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Books on the topic 'Behavior assessment. eng'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

McConnell, Mary E. Functional behavioral assessment. Love Pub. Co., 2001.

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2

M, Browder Diane, ed. Assessment of individuals with severe disabilities: An applied behavior approach to life skills assessment. 2nd ed. P.H. Brookes, 1991.

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3

Browder, Diane M. Assessment of individuals with severe disabilities: An applied behavior approach to life skills assessment. 2nd ed. Brookes, 1991.

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4

Overton, Terry. Assessing learners with special needs: An applied approach. 4th ed. Merrill/Prentice Hall, 2003.

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5

E, Sykes Dudley, ed. Behaviors of preschoolers and their teachers: Little children draw big circles. C.C. Thomas, 1991.

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6

Angela, Notari-Syverson, ed. Alternative approaches to assessing young children. Paul H. Brookes Pub. Co., 2001.

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7

Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social

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8

Borgnis, Ramie Lynn. Latent inhibition of multiple unit activity and EEG in rabbit hippocampus. 1993.

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9

Owen, Gareth, Sir Simon Wessely, and Sir Simon Wessely, eds. Neuropsychiatric assessment. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199661701.003.0005.

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The chapter gives an approach to the neuropsychiatric assessment including the history, the mental state examination, and the neurological examination. History is vital to neuropsychiatric assessment and the chapter guides on how to elicit the physical and psychological symptoms and, most importantly, give a clear chronology of how these developed. Different time courses are then related to different pathological processes. The skill of observing behaviour (e.g. responses to environment) is emphasized for the mental state examination and the cognitive examination is covered in detail, with key

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10

Kearney, Christopher A. Helping School Refusing Children and Their Parents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.001.0001.

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The overall purpose of this book is to provide a highly practical guide for school professionals to efficiently address cases of youth with school refusal behavior at different levels of severity and complexity. School refusal behavior can consist of full or part-day absences, tardiness, skipped classes, morning misbehaviors in an attempt to miss school, and school attendance under considerable duress. School refusal behavior is a pervasive and difficult problem faced by many types of mental health professionals (e.g., psychologists, psychiatrists, marriage and family therapists), school offic

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11

Whitfill, Travis, Heidi Rossetti, and Michael C. Gottlieb. Psychological Testing and Assessment. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.22.

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Psychological evaluations are commonly conducted within psychiatric settings with the goal of informing treatment decisions that are intended to benefit the patient. In addition to a clinical interview and review of records, the evaluation includes the selection, administration, scoring, and interpretation of psychological testing. Guided by the question(s) from the referring party, this multifaceted process occurs within a setting of existing care that requires clarification of the roles/duties of the professionals and organizations relative to each other and the patient. Additionally, psycho

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12

Tyler, Tom R. Value-Driven Behavior and the Law. Edited by Francesco Parisi. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199684267.013.030.

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This article discusses an alternative approach to gaining compliance with the law. The approach involves motivating people through appeals to their values. Values reflect people's assessments of what is right or appropriate to do in a given situation; this involves people's feelings of obligation and responsibility to others. There are two arguments for value-based motivation. First, we gain the benefits of a value-based approach, e.g. increasing voluntary cooperation. Second, we avoid the problems associated with instrumental approaches. To gain these advantages we need to move to a system in

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13

(Editor), Edward S. Shapiro, and Thomas R. Kratochwill (Editor), eds. Behavioral Assessment in Schools: Conceptual Foundations & Practical Applications. The Guilford Press, 1988.

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14

Functional Behavioral Assessment: A Systematic Process for Assessment & Intervention in General & Special Education Classroom. Love Pub Co, 2000.

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15

Polaschek, Devon L. L., and Kristina M. Blackwood. Treating Sex Offenders in Prison. Edited by John Wooldredge and Paula Smith. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199948154.013.22.

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This essay considers the challenges associated with managing and treating sex offenders within the prison setting. What is known from scientific research about the most effective approaches to treating sex offenders is reviewed, followed by the major rehabilitation theories. The role of assessment with sex offenders (e.g., interviews, composite risk and need assessments for both sexual and general recidivism, penile plethysmography) as well as the challenges and limitations of conducting assessments with incarcerated sex offenders are also discussed. The various approaches to sex offender trea

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16

1951-, Shapiro Edward S., and Kratochwill Thomas R, eds. Behavioral assessment in schools: Conceptual foundations and practical applications. Guilford Press, 1988.

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17

(Editor), Denise de Ridder, and John de Wit (Editor), eds. Self-Regulation in Health Behavior. Wiley, 2006.

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18

(Editor), Denise de Ridder, and John de Wit (Editor), eds. Self-Regulation in Health Behavior. Wiley, 2006.

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19

Ridder, Denise T. D. de. and Wit, John Bertha Franciscus de, 1965-, eds. Self-regulation in health behavior. John Wiley & Sons, 2006.

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20

1931-, Bergan John R., ed. Behavioural consultation in applied settings. Plenum, 1990.

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21

Holzer, Jacob C. The Psychiatric and Cognitive Mental Status Examination in the Medical-Legal Context. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199374656.003.0001.

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This chapter provides an introduction to and overview of psychiatric and cognitive mental status examination in older adults, particularly within a medical-legal context. A methodical approach to the mental status examination involves assessment of a range of areas, including behavior, alertness, mood state, affect, thought content and process, sensory input and perception, symptom experience and safety variables, and cognitive domains including attention, language, visuospatial, memory and executive cognitive functions. This assessment can be critical in a variety of forensic contexts involvi

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22

Pirelli, Gianni, Hayley Wechsler, and Robert J. Cramer. The Behavioral Science of Firearms. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190630430.001.0001.

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The authors present the most relevant factors and considerations involved in the intersection between behavioral science and firearms. The intent is to provide a comprehensive review of these issues in the context of the professional literatures in these areas and to serve as an informational and educational source for a wide range of readers and as a reference text for practitioners, institutional and law enforcement personnel, legislators, and academicians and students in fields such as psychology, criminal justice, and public health. Concepts are presented using a best-practices model that

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23

Kimonis, Eva R., and Georgette E. Fleming. Disruptive and Conduct Disorders, Delinquency. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.27.

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Disruptive and conduct disorders, comprising oppositional defiant disorder and conduct disorder, are characterized by behaviors that violate the rights of others or bring the individual into significant conflict with societal norms or authority figures. These disorders are highly prevalent, emerge early in childhood, and are associated with profound disability and societal burden. Given the heterogeneity in presentation and outcomes of youth with disruptive and conduct disorders, attempts have been made to identify more homogeneous subgroups. Notably, children displaying callous–unemotional tr

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24

Assessing Learners with Special Needs: An Applied Approach, Loose-Leaf Version. Pearson, 2015.

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25

Overton, Terry. Assessing Learners with Special Needs: An Applied Approach (5th Edition). Prentice Hall, 2005.

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26

Assessing Learners with Special Needs: An Applied Approach, Enhanced Pearson EText with Loose-Leaf Version -- Access Card Package. Pearson Education, 2015.

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27

Overton, Terry. Assessing Learners with Special Needs: An Applied Approach, Enhanced Pearson EText -- Access Card. Pearson Education, Limited, 2014.

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28

Overton, Terry. Assessing Learners with Special Needs: An Applied Approach (5th Edition). 5th ed. Prentice Hall, 2005.

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29

Overton, Terry. Assessing Learners with Special Needs: An Applied Approach (6th Edition). 6th ed. Prentice Hall, 2008.

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30

Overton, Terry. Assessing Learners with Special Needs: An Applied Approach (4th Edition). 4th ed. Prentice Hall, 2002.

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31

Overton, Terry. Assessing Learners with Special Needs: An Applied Approach (4th Edition). Prentice Hall, 2002.

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32

Losardo, Angela, and Angela Notari-Syverson. Alternative Approaches to Assessing Young Children. Brookes Publishing Company, 2001.

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33

Capaldi, Deborah M., and Hyoun K. Kim. Comorbidity of Depression and Conduct Disorder. Edited by C. Steven Richards and Michael W. O'Hara. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199797004.013.015.

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Both depression and conduct disorders are relatively prevalent and are related to poor long-term outcomes. Despite being characterized by very different symptoms, it is well established that these two disorders co-occur at higher rates than expected by chance, resulting in poorer adjustment for the individual than would result from either problem alone. The termcomorbidityis usually reserved to refer to the association of diagnosed disorders, whereasco-occurrencerefers more broadly to the association of levels of symptoms of conduct problems and depression, which are usually calculated with me

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34

Kearney, Christopher A. Helping Families of Youth with School Attendance Problems. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190912574.001.0001.

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This book is a highly practical guide to efficiently address cases of youth with school attendance problems at different levels of severity and complexity. School attendance problems are a pervasive and difficult dilemma faced by many types of mental health professionals (e.g., psychologists, psychiatrists, marriage and family therapists), school officials (e.g., administrators, guidance counselors, school-based social workers, school psychologists), and others (e.g., pediatricians, probation officers). School attendance problems, even in mild forms, are a significant risk factor for social, b

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35

Sprich, Susan, and Steven A. Safren. Overcoming ADHD in Adolescence. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190854485.001.0001.

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This Client Workbook is an accompaniment to the Therapist Guide, Overcoming ADHD in Adolescence: A Cognitive Behavioral Approach. The treatment and manuals are designed for clients to complete with the help of a therapist who is familiar with cognitive behavioral therapy (CBT) and/or other structured therapeutic approaches. The program is designed to help adolescent clients with attention-deficit/hyperactivity disorder (ADHD) learn skills to help them cope with their ADHD symptoms. Core modules on organizing and planning, reducing distractibility, and adaptive thinking are included, as is an o

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36

Sprich, Susan, and Steven A. Safren. Overcoming ADHD in Adolescence. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190854522.001.0001.

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This Therapist Guide is accompanied by a Client Workbook entitled, Overcoming ADHD in Adolescence: A Cognitive Behavioral Approach. The treatment and manuals are designed for clients to complete with the help of a therapist who is familiar with cognitive behavioral therapy (CBT) and/or structured therapeutic approaches. The program is designed to help adolescent clients with attention-deficit/hyperactivity disorder (ADHD) learn skills to help them cope with their ADHD symptoms. Core modules on organizing and planning, reducing distractibility, and adaptive thinking are included, as is an optio

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37

Panou, Nikos, and Hester Schadee, eds. Evil Lords. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199394852.001.0001.

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This edited volume uses the prism of bad rule or tyranny to sharpen our understanding of political discourse from the ancient world to the Renaissance. Eleven chapters present case studies examining Hebrew, Greco-Roman, Byzantine, early, high, and late medieval, and Renaissance conceptions and representations of bad or tyrannical government. Since bad rule is always a perversion of the norm, its shifting conceptualizations shed light on historically specific assessments of what constitutes legitimate and acceptable political behavior. Meanwhile, political debate also reflects specific power st

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