1 edition of Communication assessment and intervention for adults with mental retardation found in the catalog.
Communication assessment and intervention for adults with mental retardation
|Statement||edited by Stephen N. Calculator, Jan L. Bedrosian.|
|Contributions||Calculator, Stephen N., Bedrosian, Jan L.|
|The Physical Object|
|Number of Pages||359|
Overall, psychologists should attempt to balance the consideration of social, clinical and psychometric disability-related issues with other intra-individual factors (such as sociodemographic background, motivation, strengths, resources, or coping skills) and environmental factors such as attitudes and reactions of others, context of assessment and various societal systems (Mackelprang. For many years, only scores from intelligence tests (IQs) were used in the diagnosis of mental retardation. As professionals and the public came to understand better the limitations of intelligence theory and IQ tests, finding other useful measures for assessing mental retardation became more urgent, especially because of allegations of racial, cultural, and gender bias in standard IQ.
mental retardation OR mild mental retardation OR moderate mental retardation OR severe mental retardation OR developmental disabilities OR downs syndrome. EJ EC Evaluating a Multicomponent Program for Enhancing the Self-Determination of Youth . State MW, King BH, Dykens E. Mental retardation: A review of the past 10 years. Part II. Journal of the American Academy of Child and Adolescent Psychiatry 36(12)– Szymanski L, King BH. Practice parameters for the assessment and treatment of children, adolescents, and adults with mental retardation and comorbid mental File Size: KB.
Mental Retardation, v31 n1 p Feb This study evaluated facilitated communication with 12 people living in an institutional autism program. On trials when facilitators and participants saw different pictures, the only "correct" labels were for pictures shown Cited by: Mental Retardation Definition Mental retardation is a developmental disability that first appears in children under the age of It is defined as an intellectual functioning level (as measured by standard tests for intelligence quotient) that is well below average and significant limitations in daily living skills (adaptive functioning). Description.
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Communication assessment and intervention for adults with mental retardation. Boston: Little, Brown, © (OCoLC) Online version: Communication assessment and intervention for adults with mental retardation. Boston: Little, Brown, © (OCoLC) Document Type: Book: All Authors / Contributors: Stephen N Calculator; Jan L.
: Communication Assessment and Intervention for Adults With Mental Retardation (): Stephen N. Calculator, Jan L. Bedrosian (Editor), Pro Ed: BooksCited by: This is a PDF-only article. The first page of the PDF of this article appears : E.
Bradley. ISBN: OCLC Number: Description: xiv, pages: illustrations: Responsibility: edited by Stephen N. Calculator, Jan L. Bedrosian. Calculator S, Bedrosian J. Communication assessment and intervention for adults with mental retardation. Boston: Little, Brown; Cammilleri AP, Tiger JH, Hanley GP.
Developing stimulus control of young children’s requests to teachers. Classwide applications of multiple schedules. Journal of Applied Behavior Analysis. ; –Cited by: Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention.
American Journal on Intellectual and Developmental Disabilities,– Practice Parameters For The Assessment And Treatment Of Children, Adolescents, And Adults With Mental Retardation And Comorbid Mental Disorders These parameters were developed by Ludwik Szymanski, M.D., and Bryan H.
King, M.D., principal authors, and the Work Group on Quality Issues: William Bernet, M.D., Chair, John E. Abstract This paper addresses the issues of assessment and psychological interventions of mental health in people with complex communication needs of people with intellectual disability and/or.
Prevalence of mental retardation and developmental disabilities: Estimates from the / National Health Interview Survey Disability Supplements. American Journal on Mental Retardation, (3), [PubMed: ]. Szymanski, L., & King, B. Practice parameters for the assessment and treatment of children, adolescents, and adults with mental retardation and comorbid mental disorders.
Journal of the American Academy of Child and Adolescent Psychiatry, 38 (12 Suppl.), 5SS. A major contribution of this book is the emphasis on relevant work outside of mental retardation for understanding and treating the language and communication problems of persons with mental retardation.
Finally, this book is comprehensive and up-to-date across all the areas of language covered including appropriate introductory material in Format: Hardcover. Challenging behavior is a significant barrier to communication, education, and positive social relationships.
This practical book helps psychologists, educators, rehabilitation specialists, and other professionals recognize and address the causes of these problems in individuals with developmental disabilities — and resolve even the most difficult behavior challenges.
Susan L. Hyman MD, in Pediatric Clinical Advisor (Second Edition), Basic Information Definition. Mental retardation is cognitive limitation as characterized by scores greater than 2 standard deviations below the mean on a valid intelligence quotient (IQ) measure, with limitation of adaptive function in communication, self‐care, daily living skills at home or in the community, or social.
Client-Centred Occupational Therapy for Persons with Mental Retardation: Implementation of an Intervention Programme in Activities of Daily Living Tasks. Scandinavian Journal of Occupational Therapy: Vol.
10, No. 2, pp. Cited by: This article discusses a model for intervention, i.e. assessment of the communicative ability, goal setting and goal attainment, in persons with mental retardation.
With regard to key assessment functions and the assessments most commonly used by respondents (N > 5), both the PVCS and the ACA reportedly provided information about developmental levels of communication, information about how individuals communicated, supported communication partner understanding and collaboration and informed intervention Cited by: 1.
This book for speech and language therapists explains interventions for increasing the communication skills of adolescents and adults who have learning disabilities or mild mental retardation.
The book provides a British perspective, noting how speech language therapy can contribute to educational requirements such as the British National by: 1. A major contribution of this book is the emphasis on relevant work outside of mental retardation for understanding and treating the language and communication problems of persons with mental retardation.
Finally, this book is comprehensive and up-to-date across all the areas of language covered including appropriate introductory material in. Book reviewed in this article: Language Development and Disorders Edited by W. Yule and M.
Rutter. Language, Aphasia and the Right Hemisphere Edited by Chris Code. The. Challenging behavior is a significant barrier to communication, education, and positive social relationships. This practical book helps psychologists, educators, rehabilitation specialists, and other professionals recognize and address the causes of these problems in individuals with developmental disabilities — and resolve even the most difficult behavior challenges/5(4).
Education and Training in Mental Retardation and Developmental Disabilities, 30, – Ostrosky, M.M., & Kaiser, A.P. (). The effects of a peer-mediated intervention on the social communicative interactions between children with and without special by: Specify the type of mental health care provider (social worker, psychologist, etc.) who will be providing the intervention and the duration of intervention when adding the intervention for each objective You do not have to enter the name of the specific provider (but may if you wish to).Social-communication assessment and intervention protocols should be culturally sensitive and functional.
As such, development and support of children’s social-communication skills calls for the collaborative effort of parents, classroom teachers, special educators, psychologists, and by: 9.