The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems PDF
Preview The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems
The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems Edited by Michelle M. Martel PsychologyDepartment, University ofKentucky, Lexington, KY, United States AcademicPressisanimprintofElsevier 125LondonWall,LondonEC2Y5AS,UnitedKingdom 525BStreet,Suite1650,SanDiego,CA92101,UnitedStates 50HampshireStreet,5thFloor,Cambridge,MA02139,UnitedStates TheBoulevard,LangfordLane,Kidlington,OxfordOX51GB,UnitedKingdom Copyright©2020ElsevierInc.Allrightsreserved. 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Inusingsuchinformationormethodstheyshouldbemindfuloftheirownsafetyandthesafety ofothers,includingpartiesforwhomtheyhaveaprofessionalresponsibility. Tothefullestextentofthelaw,neitherthePublishernortheauthors,contributors,oreditors, assumeanyliabilityforanyinjuryand/ordamagetopersonsorpropertyasamatterof productsliability,negligenceorotherwise,orfromanyuseoroperationofanymethods, products,instructions,orideascontainedinthematerialherein. BritishLibraryCataloguing-in-PublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary LibraryofCongressCataloging-in-PublicationData AcatalogrecordforthisbookisavailablefromtheLibraryofCongress ISBN:978-0-12-815755-8 ForInformationonallAcademicPresspublications visitourwebsiteathttps://www.elsevier.com/books-and-journals Publisher:NikkiLevy AcquisitionEditor:NikkiLevy EditorialProjectManager:PatGonzalez ProductionProjectManager:SujathaThirugnana Sambandam CoverDesigner:MatthewLimbert TypesetbyMPSLimited,Chennai,India Contents Listofcontributors xi Preface xiii Section 1 Assessment guidelines 1. Assessment and identification of learning disabilities 3 EmilyA.Farris,ErinE.AlexanderandTimothyN.Odegard Modelsoflearningdisabilityidentification 4 School-basedidentification 6 Identificationinclinicalsettings 8 Learningdisabilities:achievement,capability,unexpectedness, andcause 9 Achievement 9 Capability 10 Unexpectedness 12 Causation 14 Wheretofocustimeandresources 16 Identifyinglearningdisabilities:ahybridmodel 17 Inadequateresponsetoappropriateinstruction 18 Poorachievementinreading,mathematics,and/or writtenexpression 19 Evidencethatotherfactorsarenottheprimarycause 24 Take-homemessagesandfuturedirections 25 References 28 2. Assessment and diagnosis of attention-deficit/ hyperactivity disorder 33 ArthurD.AnastopoulosandKaiceeK.Beal Historicalcontext 34 Epidemiology 34 Etiology 35 Developmentalcourse 36 v vi Contents Clinicalpresentation 36 Situationalvariabilityofprimarysymptoms 37 Cooccurringfeatures 37 Functionalimpairment 38 Guidelinesfordiagnosingattention-deficit/hyperactivity disorder 39 Diagnosticcriteriaandclassification 39 Multiinformant,multimethodassessmentstrategy 42 Assessmentprocedures 43 Interpretingdiagnosticevaluationdata 46 Diagnosticfeedbackandtreatmentplanning 49 References 50 3. Assessment of attention-deficit/hyperactivity disorder and comorbid reading disorder with consideration of executive functioning 55 ErikG.Willcutt Introductionandoverview 55 Theimportanceofattention-deficit/hyperactivitydisorder comorbiditywithlearningdisorders 55 Overviewofthechapter 56 Prevalenceandclinicalimplicationsofcomorbiditybetween attention-deficit/hyperactivitydisorderandreadingdisorder 57 Functionalimplicationsofcomorbidity 58 Competingexplanationsforcomorbidity 61 Artifactualmodels 61 Commonetiologyandcausalmodelsasexplanationsfor comorbiditybetweenattention-deficit/hyperactivity disorderandreadingdisorder 62 Familystudiesofreadingdisorder,attention-deficit/hyperactivity disorder,andtheircomorbidity 63 Twinstudiesofreadingdisorder,attention-deficit/hyperactivity disorder,andtheircomorbidity 64 Moleculargeneticstudiesofreadingdisorder,attention-deficit/ hyperactivitydisorder,andtheircomorbidity 65 Neurocognitivemodelsofreadingdisorder, attention-deficit/hyperactivitydisorder,andtheircomorbidity 66 Conclusionandfuturedirections 67 Clinicalimplications 67 Futuredirectionsforstudiesofcomorbiditybetween attention-deficit/hyperactivitydisorderandreadingdisorder 68 Conclusion 69 References 69 Furtherreading 73 Contents vii Section 2 Recommendations for intervention and treatment 4. Response to intervention framework: an application to school settings 77 PamelaM.Stecker,JanieHodgeandCatherineA.Griffith Historicaloverviewofresponsetointerventionandrationale foritsuse 78 Responsetointerventionasthreelevelsofincreasingly intensiveservices 79 Generaldescriptionofresponsetointervention levelsofinstruction 80 Responsetointerventionscenariowithcaseexample:Norma 82 Questionsraisedabouttheresponsetointerventionmodel 84 Overallmodel 84 Primaryprevention 86 Secondaryprevention 87 Tertiaryprevention/intervention 88 Responsetointerventionevaluation 88 NationalResearchCenteronLearningDisabilitiesstudies 89 Nationalevaluationofresponsetointervention 90 Implicationsforfutureresearchandpractice 92 References 94 5. Educational therapy 99 LouiseSpear-Swerling Importantcomponentabilitiesinachievementatthe elementarylevel 100 Importantcomponentsoforallanguageandreading 100 Importantcomponentsofmath 104 Importantcomponentsofwrittenexpression 105 Developmentalshiftsandinterrelationships 105 Commonprofilesofacademicdifficulties 106 Threecommonprofilesofpoorreading 106 Implicationsoftheprofilesformathandwrittenexpression 109 Effectiveeducationaltherapy 110 Characteristicsofexplicit,systematicteaching 110 Thebenefitsofvisualaidsandmanipulatives 114 Appropriatecurriculaandmaterials 115 Applicationtochildrenwithdifferentpoorreaderprofiles 115 Communicatingwithparentsandfindingappropriatetherapy 119 References 121 viii Contents 6. Academic accommodations and modifications 125 DanFlorellandAndreaStrait Introduction 125 Legalclassificationsforspecificlearningdisability andattention-deficit/hyperactivitydisorder 126 Specialeducation 126 Section504oftheRehabilitationActof1973 133 Accommodationsandmodifications 135 Definitionanddifferentiation 135 Accommodationsandmodificationsforspecificlearning disabilityandattention-deficit/hyperactivitydisorder 136 Extendedtime 136 Readaloud 138 Technologicalsupports 138 Setting 139 Modifications 140 Makingaccommodationsandmodificationseffective 141 Single-subjectdesign 142 Conclusion 143 References 144 Furtherreading 147 7. Behavioral interventions 149 LaurenM.FriedmanandLindaJ.Pfiffner Theoreticalunderpinningsofbehavioralinterventions 150 Behavioralparenttraining 151 Empiricalsupport 152 School-basedinterventions 157 Empiricalsupport 159 Childorganizationalskillinterventions 160 Empiricalsupport 160 Multicomponentbehavioralinterventions 161 Empiricalsupport 161 Summaryandfuturedirections 163 Resourcesforclinicians 164 Resourcesforparents 165 References 165 8. Executive function training for children with attention-deficit/hyperactivity disorder 171 MarkD.Rapport,SamuelJ.Eckrich,CatrinaCalub andLaurenM.Friedman Introduction 171 Whyalternativetreatmentsareneededforchildrenwithattention- deficit/hyperactivitydisorder 171 Contents ix Implicationsderivedfromclinicaloutcomestudies 171 Implicationsderivedfromneuroimagingstudies 173 Strengtheningbasiccognitiveprocessesassociatedwithcore foundationallearning 173 Implicationsderivedfromcognitive/experimentalinvestigations 173 Thefunctionalworkingmemorymodelofattention-deficit/ hyperactivitydisorderandtransfereffects 175 Executivefunctiontrainingprograms 177 Conceptualrationaleandcurrentlyavailableprograms 178 Executivefunctiontrainingefficacy 178 Ready,fire,misaimapproachofexecutivefunctiontraining programsandmethodologicalconsiderations 180 Neurotherapies 180 Neurofeedback 181 Brainstimulation 182 Repetitivetranscranialmagneticstimulation 183 Transcranialdirectcurrentstimulation 183 Summary 183 Practitionerconsiderationsandrecommendations 183 Organizationalstrategiestoimproveexecutive function(cid:1)dependentacademicactivities 184 OrganizationalSkillsTraining 184 Homework,Organization,andPlanningSkills 185 SupportingTeen’sAutonomyDaily 186 Summary 186 Memorystrategiestoimprovelearning 187 Managinginformationencodingdifficulties 187 Informationinputchannel 188 Informationretentionandretrieval 189 Summaryandfuturedirections 191 References 192 Furtherreading 196 9. Tying it all together 197 MichelleM.Martel Learningdisorderandattention-deficit/hyperactivity disorderoftencooccur 197 Complexities:severityofrisk,individualvariability, andcomorbidity 198 Importanceofintegratinglearningdisorder(cid:1)attention- deficit/hyperactivitydisordercare 199 Caseexamples 199 Attention-deficit/hyperactivitydisorder1learningdisorder 200 Learningdisorder1comorbidity 204 x Contents Attention-deficit/hyperactivitydisorder 209 Attention-deficit/hyperactivitydisorder1comorbidity 214 Importantfuturedirectionsforlearningdisorder(cid:1)attention- deficit/hyperactivitydisorderresearch 220 Summary 221 Index 223
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