000			12004cam a2200529 a 4500
001			ocn821823267
003			OCoLC
005			20250612155411.0
006			m o d
007			cr mn|||||||||
008			121218s2013 enka ob 001 0 eng d
040			_aHKP _beng _epn _cHKP _dOCLCO _dE7B _dUIU _dOPELS _dGPM _dOCLCF _dUIU _dYDXCP _dIDEBK _dCDX _dOCLCQ _dZ5A _dOCLCQ _dESU _dUUM _dU3W _dAU@ _dOCLCO _dOCLCA _dTKN _dLEAUB _dOCLCQ _dERF _dS2H _dOCLCO _dOCLCQ _dOCL _dOCLCO _dOCLCQ _dOCLCL _dSXB _dOCLCQ _dOCLCO
019			_a823284681
020			_a1283860457
020			_a9781283860451
020			_a0123868858
020			_a9780123868855
020			_z9780123868848
020			_z012386884X
035			_a(OCoLC)821823267 _z(OCoLC)823284681
050		4	_aRJ480 _b.J64 2013eb
082	0	4	_a618.92858 _a618.9289
100	1		_aJohnson, Sharon L. _1https://id.oclc.org/worldcat/entity/E39PCjxkrC9bpDPfbwwDF6rC8K _933543
245	1	0	_aTherapist's guide to pediatric affect and behavior regulation / _cSharon L. Johnson.
250			_a1st ed.
260			_aLondon : _bAcademic Press, _c2013.
300			_a1 online resource (xii, 340 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
520			_aModeled on the author's bestselling Therapist's Guide to Clinical Intervention, this new book on child clinical intervention presents much of the material in outline or bullet point format, allowing easy understanding of complex material for the busy therapist. This clinician's guide to diagnosing and treating disorders in children includes definitions of the disorder, diagnostic criteria, the neurobiology of the disorder, information on functional impairment, treatment planning, and evidence-based interventions. The book additionally offers adjunctive skill building resources to supplement traditional therapy choices as well as forms for use in clinical practice. Outlines treatment goals and objectives for diagnosis Discusses interventions and the evidence basis for each Offers skill building resources to supplement treatment Provides business and clinical forms for use with child patients.
505	0		_a1. The Regulatory Disordered Infant and Child -- 2. Assessment and Diagnosis -- 3. Treatment Planning -- 4. Resources
505	0	0	_tIntroduction -- _g1. _tThe Regulatory Disordered Infant and Child -- _tNormal Development of Regulatory Processes in Infancy -- _tCaregiver Characteristics -- _tFamily Factors -- _tCommunity Connectedness Factors -- _tEnvironmental/neighborhood Factors -- _tAttachment -- _tEffortful Control -- _tTemperament -- _tDifferences in Self-Regulation -- _tProgression of Emotion Regulation -- _tRegulation Processes -- _tInhibitory Control (IC) -- _tAge Trends Associated With Inhibitory Control -- _tExecutive Attention (EA) -- _tAge Trends Associated with Executive Attention -- _tEmotion Regulation (ER) -- _tAge Trends Associated With Emotion Regulation -- _tResilience -- _tProgressive Typical Developmental Stages -- _tOrganizational Model of Sensory and Affective Experiences -- _tA Developmental-Structuralist Approach -- _tDefining Regulatory Disorder -- _tAbnormal Processes -- _tAssumptions of Developmental Psychology -- _tThe Dyadic Relationship -- _tPrimary Areas Associated with Regulatory Difficulties -- _tSleep -- _tFeeding -- _tAttention -- _tSensory Processing -- _tAttachment/Emotional Functioning -- _tRegulatory Disorders of Sensory Processing -- _tAxis I -- _tSymptoms of Neurological Deficits of Sensory Processing -- _tCompare and Contrast Sensory Integration Dysfunction vs Attention Deficit Disorder -- _tImpact of Dyadic and Family Influence -- _tEarly Symptoms and Their Relationship To Later Diagnostic Outcomes -- _tReview of Epidemiological Research -- _tReviewing Early Risk Pathways -- _tInfants and Children Suffer From Mental Illness Just Like Older Children Do -- _tRole of Gender -- _tRole of Relationship Disturbance -- _tRole of Early Feeding and Eating Problems -- _tParental Descriptions of Child Behavior -- _tInfancy -- _tToddler and Preschool -- _tOlder Preschool -- _tPrimary School Years -- _tChildren with Regulatory Disorders and Underlying Deficits -- _tRegulation Disorders and ADHD -- _tRegulation Disorders and Autism Spectrum Disorders (ASD) -- _tExamples of Other Factors Influence Regulation -- _tImpact of Prenatal Alcohol/Substance Exposure Upon Regulation -- _tInfants/Children of Depressed Mothers -- _tOther Factors That Impact Development -- _tLow Birth Weight (Wolraich et al, 2008) -- _tGenetics (Wolraich et al, 2008) -- _tInfectious Disease and Associated Developmental and Behavioral Outcomes (Wolraich et al, 2008) -- _tDefining Emotion -- _ta. Cognitive Appraisal (CA) -- _tSolution -- _tb. Physiological Aspects of Emotions (PAE) -- _tc. Expression of Emotion (EE) -- _td. Socialization of Emotions (SE) -- _te. Modulation of Emotion and Mood States (MEMS) -- _tBibliography -- _tFurther Reading -- _g2. _tAssessment and Diagnosis -- _tAssessment Strategies for the Regulatory Disordered Infant/Child -- _tThe Intake Interview -- _tThe Greenspan Floortime Approach -- _tClinical Assessment Approaches -- _tDiagnostic Profile -- _tMotivational Interviewing -- _tThe Home Visit -- _tClinical Assessment -- _tScreening and Assessment -- _tSummary of Developmental Screening and Assessment Instruments -- _tScreening Red Flags -- _ta Self-Regulation and Sensory Processing and Reactivity -- _tb Child Temperament and Behavior -- _tc Sustained Attention -- _td Parent -- Child interactions -- _te Instruments for Direct Clinical Observation -- _tf Developmental Cognitive and Communication Skills -- _tDevelopmental Screening Framework
505	0	0	_tStages of Assessment -- _tPhase 1 -- _tPhase 2 -- _tPhase 3 -- _tSummary and Recommendations -- _tDiagnosis -- _tDiagnostic and Statistical Manual (DSM-IV TR) Axis I Disorders -- _tThe Diagnostic Classification of Disorders of Infancy and Childhood: Zero to Three -- _tThe 5 Axes of the DC:0-3R -- _tAXIS I -- _tClinical Disorders -- _tAXIS II -- _tRelationship Classification -- _tAXIS III -- _tMedical and Developmental Disorders and Conditions -- _tAXIS IV -- _tPsychosocial Stressors -- _tAXIS V -- _tEmotional and Social Functioning -- _tCompleting Assessment and Diagnosis -- _tWhat is an IFSP and IEP -- _tDifferences Between Services and Outcome -- _tThe IFSP -- _tImplementing the IFSP -- _tIFSP Considerations -- _tIFSP -- _tIDEA and Early Intervention: -- _tThe IEP -- _tImplementing the IEP -- _tSpecial Education Services -- _tIEP Considerations -- _tBasic IEP Process -- _tConducting an Educational Assessment -- Behavioral Dysregulation -- _tReferral for Assessment and Legal -- _tPre-Assessment Planning -- _tAssessment Tools -- _tEducation -- _tSpeech -- _tPsychology -- _tDetermining Eligibility -- _tOther Health Impairment (OHI) -- _tSpeech Language Impairment (SLI) -- _tEmotional Disturbance (ED) -- _tBibliography -- _tFurther Reading -- _g3. _tTreatment Planning -- _tPreparing for Treatment Planning -- _tDeveloping Individualized Early Childhood Treatment Plans -- _tCore Intervention Modalities for Children Exposed to Trauma -- _tBehaviors that Warrant Concern -- _tInfant and Toddlers Age 0-3 -- _tPreschoolers Age 3-5 -- _tCase Examples -- _tCase Example #1 -- _tCase Example #2 -- _tTreatment Planning Format -- _tTreatment Planning -- _tCrying -- _tCase Example -- _tTreatment -- _tGastrointestinal -- _tBiological Factors -- _tPsychosocial -- _tGoals -- _ttreatment focus and objectives -- _tIrritability and Other Mood Regulation Problems -- _tCase Example -- _tTreatment -- _tGoals -- _tTreatment Focus and Objectives -- _tSleep -- _tCase Examples with Associated Information are Offered Below -- _ta. The Hypersensitive Child/Sensory Integration Dysfunction to Touch, Sound/Tactile Defensiveness -- _tCase Examples -- _tb. Craving Movement/Vestibular Stimulation -- _tCase Example -- _tc. Problems with Attachment and Separation/Individuation -- _tCase Example -- _tGoals -- _tTreatment Focus and objectives -- _tFeeding Disorders (Figure 3.5) -- _tCase Example -- _tTreatment -- _tDevelopment and Feeding Skills -- _ta. Homeostasis -- _tProblems with Homeostasis -- _tb. Attachment -- _tc. Separation and Individuation -- _tFactors Influencing Feeding -- _tAssessing the Eating Process -- _tGoals -- _tTreatment Focus and Objectives -- _tAttachment and Reactive Attachment Disorder -- _tCase example -- _tTreatment -- _tFactors Contributing to Increased Risk for Developing Attachment Disorders -- _tCaregiver Factors -- _tChild Factors -- _tEnvironmental Factors -- _tSome Symptoms of Insecure Attachment Versus Reactive Attachment Disorder -- _tGoals -- _tTreatment Focus and Objectives -- _tAnxiety Disorder -- _tSeparation Problems -- _tCase Example -- _tTreatment -- _tCommon Symptoms of Separation Anxiety Disorder -- _tCommon causes of Separation Anxiety Disorder -- _tGoals -- _tTreatment Focus and Objectives -- _tDepression -- _tDepression and the Link Between Anxiety and Depression -- _tCase Example -- _tTreatment -- _tGoals -- _tTreatment Focus and Objectives -- _tAttentional Problems ADD/ADHD -- _tCase Example -- _tTreatment -- _tSigns and Symptoms of Attention Deficit or Normal Child Behavior? -- _tTreatment Focus and Objectives -- _tGoals -- _tRegulatory Disorders of Sensory Processing (RDSP) -- _tThe Elements of Sensory Integration -- _tSensory System and Sensory-Related Interventions -- _tCase Example -- _tGeneral Skill Building -- _tRSDP Hypersensitive/Over-responsive Type/Distractible -- _tTreatment -- _tRSDP Hyposensitive/Under-reactive Type/Withdrawn -- _tTreatment -- _tRSDP Sensory Stimulation Seeking/Impulsive/Sensation Seeking -- _tTreatment -- _tTreatment Strategies For All Children -- _tCo-morbidity and Stability -- _tDyspraxia and Developmental Coordination Disorder -- _tIntervention for Caregivers of Children with RSPD -- _tGreenspan's Floor-time Techniques -- _tSpecific Floor-time Strategies -- _tAdditional Treatment Caveats -- _tDetecting Visual Impairment -- _tDetecting Hearing Loss -- _tAuditory Processing Disorder (ADP) -- _tLearning Disabilities -- _tExecutive Function -- _tPervasive Developmental Disorders -- _tIntellectual Disability -- _tDivorce Challenges and Needs of Children -- _tBuilding Resilience in Children -- _tThe 7-Cs of Resilience -- _tPositive Parenting -- _tResources -- _tFurther Reading -- _g4. _tResources -- _tBusiness Forms and Interview Format -- _tBusiness Forms -- _tPatient Registration -- _tFig. 4.1 Patient Registration -- _tFig. 4.2 Clinical Intake Form -- _tFig. 4.3 Comprehensive Clinical Intake -- _tAdditional Business Related Forms -- _tFig. 4.4 Assessment Plan -- _tFig. 4.5 Functional Analysis Assessment -- _tFig. 4.6 Functional Behavioral Assessment Checklist -- _tFig. 4.7 Functional Behavioral Assessment -- _tFig. 4.8 Behavior Support Plan -- _tFig. 4.9 Child Symptom Checklist -- _tFig. 4.10 Positive Behavior Intervention Plan -- _tCommonly Used IFSP Forms -- _tFig. 4.11 Family's IFSP -- _tFig. 4.12 Family Page -- _tFig. 4.13 Developmental Profile -- _tFig. 4.14 Outcomes and Strategies -- _tFig. 4.15 Service Delivery Plan -- _tFig. 4.16 Transition Plan -- _tInterview Format -- _tFig. 4.19 The Interview Process -- _tFig. 4.17 Meeting Notification -- _tFig. 4.18 Release of Information -- _tFig. 4.20 Semi-Structured Parent Interview -- _tThe Intake Interview -- _tFamily Assessment.
504			_aIncludes bibliographical references and index.
650		0	_aPsychotherapy.
650		0	_aBehavior disorders in children. _933544
650		0	_aEmotional problems of children. _933410
650		0	_aHuman behavior.
650		0	_aChildren.
650		0	_aEmotions.
650		0	_aInfants.
650		0	_aMental illness.
758			_ihas work: _aTherapist's guide to pediatric affect and behavior regulation (Text) _1https://id.oclc.org/worldcat/entity/E39PCH6XYMcW93m7b3gmG7ttKd _4https://id.oclc.org/worldcat/ontology/hasWork
776	0	8	_iPrint version: _aJohnson, Sharon L. _tTherapist's guide to pediatric affect and behavior regulation. _dLondon : Academic Press, 2013 _z9780123868848
856	4	0	_3ScienceDirect _uhttps://www.sciencedirect.com/science/book/9780123868848
999			_c216258 _d216258