{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":34,"n_cols":5,"rows_kept":34,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[2,4,2,5],[3,2,3,3],[5,2,5,3],[11,2,11,3],[12,2,12,3],[13,2,13,3],[14,2,14,3],[19,2,19,3],[20,2,20,3],[24,2,24,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910954423603321"]
[null,null,"Autore",null,"Naparstek Nathan"]
[null,null,"Titolo",null,"Successful educators : a practical guide for understanding children's learning problems and mental health issues / / Nathan Naparstek"]
[null,null,"Pubbl/distr/stampa",null,"Westport, Conn. : , : Praeger, , 2002"]
[{"$nulls":4},"London : , : Bloomsbury Publishing, , 2024"]
[null,null,"ISBN",null,"9798216021148"]
[{"$nulls":4},"9786610361168"]
[{"$nulls":4},"9781280361166"]
[{"$nulls":4},"1280361166"]
[{"$nulls":4},"9780313013003"]
[{"$nulls":4},"0313013004"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (184 pages)"]
[null,null,"Disciplina",null,"371.92"]
[null,null,"Soggetti",null,"Children with disabilities - Education"]
[{"$nulls":4},"Educational psychology"]
[{"$nulls":4},"Attention-deficit-disordered children - Education"]
[{"$nulls":4},"Learning disabled children - Education"]
[{"$nulls":4},"Academic achievement"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. [179]-[183])and index."]
[null,null,"Nota di contenuto",null,"Cover -- Successful Educators -- Contents -- Acknowledgments -- Introduction -- Chapter 1  Four-Component Model: Factors That Can Explain Why a Student Is Not Succeeding in School -- THEORETICAL BACKGROUND TO THE FOUR-COMPONENT MODEL -- Paying Attention -- Ability and Effort -- Organization -- Importance of Using a Theoretical Model -- THE FOUR COMPONENTS -- Using the Model -- An Example of a Teacher Using the Four-Component Model -- SUGGESTIONS -- Chapter 2  Paying Attention -- IMPORTANCE OF ATTENDING SKILLS -- GETTING YOUR STUDENTS TO PAY ATTENTION -- TEACHING STRATEGIES TO IMPROVE ATTENTION -- PROVIDING FEEDBACK TO A STUDENT WHO IS NOT PAYING ATTENTION -- CONSEQUENCES FOR INATTENTION -- FACTORS TO ASSESS IF A STUDENT IS NOT PAYING ATTENTION -- Hearing and Vision -- Examples of How Vision Difficulties Impacted on Academic Performance -- Jane the Child with Hearing Difficulties -- Seizure Disorders -- "]
[{"$nulls":4},"Auditory and Visual Processing Deficits -- Assessment of Processing Deficits -- Auditory Processing Deficits -- Visual Processing Deficits -- Treatment of Processing Deficits -- Ellen-A Student with Processing Difficulties -- IMPORTANCE OF PROVIDING THE RIGHT CURRICULUM -- STRATEGIES TO INCREASE THE STUDENT'S ATTENTION -- Communication Strategies -- Modality Presentation Strategies -- Classroom Modifications -- Chapter 3  Characteristics of Attention Deficit Hyperactivity Disorder -- INATTENTION -- HIGH LEVEL OF ACTIVITY -- IMPULSIVITY -- ORIGIN OF ADHD -- PROGRESSION OF ADHD -- THEORETICAL IMPAIRMENTS WITH ADHD -- Working Memory -- Self-Regulation -- Shifting One's Cognitive Set -- Dealing with Future Events -- Filtering Out Information and Regulating Attention -- Frustration Tolerance -- Social Relationships -- Sense of Time -- AN EXAMPLE OF ADHD-COMBINED TYPE -- AN EXAMPLE OF AN AVERAGE STUDENT WITH ADHD-PREDOMINANTLY INATTENTIVE TYPE."]
[{"$nulls":4},"AN EXAMPLE OF AN INTELLECTUALLY ADVANCED STUDENT WITH ADHD -- FRUSTRATIONS -- Chapter 4  Identification of ADHD -- DIAGNOSTIC FACTORS -- Degree of Impairment -- Frequency of Occurrence -- Pervasiveness across Settings -- Comorbidity -- Family History -- Adversity -- The Personal Meaning of Symptoms -- Transitional Symptoms -- ASSESSMENT TOOLS -- Rating Scales -- Written Reports -- Behavioral Observations -- The Developmental History -- ASSESSMENT CONCERNS -- SPECIAL NOTE REGARDING WELL-BEHAVED STUDENTS -- DIAGNOSING ADHD FOR STUDENTS WITH ADVANCED SKILLS -- REFERRING A STUDENT FOR AN ASSESSMENT OF ADHD -- REFERRING TO A SCHOOL PSYCHOLOGIST -- REFERRING TO A PSYCHOLOGIST OUTSIDE OF SCHOOL -- REFERRING TO PHYSICIANS -- REFERRING TO A CHILD PSYCHIATRIST -- Chapter 5  Treatment of ADHD -- MEDICATION OPTIONS -- Stimulant Medications -- Concerta, Metadate, and Sustained-Release Adderall -- Ritalin -- Adderall -- Dexedrine -- Wellbutrim and Other Nonstimulant Medications -- HEALTH RISKS -- THE FACTS -- MEDICATION COMPLIANCE ISSUES -- TEACHER-PARENT ISSUES -- SECTION 504 SERVICES -- REFERRAL TO THE COMMITTEE ON SPECIAL EDUCATION -- SPECIAL EDUCATION SERVICES FOR STUDENTS WITH ADHD -- EXAMPLE OF A TEACHER'S MISUNDERSTANDING OF ADHD -- Chapter 6  The Ability Component -- INTELLIGENCE -- IQ Tests -- Interpretation of IQ Tests -- Increasing IQ Scores -- CURRICULUM-BASED ASSESSMENT -- STANDARDIZED ACHIEVEMENT TESTS -- WHAT YOU SHOULD GET FROM A PSYCHOLOGICAL EVALUATION -- LEARNING DISABILITIES -- Gifted Learning/Disabled Students -- Dyslexia or Reading Disability -- AARON'S DIFFICULTIES IN SOUNDING OUT WORDS -- MELISSA'S READING COMPREHENSION PROBLEMS -- THE RELATIONSHIP BETWEEN INTELLIGENCE AND READING SKILLS -- SIGNS THAT A STUDENT HAS A READING PROBLEM -- WRITING DEFICITS -- MATHEMATICS DEFICITS -- IMPORTANCE OF THE PROPER EXPOSURE TO THE NECESSARY SKILLS."]
[{"$nulls":4},"Home Environment -- School Environment -- ELEMENTARY SCHOOL ISSUES -- MIDDLE AND HIGH SCHOOL ISSUES -- SUGGESTIONS -- Chapter 7  How to Identify and Describe Skill Deficits -- DEFINING A PROBLEM -- Examples of Definable Problems -- Reviewing the Past History of the Problem -- Questions to Ask Yourself -- EXAMPLE OF A SUCCESSFUL REVIEW OF RECORDS -- YOUR BELIEFS REGARDING THE ORIGIN OF THE PROBLEM -- THE ORIGIN OF AN ACADEMIC DEFICIT -- SUGGESTIONS -- Chapter 8  How to Treat Skill Deficits -- EXTRA TEACHER ASSISTANCE -- SETTING GOALS FOR STUDENT ACHIEVEMENT -- Examples of Easily Identifiable and Measurable Goals -- MAKING USE OF PRIOR KNOWLEDGE -- MODIFYING THE CURRICULUM -- Teacher Training Issues for Modifying the Curriculum -- Use of the Computer to "]
[{"$nulls":4},"Modify Curriculum -- GETTING THE STUDENT TO TUTOR A YOUNGER CHILD -- COOPERATIVE LEARNING -- PRACTICE MAY NOT MAKE YOU PERFECT BUT IT WILL MAKE YOU BETTER -- THE IMPORTANCE OF GOOD FEEDBACK -- SUMMER AND AFTER SCHOOL PROGRAMS -- EVALUATING TEACHER PERFORMANCE FOR STUDENTS WITH ACADEMIC DEFICITS -- SPECIAL EDUCATION OPTIONS -- SPECIFIC READING STRATEGIES -- SPELLING STRATEGIES -- MATH STRATEGIES -- QUESTIONS TO ASK YOURSELF -- SUGGESTIONS -- Chapter 9  Effort Component -- SCHOOL SUCCESS MUST BE A VALUED GOAL -- Example of a Student Who Did Not See School as Being Relevant -- CHARACTERISTICS OF HARDWORKING STUDENTS -- CONFIDENCE -- Communicating Your Confidence in a Student -- Improving a Student's Confidence -- Characteristics of Confidence -- ENTHUSIASM -- PERSISTENCE -- THE STUDENT WHO NEEDED CONFIDENCE AND ACCEPTANCE -- EXAMPLES OF STUDENTS WITH WEAK SKILLS WHO SUCCEEDED BECAUSE OF EFFORT -- Brian -- Lenny -- MEASURING A STUDENT'S EFFORT -- SCHOOL EFFORT QUESTIONNAIRE -- SUGGESTIONS -- Chapter 10  The Connection between Your Expectations and Your Students' Efforts."]
[{"$nulls":4},"YOUR BELIEFS AND EXPECTATIONS REGARDING YOUR STUDENTS -- SETTING REALISTICALLY HIGH EXPECTATIONS AND GOALS -- EXPECTATIONS -- MICHAEL -- HOW DO WE DEFINE SUCCESS? -- THREE WAYS TO DEAL WITH A DIFFERENCE IN EXPECTATIONS -- Somebody Changes Expectations -- Modify Expectations -- Agree to Disagree -- STUDENT EXAMPLE -- TEACHER EXAMPLE -- STUDENT AND TEACHER EXAMPLE -- Chapter 11  Using Positive Communication to Improve Student Effort -- THE IMPORTANCE OF A POSITIVE ATTITUDE -- HOW TO DEAL WITH YOUR OWN NEGATIVE ATTITUDES -- SUBSTITUTING NEGATIVE PERCEPTIONS FOR MORE POSITIVE ONES -- Marcy -- Corey -- THE USE OF PUNISHMENT -- CHECKLIST TO REVIEW WHEN DISCIPLINING STUDENTS -- MAKING POSITIVE CONNECTIONS WITH STUDENTS -- Active Listening -- Honesty -- Flexibility -- Seek Advice -- Using Praise -- BE CLEAR AND ASSERTIVE IN YOUR COMMUNICATION -- EXERCISES -- THINGS TO AVOID -- Chapter 12  The Impact of Depression and Bipolar Disorder on a Student's Effort -- DEPRESSION -- Characteristics of Depression -- Characteristics -- Making a Referral for an Assessment of Depression -- Assessment of Depression -- Questions You Can Ask to Assess a Student's Risk of Suicide -- Treatments -- Counseling -- Medications -- Medication Side Effects -- Medication Compliance Issues for Antidepressants -- Teacher Issues Regarding Depression -- Thomas -- BIPOLAR DISORDER -- Differences between ADHD and Bipolar -- Diagnosis -- Possible Symptoms -- Treatment -- Anna -- SCHOOL TREATMENTS FOR DEPRESSION AND OTHER MENTAL HEALTH DISORDERS -- Chapter 13  The Impact of Disorders within the Anxiety Spectrum on Student Effort -- GENERALIZED ANXIETY DISORDER -- ASSESSMENT -- TREATMENT -- PARENT SEPARATION PROBLEMS -- TIMMY -- LUCY -- OBSESSIVE-COMPULSIVE DISORDER -- TOURETTES SYNDROME -- Chapter 14  The Impact of Behavioral Disorders on Student Effort -- OPPOSITIONAL DEFIANT DISORDER."]
[{"$nulls":4},"Assessment -- Treatment Strategies for ODD -- How Not to Deal with a Student with ODD -- HANDLING CONFLICT -- HANDLING DISAGREEMENTS AND MAKING USE OF JOINT PROBLEM SOLVING -- HOW JOINT PROBLEM SOLVING WORKS -- Step 1. Identify the Problem or Conflict You Are Experiencing -- Step 2. Each Party Writes Down a List of Possible Solutions -- Step 3. Each Person Reads His or Her List of Solutions -- Step 4. The Solutions That Are Acceptable -- Step 5. Addressing Implementation and Evaluation Issues -- Review of Joint Problem-Solving Strategies -- CONDUCT DISORDER -- Assessment and "]
[{"$nulls":4},"Treatment -- Gary -- SUBSTANCE ABUSE -- Assessment and Treatment -- Terrance -- Chapter 15  Organization and Study Skills Component -- TEACHER ISSUES FOR ORGANIZATION -- PARENT ISSUES FOR ORGANIZATION -- CHARACTERISTICS OF GOOD ORGANIZATION -- CHARACTERISTICS OF POOR ORGANIZATION -- IMPROVING A STUDENT'S ORGANIZATION -- EXAMPLES -- INTELLECTUALLY GIFTED STUDENTS WHO LACK GOOD WORK HABITS -- SUGGESTIONS FOR IMPROVING ORGANIZATIONAL SKILLS AND WORK HABITS -- COMPENSATIONS FOR DISORGANIZATION -- HOMEWORK SUGGESTIONS -- EXERCISES -- Chapter 16  Communicating Your Knowledge -- TRY TO TAKE THE PARENTS' PERSPECTIVE -- TRY TO UNDERSTAND HOW THE CHILD'S DIFFICULTIES IMPACT ON THE PARENTS -- LISTENING TO WHAT THE PARENTS HAVE TO SAY -- AVOIDING THE USE OF BLAME -- BE DISCRETE IN YOUR QUESTIONS -- INVITING STUDENTS TO PARENT-TEACHER MEETINGS -- MAKING CONTACT WITH PARENTS -- Checklist for Calling a Parent -- HAVING A CONFERENCE WITH PARENTS -- HOW LABELS ARE MISUSED -- Immature -- Lazy -- MAKE USE OF TEST SCORES AND WORK SAMPLES TO DESCRIBE A STUDENT'S PROGRESS -- ATTEMPTING TO PROVIDE SOLUTIONS FOR THE PROBLEM -- GETTING COOPERATION -- DEALING WITH PARENTS WHO ARE RESISTANT TO YOUR SUGGESTIONS -- HOW TO EVALUATE THE STRATEGIES DEVELOPED AT A PARENT CONFERENCE -- GIVING FEEDBACK TO PARENTS."]
[{"$nulls":4},"SUGGESTIONS FOR CONDUCTING PARENT MEETINGS."]
[null,null,null,"Sommario/riassunto","An insider's guide for educators who want to develop a better understanding of children's learning problems. The text will be helpful for educators including classroom teachers, administrators, guidance counselors, school psychologists, school social workers, or graduate students who want to develop a better understanding of children's learning problems. The author presents a unique four-component model that will guide readers to a better of understanding of lack of success in school and what can be done about it. The first component looks at a student's capacity to pay attention. The second component relates to the intellectual and academic abilities that are needed to be successful in school. The third component looks at the student's desire to put forth the effort that is needed to be successful. The fourth and last component looks at the organizational skills that the student needs in order to complete his or her assignments in a satisfactory manner. This work will be helpful for educators including classroom teachers, administrators, guidance counselors, school psychologists, school social workers, or graduate students who want to develop a better understanding of children's learning problems. It will also be of use to parents who want to better understand the needs and challenges of educating a child experiencing learning problems in today's schools."]