The discriminative capacity of CBCL/1/2;-5-DSM5 scales to identify disruptive and internalizing disorders in preschool children.
Author: Brian Fisak
Anxiety in Preschool Children provides a comprehensive, integrated, and scientifically current resource for both clinicians and researchers who work with or encounter anxiety in preschool-aged children. With a focus on organizing and consolidating the most current research, this informative new volume offers an assortment of practical interventions and evidence-based strategies for assessment, treatment, and prevention that are tailored to preschool-aged children. This groundbreaking volume will prove to be an invaluable resource for anyone working with this unique patient population, from parents to practitioners.
The next two chapters, byJ. and H. Ghuman, describe psychopharmacologic interventions for preschool children with ADHD. In Chapter 7, they review ...
Author: Jaswinder Ghuman
Publisher: Oxford University Press
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed psychiatric disorders in children and adolescents. This book focuses on preschool-age children and provides the most comprehensive and up-to-date information regarding assessment including diagnostic interview, neuropsychological testing, comorbidity and differential diagnosis, sleep problems, and treatment interventions including psychosocial, pharmacological and complementary and alternative treatments.
Monographs of the Society for Research in Child Development, 59(5), ... Cognitive function in preschool children after epilepsy surgery: Rationale for early ...
Author: Vincent C. Alfonso
Psychoeducational Assessment of Preschool Children, Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive, skill-building overview is organized into four sections: foundations, ecological assessment, assessment of developmental domains, and special considerations. Chapters written by recognized scholars in the field cover theory, research, and application. This thoroughly revised new edition addresses current developments in preschool assessment, new policies and legislation, and student/family population demographics.
Arizona State University, Tempe The need for appropriate evaluation of culturally different preschool children continues to increase.
Author: Bruce Bracken
This fourth edition of Psychoeducational Assessment of Preschool Children continues the mission of its predecessors—to provide both academics and practitioners with a comprehensive and up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, it is organized into four sections: Foundations; Ecological Assessment; Assessment of Cognitive Abilities; and Assessment of Specific Abilities. Key features of this new edition include: New Material—A thorough updating includes new material on environmental and home and family assessment plus new coverage of recently revised tests, including the Stanford-Binet V and the Kaufman Assessment Battery for Children, 2e. Balanced Coverage—Sound theoretical coverage precedes and supports the book’s main focus on assessing the abilities, skills, behavior, and characteristics of young children. Expertise—Each chapter is written by a nationally recognized scholar and represents state-of-the-art coverage of its topic. Comprehensive and Flexible—The broad range and organization of topics covered makes the book suitable for both new and experienced examiners and for use as a text in graduate level courses on preschool assessment.
the discretion of the teacher at each preschool along with heads of staff, who have knowledge of the curriculum, didactic skills and children's development ...
Author: Berit M. Gustafsson
Publisher: Linköping University Electronic Press
Mental health problems often debut in early childhood and may last throughout adulthood, thereby making early detection and intervention especially important. The overarching aim of the present thesis was to identify patterns of emotional and behavioural problems indicating mental health problems in preschool children. To facilitate the detection of such problems early on, one available screening instrument Strengths and Difficulties Questionnaire (SDQ), was validated. The development and interaction of externalising problems in preschool children were studied over time. Functioning and behaviour and their relations to protective and risk indicators in both environmental and personal characteristics were explored. The long-term goal was to increase knowledge about early identification of emotional and behavioural problems in preschool children in order to facilitate early intervention. In Study I (n=690), the subscales Hyperactivity and Conduct Problems were shown to be valid for children in the age group 1–3 years. A reasonable level of validity was found for the age group 4–5 years when using the original SDQ four-factor solution. The preschool teachers considered most of the SDQ items relevant and possible to rate. Based on the results of Study II (n=815), a score of ?12 on the SDQ Total Problems Scale is recommended as a cut-off for Swedish preschool children. There were significant differences between boys and girls on all subscales except for the Emotional subscale. The Swedish norms for SDQ are to a large extent similar to findings from other European countries. Study III (n=195) showed that preschool children’s conduct problems decrease over time. Children exhibiting more initial hyperactivity (at year 1) have less reduction in conduct problems over time, i.e. the more hyperactivity early in life, the more conduct problems at year 3. In Study IV (n=197), children high in engagement and social interaction function well over time, even in the presence of hyperactivity, while children with low engagement and interaction alone or in combination with hyperactivity and conduct problems continue to have problems. Stability was related to the existence of a larger number of protective or risk indicators respectively. Taken together, this thesis has shown that the SDQ can be used to identify preschool children at risk of developing mental health problems later in life.
Highly prevalent dietary deficiency disorder is the iron deficiency and IDA which are frequently observed among women, infants and preschool-aged children.
Author: Anil Gupta
The book highlights intricate predisposing factors for pathogenesis of nutritional anemia. It delivers valuable information related to this public health hazard influencing the nutritional health of preschool children. The book is valuable for readers in diverse fields to gain insight of the concept of nutritional anemia in preschool children. Additionally, book furnishes clinical and laboratory methods in a comparative way to assess nutritional anemia. Impact of the disorder on health of preschool children has been covered in a simple language. The book mentions need for interventional strategies for the management of nutritional anemia. Infants, preschool children and women during pregnancy and lactation are highly susceptible to dietary deficiency of iron, folic acid and cyanocobalamin leading to comparatively, higher predisposition to development of nutritional anemia. The condition has myriad of ill effects on nutritional health of preschool children.
Child Development, 66, 193-208. Bruck, M., Ceci, S., Francoeur, E., & Renick, A. (1995). Anatomically detailed dolls do not facilitate preschoolers' reports ...
Author: Sandra K. Hewitt
Category: Family & Relationships
Written to help frontline practitioners assess and manage cases with children aged 18 months to six years who present allegations of child abuse, this book provides concrete and easily understood information about basic child development, interview procedures, and case management theory. Extensive experience is integrated with the research literature to provide: an overview of child development information as it applies to interviewing young children a protocol for assessment of preverbal children that is grounded in theory and research a format for assessment of children aged three to five a review of the strengths and weaknesses of some current interview formats a technique for structured interviewing
Suggestibility of Preschoolers' Abuse Allegations Claims about the reliability of young children's reports of sexual abuse have ranged from the position ...
Author: Robert D. Lyman
Publisher: Springer Science & Business Media
Preschool children have been largely neglected in the mental health treatment literature, although research has established that many behavioral and emotional disorders in children result from events occurring during the preschool years or are first manifested during this period. This has occurred for several reasons. Traditional psychoanalytic thinking has considered preschoolers to be too psychologically immature for complete manifestations of psychopathology, and the limited language abilities of young children have complicated assessment procedures and made them less appropriate for treatment approaches that are largely verbal in nature. In addition, the developmental complexity of the preschool period has deterred many researchers from investigating clinical issues with this age group. Partly as a result of the lack of information on preschoolers in the literature, practitioners have historically been uncomfortable in conduct ing assessments and initiating treatment with young children. They have often adopted a "wait and see" attitude in which formal mental health diagnosis and treatment are not implemented until after the child's entry into school. Unfortunately, such a delay may mean wasting the time during which mental health interventions can be maximally effective. Recently, this attitude has changed and practitioners now recognize the need for assessment and treatment of behavioral and emotional disorders early in life. What they require to assist them in the timely delivery of such services is information about assessment and treatment procedures specifically designed for preschoolers and with demonstrated efficacy with that age group.
Interpersonal skills refer to a child's ability to interact with peers during play. ... Preschoolers' prosocial behaviors include sharing toys, ...
Author: Catrinel Alice Ştefan
This book is aimed at exploring the relevance of social-emotional competencies for preventing preschool children’s behavior problems. The content provides an overview of how evidence from fundamental research on social-emotional competencies can be translated in applied research for developing prevention programs. The Social-Emotional Prevention program framework is presented as a multi-focused (child, teacher, parent), hybrid approach for both high risk and non-risk preschoolers. The book offers a systematic and in depth evaluation of SEP efficacy including classroom, risk group, and individual level effects. Hence, the proposed approach employs different research designs and statistical methods to explore how behavioral changes occur as a result of children’s participation to the intervention. Each study’s findings are discussed in terms of corresponding implications for practice in schools, but also from a broader perspective including implications for policy makers in the field of early education.
Poems for Preschool Children is a book written just for children, as are the illustrationsjust for the preschool child. Having worked on some occasions with ...
Author: David Thompson
Publisher: Trafford Publishing
Poems and Illustrations for Preschool Children is a book written just for children, as are the illustrations just for the preschool child. Having worked on some occasions with preschoolers, I know they are secure with some regimentation and like stories read and reread to them. Most of the poems and illustrations grew out of life experiences either from growing-up experiences or by observing others. The intent of the poems is to create joy and interest for children.
Awareness is growing that children's social understanding , prosocial behavior ... In our own study of parent - referred problem preschoolers , parental ...
Author: Susan B. Campbell
Publisher: Guilford Press
This volume provides a comprehensive clinical/n-/developmental framework for understanding and treating behavior problems in early childhood. Susan B. Campbell offers a highly readable account of the developmental tasks and transitions that young children face in cognitive, social, and family domains, and examines why and what happens when development goes awry. Particular attention is given to the critical question of how certain children manage to successfully overcome difficult transitions, while others face the risk of serious, ongoing problems. Empirically supported prevention and treatment approaches are reviewed.
... REASONS PARENTS SHOULD TAKE THEIR CHILD FOR AN EVALUATION . ... take their child for an evaluation. 3 Help with raising your nursery or preschool children.
Author: Siri Markowitz
I wrote this book to help the many parents and mainstream nursery school teachers who need to know more about living with, teaching, and better directing the efforts of children who are difficult to manage. These children may bedifficult for a variety of reasons. Poor impulse control, poor self-esteem, frustration over a lack of appropriate play skills, as well as more severe reasons, such as deep emotional problems, chemical imbalances or even family problems (history).