Essentials of cross-battery assessment [[electronic resource] /] / Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso |
Autore | Flanagan Dawn P |
Edizione | [3rd ed.] |
Pubbl/distr/stampa | Hoboken, N.J., : John Wiley & Sons, Inc., c2013 |
Descrizione fisica | 1 online resource (578 p.) |
Disciplina | 153.9/3 |
Altri autori (Persone) |
OrtizSamuel O. <1958->
AlfonsoVincent C |
Collana | Essentials of psychological assessment series |
Soggetto topico |
Intelligence tests
Intellect |
Soggetto genere / forma | Electronic books. |
ISBN |
1-118-23456-1
1-299-27716-0 1-118-22076-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Essentials of Cross-Battery Assessment; Contents; Series Preface; Acknowledgments; One: Overview; DEFINITION; FOUNDATION OF THE XBA APPROACH; CHC THEORY; Original Gf-Gc Theory and the Cattell-Horn Expanded Gf-Gc Theory: First Precursors to CHC Theory; Carroll's Three-Stratum Theory: Second Precursor to CHC Theory; Comparison of the Cattell-Horn and Carroll Theories; Decade of CHC Theory (2001-2011); Refinements and Extensions to CHC Theory; CHC Broad (Stratum II) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests
CHC Narrow (Stratum I) Classifications of Cognitive, Academic, and Neuropsychological Ability TestsRATIONALE FOR THE XBA APPROACH; Practice (2000-2010); TEST DEVELOPMENT; GUIDING PRINCIPLES OF THE XBA APPROACH; CONCLUSIONS; REFERENCES; Two: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries; OVERVIEW; UTILIZATION OF SPECIFIC REFERRAL INFORMATION; Scenario 1: Cognitive-Achievement Relations; Scenario 2: Practical and Legal Considerations; Scenario 3: Consideration of Examinee Characteristics INTEGRATING GUIDING PRINCIPLES WITH DECISION MAKINGCROSS-BATTERY ASSESSMENT DATA MANAGEMENT AND INTERPRETIVE ASSISTANT (XBA DMIA v2.0); Implementing the XBA Approach Step by Step; Step 1: Select an Ability Battery; Step 2: Identify the CHC Broad Abilities That Are and Are Not Measured by the Selected Battery; Step 3: Identify the CHC Narrow Abilities That Are and Are Not Measured by the Selected Battery; Step 4: Administer and Score Selected Battery and Supplemental Tests; Step 5: Enter Scores into the Cross-Battery Assessment Data Management and Interpretive Assistant (XBA DMIA v2.0) SUMMARYREFERENCES; Three: How to Interpret Test Data; HYPOTHESIS-DRIVEN ASSESSMENT AND INTERPRETATION; INTEGRATING HYPOTHESIS TESTING AND INTERPRETATION; Stage A: CHC Theory, Neuropsychological Theory, and Research Knowledge Bases; Stage B: Specification of a Priori Hypotheses; Stage C: Construction of a Cross-Battery Assessment; Stage D: Administration and Scoring of Ability Battery and Supplemental Tests; Stages E1 and E2: Interpretation of Results and Evaluation of Hypotheses; Stage F: Specification of a Posteriori Hypotheses; Stage G: Incorporate XBA Results in a Psychological Report SUMMARYREFERENCES; Four: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition; BRIEF PERSPECTIVE ON THE DEFINITION OF SLD; NEED FOR AN OPERATIONAL DEFINITION OF SLD; DUAL DISCREPANCY/CONSISTENCY (DD/C) OPERATIONAL DEFINITION OF SLD; Levels of Evaluation in the DD/C Definition; SUMMARY OF THE DD/C OPERATIONAL DEFINITION OF SLD; SUMMARY; REFERENCES; Five: Cross-Battery Assessment of Individuals From Culturally and Linguistically Diverse Backgrounds; INTRODUCTION EVALUATION OF CURRENT APPROACHES FOR ASSESSING DIVERSE INDIVIDUALS |
Record Nr. | UNINA-9910465608703321 |
Flanagan Dawn P | ||
Hoboken, N.J., : John Wiley & Sons, Inc., c2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Essentials of cross-battery assessment [[electronic resource] /] / Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso |
Autore | Flanagan Dawn P |
Edizione | [3rd ed.] |
Pubbl/distr/stampa | Hoboken, N.J., : John Wiley & Sons, Inc., c2013 |
Descrizione fisica | 1 online resource (578 p.) |
Disciplina | 153.9/3 |
Altri autori (Persone) |
OrtizSamuel O. <1958->
AlfonsoVincent C |
Collana | Essentials of psychological assessment series |
Soggetto topico |
Intelligence tests
Intellect |
ISBN |
1-118-23456-1
1-299-27716-0 1-118-22076-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Essentials of Cross-Battery Assessment; Contents; Series Preface; Acknowledgments; One: Overview; DEFINITION; FOUNDATION OF THE XBA APPROACH; CHC THEORY; Original Gf-Gc Theory and the Cattell-Horn Expanded Gf-Gc Theory: First Precursors to CHC Theory; Carroll's Three-Stratum Theory: Second Precursor to CHC Theory; Comparison of the Cattell-Horn and Carroll Theories; Decade of CHC Theory (2001-2011); Refinements and Extensions to CHC Theory; CHC Broad (Stratum II) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests
CHC Narrow (Stratum I) Classifications of Cognitive, Academic, and Neuropsychological Ability TestsRATIONALE FOR THE XBA APPROACH; Practice (2000-2010); TEST DEVELOPMENT; GUIDING PRINCIPLES OF THE XBA APPROACH; CONCLUSIONS; REFERENCES; Two: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries; OVERVIEW; UTILIZATION OF SPECIFIC REFERRAL INFORMATION; Scenario 1: Cognitive-Achievement Relations; Scenario 2: Practical and Legal Considerations; Scenario 3: Consideration of Examinee Characteristics INTEGRATING GUIDING PRINCIPLES WITH DECISION MAKINGCROSS-BATTERY ASSESSMENT DATA MANAGEMENT AND INTERPRETIVE ASSISTANT (XBA DMIA v2.0); Implementing the XBA Approach Step by Step; Step 1: Select an Ability Battery; Step 2: Identify the CHC Broad Abilities That Are and Are Not Measured by the Selected Battery; Step 3: Identify the CHC Narrow Abilities That Are and Are Not Measured by the Selected Battery; Step 4: Administer and Score Selected Battery and Supplemental Tests; Step 5: Enter Scores into the Cross-Battery Assessment Data Management and Interpretive Assistant (XBA DMIA v2.0) SUMMARYREFERENCES; Three: How to Interpret Test Data; HYPOTHESIS-DRIVEN ASSESSMENT AND INTERPRETATION; INTEGRATING HYPOTHESIS TESTING AND INTERPRETATION; Stage A: CHC Theory, Neuropsychological Theory, and Research Knowledge Bases; Stage B: Specification of a Priori Hypotheses; Stage C: Construction of a Cross-Battery Assessment; Stage D: Administration and Scoring of Ability Battery and Supplemental Tests; Stages E1 and E2: Interpretation of Results and Evaluation of Hypotheses; Stage F: Specification of a Posteriori Hypotheses; Stage G: Incorporate XBA Results in a Psychological Report SUMMARYREFERENCES; Four: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition; BRIEF PERSPECTIVE ON THE DEFINITION OF SLD; NEED FOR AN OPERATIONAL DEFINITION OF SLD; DUAL DISCREPANCY/CONSISTENCY (DD/C) OPERATIONAL DEFINITION OF SLD; Levels of Evaluation in the DD/C Definition; SUMMARY OF THE DD/C OPERATIONAL DEFINITION OF SLD; SUMMARY; REFERENCES; Five: Cross-Battery Assessment of Individuals From Culturally and Linguistically Diverse Backgrounds; INTRODUCTION EVALUATION OF CURRENT APPROACHES FOR ASSESSING DIVERSE INDIVIDUALS |
Record Nr. | UNINA-9910792070603321 |
Flanagan Dawn P | ||
Hoboken, N.J., : John Wiley & Sons, Inc., c2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Essentials of cross-battery assessment / / Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso |
Autore | Flanagan Dawn P |
Edizione | [3rd ed.] |
Pubbl/distr/stampa | Hoboken, N.J., : John Wiley & Sons, Inc., c2013 |
Descrizione fisica | 1 online resource (578 p.) |
Disciplina | 153.9/3 |
Altri autori (Persone) |
OrtizSamuel O. <1958->
AlfonsoVincent C |
Collana | Essentials of psychological assessment series |
Soggetto topico |
Intelligence tests
Intellect |
ISBN |
1-118-23456-1
1-299-27716-0 1-118-22076-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Essentials of Cross-Battery Assessment; Contents; Series Preface; Acknowledgments; One: Overview; DEFINITION; FOUNDATION OF THE XBA APPROACH; CHC THEORY; Original Gf-Gc Theory and the Cattell-Horn Expanded Gf-Gc Theory: First Precursors to CHC Theory; Carroll's Three-Stratum Theory: Second Precursor to CHC Theory; Comparison of the Cattell-Horn and Carroll Theories; Decade of CHC Theory (2001-2011); Refinements and Extensions to CHC Theory; CHC Broad (Stratum II) Classifications of Cognitive, Academic, and Neuropsychological Ability Tests
CHC Narrow (Stratum I) Classifications of Cognitive, Academic, and Neuropsychological Ability TestsRATIONALE FOR THE XBA APPROACH; Practice (2000-2010); TEST DEVELOPMENT; GUIDING PRINCIPLES OF THE XBA APPROACH; CONCLUSIONS; REFERENCES; Two: How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries; OVERVIEW; UTILIZATION OF SPECIFIC REFERRAL INFORMATION; Scenario 1: Cognitive-Achievement Relations; Scenario 2: Practical and Legal Considerations; Scenario 3: Consideration of Examinee Characteristics INTEGRATING GUIDING PRINCIPLES WITH DECISION MAKINGCROSS-BATTERY ASSESSMENT DATA MANAGEMENT AND INTERPRETIVE ASSISTANT (XBA DMIA v2.0); Implementing the XBA Approach Step by Step; Step 1: Select an Ability Battery; Step 2: Identify the CHC Broad Abilities That Are and Are Not Measured by the Selected Battery; Step 3: Identify the CHC Narrow Abilities That Are and Are Not Measured by the Selected Battery; Step 4: Administer and Score Selected Battery and Supplemental Tests; Step 5: Enter Scores into the Cross-Battery Assessment Data Management and Interpretive Assistant (XBA DMIA v2.0) SUMMARYREFERENCES; Three: How to Interpret Test Data; HYPOTHESIS-DRIVEN ASSESSMENT AND INTERPRETATION; INTEGRATING HYPOTHESIS TESTING AND INTERPRETATION; Stage A: CHC Theory, Neuropsychological Theory, and Research Knowledge Bases; Stage B: Specification of a Priori Hypotheses; Stage C: Construction of a Cross-Battery Assessment; Stage D: Administration and Scoring of Ability Battery and Supplemental Tests; Stages E1 and E2: Interpretation of Results and Evaluation of Hypotheses; Stage F: Specification of a Posteriori Hypotheses; Stage G: Incorporate XBA Results in a Psychological Report SUMMARYREFERENCES; Four: Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition; BRIEF PERSPECTIVE ON THE DEFINITION OF SLD; NEED FOR AN OPERATIONAL DEFINITION OF SLD; DUAL DISCREPANCY/CONSISTENCY (DD/C) OPERATIONAL DEFINITION OF SLD; Levels of Evaluation in the DD/C Definition; SUMMARY OF THE DD/C OPERATIONAL DEFINITION OF SLD; SUMMARY; REFERENCES; Five: Cross-Battery Assessment of Individuals From Culturally and Linguistically Diverse Backgrounds; INTRODUCTION EVALUATION OF CURRENT APPROACHES FOR ASSESSING DIVERSE INDIVIDUALS |
Record Nr. | UNINA-9910810430403321 |
Flanagan Dawn P | ||
Hoboken, N.J., : John Wiley & Sons, Inc., c2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners [[electronic resource]] |
Autore | Mascolo Jennifer T |
Pubbl/distr/stampa | Hoboken, : Wiley, 2014 |
Descrizione fisica | 1 online resource (498 p.) |
Disciplina | 371.9 |
Altri autori (Persone) |
AlfonsoVincent C
FlanaganDawn P |
Collana | Essentials of Psychological Assessment |
Soggetto topico |
Children with social disabilities-- Education
Linguistic minorities-- Education Remedial teaching Special education Students with disabilities -- Education Linguistic minorities--Education. Children of minorities--Education.Multicultural education./ LC4065Children with social disabilities--Education - Education Students with disabilities Education Social Sciences Education, Special Topics |
Soggetto genere / forma | Electronic books. |
ISBN | 1-118-42065-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners; Contents; Series Preface; Acknowledgments; Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation; One: A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI); PLANNING AND SELECTING INTERVENTIONS VERSUS TAILORING INTERVENTIONS; A METHOD FOR TAILORING INTERVENTIONS; STEPS OF SMAARTI; Step 1: Organize Primary Data Using the CHC-Based Data Organization and Targets for Intervention (DOTI) Form
Step 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic SkillsStep 3: Review Manifestations of Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form Step 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic)Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness; SUMMARY; REFERENCES; Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice; PRELIMINARY INFORMATION ABOUT RTI; Problem Solving Versus Standard Protocol; Progress Monitoring; TIER 1 PREVENTION Overview of Tier 1: Evidence-Based InstructionInstructional Tools: Qualities of Good Tier 1 Programs; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 2 PREVENTION; Overview of Tier 2: Intensive Instruction; Instructional Tools: Selecting a Program; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 3 INTERVENTION; Overview of Tier 3: Special Education?; Instructional Tools: Designing Data-Based, Individualized Instruction; Experimental Teaching/Data-Based Individualization Fidelity at Tier 3Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; CONCLUSION; REFERENCES; Three: Home-School Collaboration for Intervention Planning; WHAT IS COLLABORATION?; WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME?; KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS; Strengths-Based Approach; Healthy Relationships; Effective Communication; STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION; INTERVENTION PLANNING AND IMPLEMENTATION; Creating Continuity Through Home and School Plans; Matching Function of Behavior to Interventions Maximizing Treatment Integrity with Parents |
Record Nr. | UNINA-9910463691903321 |
Mascolo Jennifer T | ||
Hoboken, : Wiley, 2014 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Essentials of planning, selecting, and tailoring interventions for unique learners / / edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan |
Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2014 |
Descrizione fisica | 1 online resource (498 p.) |
Disciplina | 371.9 |
Altri autori (Persone) |
MascoloJennifer T
AlfonsoVincent C FlanaganDawn P |
Collana | Essentials of psychological assessment series |
Soggetto topico |
Special education
Remedial teaching Students with disabilities - Education |
ISBN | 1-118-42065-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners; Contents; Series Preface; Acknowledgments; Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation; One: A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI); PLANNING AND SELECTING INTERVENTIONS VERSUS TAILORING INTERVENTIONS; A METHOD FOR TAILORING INTERVENTIONS; STEPS OF SMAARTI; Step 1: Organize Primary Data Using the CHC-Based Data Organization and Targets for Intervention (DOTI) Form
Step 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic SkillsStep 3: Review Manifestations of Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form Step 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic)Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness; SUMMARY; REFERENCES; Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice; PRELIMINARY INFORMATION ABOUT RTI; Problem Solving Versus Standard Protocol; Progress Monitoring; TIER 1 PREVENTION Overview of Tier 1: Evidence-Based InstructionInstructional Tools: Qualities of Good Tier 1 Programs; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 2 PREVENTION; Overview of Tier 2: Intensive Instruction; Instructional Tools: Selecting a Program; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 3 INTERVENTION; Overview of Tier 3: Special Education?; Instructional Tools: Designing Data-Based, Individualized Instruction; Experimental Teaching/Data-Based Individualization Fidelity at Tier 3Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; CONCLUSION; REFERENCES; Three: Home-School Collaboration for Intervention Planning; WHAT IS COLLABORATION?; WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME?; KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS; Strengths-Based Approach; Healthy Relationships; Effective Communication; STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION; INTERVENTION PLANNING AND IMPLEMENTATION; Creating Continuity Through Home and School Plans; Matching Function of Behavior to Interventions Maximizing Treatment Integrity with Parents |
Record Nr. | UNINA-9910787866703321 |
Hoboken, New Jersey : , : Wiley, , 2014 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Essentials of planning, selecting, and tailoring interventions for unique learners / / edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan |
Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2014 |
Descrizione fisica | 1 online resource (498 p.) |
Disciplina | 371.9 |
Altri autori (Persone) |
MascoloJennifer T
AlfonsoVincent C FlanaganDawn P |
Collana | Essentials of psychological assessment series |
Soggetto topico |
Special education
Remedial teaching Students with disabilities - Education |
ISBN | 1-118-42065-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners; Contents; Series Preface; Acknowledgments; Part I: Intervention Planning: Diagnostic Assessment, Response to Intervention, and Consultation; One: A Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI); PLANNING AND SELECTING INTERVENTIONS VERSUS TAILORING INTERVENTIONS; A METHOD FOR TAILORING INTERVENTIONS; STEPS OF SMAARTI; Step 1: Organize Primary Data Using the CHC-Based Data Organization and Targets for Intervention (DOTI) Form
Step 2: Determine Whether Academic Weaknesses Are Empirically Related to the Cognitive Weaknesses by Reviewing the Research on the Relations among Specific Cognitive Abilities, Neuropsychological Processes, and Academic SkillsStep 3: Review Manifestations of Cognitive Weaknesses and Organize Secondary Data, Identify Initial Targets for Intervention, and Identify Types of Academic Skill Deficits for Remediation Using the DOTI Form Step 4: Consider Tertiary Data, Which Are Comprised of Information About Factors That Affect Learning and Achievement and That Are Largely External to the Student (i.e., Extrinsic)Step 5: Integrate Data From All Previous Steps, Design and Implement an Intervention, and Monitor Its Effectiveness; SUMMARY; REFERENCES; Two: Essentials of a Tiered Intervention System to Support Unique Learners: Recommendations from Research and Practice; PRELIMINARY INFORMATION ABOUT RTI; Problem Solving Versus Standard Protocol; Progress Monitoring; TIER 1 PREVENTION Overview of Tier 1: Evidence-Based InstructionInstructional Tools: Qualities of Good Tier 1 Programs; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 2 PREVENTION; Overview of Tier 2: Intensive Instruction; Instructional Tools: Selecting a Program; Implementation; Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; TIER 3 INTERVENTION; Overview of Tier 3: Special Education?; Instructional Tools: Designing Data-Based, Individualized Instruction; Experimental Teaching/Data-Based Individualization Fidelity at Tier 3Progress Monitoring; Making Adjustments; Considerations for Secondary Schools; Summary; CONCLUSION; REFERENCES; Three: Home-School Collaboration for Intervention Planning; WHAT IS COLLABORATION?; WHY ESTABLISH PARTNERSHIPS ACROSS SCHOOL AND HOME?; KEY COMPONENTS FOR COLLABORATIVE PARTNERSHIPS; Strengths-Based Approach; Healthy Relationships; Effective Communication; STRUCTURED PROBLEM SOLVING: CONJOINT BEHAVIORAL CONSULTATION; INTERVENTION PLANNING AND IMPLEMENTATION; Creating Continuity Through Home and School Plans; Matching Function of Behavior to Interventions Maximizing Treatment Integrity with Parents |
Record Nr. | UNINA-9910818122103321 |
Hoboken, New Jersey : , : Wiley, , 2014 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|