Neuropsychological Interventions for Children, Volume 1.: From Early-Preventive Stimulation to Rehabilitation
First edition.. - Cham, Switzerland: Pearson, [2024]
Online
Bibliografie, Sammelwerk, Teil eines Werkes, Elektronische Ressource
- 1 online resource (0 pages)
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Intro -- Foreword to the Brazilian Edition -- Acknowledgments -- Contents -- Contributors -- About the Editors -- Part I: Theoretical and Practical Foundation on Child Neuropsychological Assessment and Intervention -- Chapter 1: Neuropsychological Assessment and Its Role in Directing the Intervention -- Demands for Neuropsychological Assessment in Childhood: Common Complaints and Referral Sources -- Planning the Assessment and the Tools of the Process: How to Collect Information? -- Neuropsychological Tests or Tasks -- Functional Measures -- Other Information: Parents and Teachers Report -- Observation -- Neuropsychological Intervention Based on the Evaluation: The Importance of Outlining the Neuropsychological Profile -- Final Considerations -- Annex of Chapter -- Anamnesis -- Identification -- Family data -- Initial Complaint -- Pregnancy and Birth History -- Development -- Medical History -- Behavior -- Cognition -- Formal Learning -- Neuropsychological History -- References -- Chapter 2: Child Neuropsychological Intervention -- Neuropsychological Rehabilitation -- Neuropsychological Interventions in Childhood: Definitions, Objectives, and Particularities -- Neuropsychological Re(h)abilitation -- Early-Preventive Neuropsychological Stimulation -- Final Considerations -- References -- Chapter 3: Stimulation of Cognitive Functions in a School Context: Guidance for Teachers -- Why and How to Enhance Cognitive Skills in the School Context? -- Suggestions to Enhance Cognitive Skills in the Classroom -- Physical Activities -- Activities with Music, Singing, and Dancing -- Meditation -- Narrative Activities -- Playful Activities -- Card Games and Board Games -- Musical Games -- Strategy and Reflection Games -- Guessing Games -- School Tasks for Cognitive Skill Stimulation -- Final Considerations -- References.
Chapter 4: Guidance to Parents and Psychoeducation: An Example from the Approach of Executive Functions -- But, After All, What Competencies Are We Talking About? -- The Importance of Teaching EF to Parents -- The Importance of Parents Teaching EF to Their Children -- A Metaphor About Executive Dysfunctions -- Start from External to Internal Control -- Everyone Involved Needs to Accept Changes -- The Therapist Providing Support, Supervision, and Encouragement to Parents -- Emotional Alert -- Psychoeducation -- Education About Child Development -- Affective Education -- Education About the Cognitive-Behavioral Model -- Information Sources in Psychoeducation -- References -- Chapter 5: How to Stimulate Cognitive, Emotional, and Behavioral Skills in the Clinical Context? General Guidelines to Therapists -- Why Stimulate Skills in Children in the Clinical Context? -- Neuropsychological Intervention of Cognitive and Emotional Skills -- Ways to Track the Results Achieved -- Reviewing the Route-General Tips for Therapists -- Final Considerations -- References -- Chapter 6: Specificities of the Report and Recurring Inquiries Regarding the Feedback of the Results of the Child Neuropsychological Evaluation -- Common Doubts About the Feedback Process -- Why Doesn't the Neuropsychologist Give Partial Feedback (Test Results) During the Evaluation Process? -- Is It Possible to Associate the Deficits Observed in the Evaluation with Brain Lesions? -- In the Feedback of the Results, Will I Know If the Child Has a Diagnosis? -- The Neuropsychological Report -- Basic Contents of the Neuropsychological Report -- The Oral Feedback -- Common Questions About the Results of the Assessment -- What to Do from Here? -- If the Evaluation Result Indicated Various Cognitive Deficits, Does This Mean That the Child Will Be Like This Forever or Is It Possible to Change?.
Suggestions for Systematized Intervention in School -- Suggestions for Systematic Home Intervention -- Final Considerations -- References -- Part II: Stimulation and Rehabilitation -- Chapter 7: Neuropsychological Interventions for Attention in Children and Adolescents -- Evidence-Based Approaches to Attention Stimulation -- Psychoeducation and Guidelines -- Self-monitoring of Attention and Performance -- Behavioral Strategies -- Neuropsychological Activities -- Computerized Training -- Metacognition Strategies -- Final Considerations -- References -- Chapter 8: Stimulation and Neuropsychological Rehabilitation of Memory -- Theories About Memory and Learning -- Overview of Memory Systems -- Organization of Memory Subsystems According to Cognitive Neuroscience -- Sensory Memory -- Short-Term Memory and Working Memory -- Long-Term Memory -- Evidence-Based Interventions for the Treatment of Children and Adolescents with Memory and Learning Dysfunction -- Rourke's Developmental Rehabilitation Model -- Specific Memory Interventions -- Practice and Memory Rehearsal Exercises -- Cognos Cognitive Stimulation Activities: www.cognos.vc -- Mnemonic Strategy Training -- Verbal Mnemonic -- Visual Mnemonics -- Environmental Support and External Device -- How to Select an External Compensatory Device? -- Assessment of Needs -- What Are the Options for External Devices? -- How to Train the Use of an External Device? -- Prospective Memory Training -- Expanded Rehearsal -- Use of Priming or the Method of "Appearing Signs" or Disappearing Signs" -- Errorless Learning -- Final Considerations -- References -- Chapter 9: Executive Functions: Rehabilitation and Promotion in Childhood -- Executive Functions: Definition, Models, and Associated Difficulties -- Re(h)abilitation of Executive Functions in Childhood.
Promotion of Executive Functions in Childhood-Preventive Interventions -- Evidence-Based Programs Available in the Brazilian Context: Sharing Our Practice with the World -- Evidence-Based Promotion Programs Available in Brazil -- Tips for Stimulation (Habilitation, Rehabilitation, or Promotion) of Executive Functions -- Final Considerations -- References -- Chapter 10: Considerations on Intervention in Theory of Mind in Childhood -- Specific Domains of ToM -- Development of ToM -- Interventions in Theory of Mind -- References -- Chapter 11: Stimulation and Neuropsychological Rehabilitation of Social and Emotional Skills in Childhood -- Social and Emotional Skills in Childhood: Debating Constructs -- Promotion of Social and Emotional Skills and Mental Health Prevention in Childhood -- Social Emotional Learning Programs in the School Context -- Rehabilitation of Social and Emotional Skills in Neurodevelopmental Disorders -- Final Considerations -- References -- Chapter 12: Intervention in Mathematical Skills: Number Sense -- Number Sense -- Preventive and Remedial Intervention in Number Sense -- Number Sense and Educational Practices -- Final Considerations -- References -- Chapter 13: Intervention in Reading Comprehension Skills -- Reading Comprehension -- Intervention of Reading Comprehension Skills in Childhood -- Intervention in Reading Comprehension Skills in a Remedial Context -- Intervention in Reading Comprehension Skills in a Preventive Context -- Reading Comprehension Intervention-Main Topics -- Final Considerations -- References -- Index.
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Neuropsychological Interventions for Children, Volume 1.: From Early-Preventive Stimulation to Rehabilitation
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Verantwortlichkeitsangabe: | Caroline de Oliveira Cardoso and Natália Martins Dias, editors |
Autor/in / Beteiligte Person: | Cardoso, Caroline de Oliveira [editor.] ; Dias, Natália Martins [editor.] |
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Verwandtes Werk: | |
Ausgabe: | First edition. |
Veröffentlichung: | Cham, Switzerland: Pearson, [2024] |
Medientyp: | Bibliografie, Sammelwerk, Teil eines Werkes |
Datenträgertyp: | Elektronische Ressource |
Umfang: | 1 online resource (0 pages) |
ISBN: | 3-031-53586-3 |
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