC ROMANCES --$tVOLUME EDITOR'S BIBLIOGRAPHY --$tNOTE ON TRANSLATION --$tFLORIDORO: A CHIVALRIC ROMANCE --$tAPPENDIX --$tSERIES EDITORS' BIBLIOGRAPHY --$tINDEX 330 $aThe first original chivalric poem written by an Italian woman, Floridoro imbues a strong feminist ethos into a hypermasculine genre. Dotted with the usual characteristics-dark forests, illusory palaces, enchanted islands, seductive sorceresses-Floridoro is the story of the two greatest knights of a bygone age: the handsome Floridoro, who risks everything for love, and the beautiful Risamante, who helps women in distress while on a quest for her inheritance. Throughout, Moderata Fonte (1555-92) vehemently defends women's capacity to rival male prowess in traditionally male-dominated spheres. And her open criticism of women's lack of education is echoed in the plights of various female characters who must depend on unreliable men. First published in 1581, Floridoro remains a vivacious and inventive narrative by a singular poet. 410 0$aOther voice in early modern Europe. 606 $aRomances, Italian$y16th century$vTranslations into English 615 0$aRomances, Italian 676 $a851/.4 700 $aFonte$b Moderata$f1555-1592.$0402387 701 $aFinucci$b Valeria$0220963 701 $aKisacky$b Julia$f1965-$01813738 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953699003321 996 $aFloridoro$94367147 997 $aUNINA LEADER 03790nam 22007693u 450 001 9910972253303321 005 20251117090903.0 010 $a1-4166-1161-4 010 $a1-4166-1160-6 035 $a(CKB)2550000000043312 035 $a(EBL)3002179 035 $a(SSID)ssj0000521767 035 $a(PQKBManifestationID)12209917 035 $a(PQKBTitleCode)TC0000521767 035 $a(PQKBWorkID)10522542 035 $a(PQKB)10535720 035 $a(MiAaPQ)EBC3002179 035 $a(BIP)34277124 035 $a(BIP)30955481 035 $a(EXLCZ)992550000000043312 100 $a20151005d2010|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreating a Healthy School Using the Healthy School Report Card $eAn ASCD Action Tool 205 $a2nd ed. 210 $aAlexandria $cASCD$d2010 215 $a1 online resource (213 p.) 225 0 $aASCD action tool Creating a healthy school using the healthy school report card 300 $aDescription based upon print version of record. 311 08$a1-4166-1123-1 327 $a""Contents""; ""Acknowledgments""; ""Downloads""; ""Electronic Tools and Resources""; ""Introduction""; ""What Is Healthy School Communities?""; ""The Purpose of the Healthy School Report Card""; ""Key Understandings About the Healthy School Report Card""; ""Healthy School Communities and the Whole Child""; ""Step 1: Organizing""; ""Organizing for the Healthy School Report Card Process""; ""Tools for Organizing""; ""Step 2: Scoring""; ""Scoring Your School""; ""Tools for Scoring""; ""The Healthy School Report Card""; ""Step 3: Reporting""; ""Reporting the Data""; ""Tools for Reporting"" 327 $a""Step 4: Using the Results""""Using the Results of the Healthy School Report Card""; ""Tools for Using the Results""; ""Appendix""; ""Methodology""; ""References""; ""Resources""; ""Healthy School Report Card Expert Panel""; ""Pilot Test Sites""; ""Healthy School Community Pilot Sites""; ""About the Author"" 330 $aUpdated to reflect current research, new standards, and best practices, the second edition of the action tool guides you through the four steps of the Healthy School Report Card process with rationale, tips from successful participants, and easy-to-use tools. 606 $aSchool children -- Health and hygiene -- United States 606 $aSchool health services -- United States -- Evaluation 606 $aSchool health services -- United States -- Planning 606 $aSchool hygiene -- United States 606 $aSchool health services$xEvaluation$zUnited States 606 $aSchool health services$xPlanning$zUnited States 606 $aSchool children$xHealth and hygiene$zUnited States 606 $aSchool hygiene$zUnited States 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 615 4$aSchool children -- Health and hygiene -- United States. 615 4$aSchool health services -- United States -- Evaluation. 615 4$aSchool health services -- United States -- Planning. 615 4$aSchool hygiene -- United States. 615 0$aSchool health services$xEvaluation 615 0$aSchool health services$xPlanning 615 0$aSchool children$xHealth and hygiene 615 0$aSchool hygiene 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 676 $a371.7/1 700 $aLohrmann$b David K$01809338 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910972253303321 996 $aCreating a Healthy School Using the Healthy School Report Card$94478267 997 $aUNINA