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008			201017s2020 gw | o |||| 0|eng d
020			_a9783030561086
024	7		_a10.1007/978-3-030-56108-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aRJ506 .B76 _b2020 EB
100	1		_aBroitman, Jessica _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9676968
245	1	0	_aNVLD and Developmental Visual-Spatial Disorder in Children : _bClinical Guide to Assessment and Treatment _cby Jessica Broitman [y otros tres]
250			_aFirst edition 2020
264		1	_aCham _bSpringer International Publishing _c2020
300			_a1 recurso en línea (XVII, 206 páginas) _b12 ilustraciones, 11 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
490	0		_aBehavioral Science and Psychology (SpringerNature-41168)
490	0		_aBehavioral Science and Psychology (R0) (SpringerNature-43718)
505	0		_aChapter 1 . Introduction -- Chapter 2. Markers of NVLD Within a Developmental Framework -- Chapter 3. What is a Nonverbal Learning Disability (NVLD) -- Chapter 4. The Etiology and Pathophysiology of NVLD -- Chapter 5. The Initial Contact and the Intake Process -- Chapter 6. Screening and Diagnostic Assessments for NVLD -- Chapter 7. Reading and Interpreting the Neuropsychological Assessment Report -- Chapter 8. The Need for Early Assessment and Accurate Treatment -- Chapter 9. Working with a consistent psychological theory -- Chapter 10. Creating a treatment plan and team -- Chapter 11. Working with your patient's family -- Chapter 12. Learning from our patients -- Chapter 13. Choosing what to work on first in therapy/tutoring -- Chapter 14. The Brooklyn Learning Center Model -- Chapter 15. Specific Interventions -- Chapter 16. Conclusions.
520			_aThis unique volume explores issues related to working with children who have nonverbal learning disability (NVLD). It examines how a child's psychology - thoughts, feelings, beliefs - affects his or her functioning and learning. In addition, the book addresses how a child's experiences are processed through individual personality, psychology, culture, environment and economic circumstances, and family dynamics. Using these psychological organizing principles, the book describes how to work most effectively with young patients with NVLD. It offers a new model and definition for understanding NVLD, emphasizing its core deficit of visual-spatial processing. In addition, this book addresses efforts to rename NVLD to developmental visual-spatial disorder (DVSD). It describes the 11 possible subtypes as including a primary deficit in visual-spatial processes and impairment in several additional functional domains, including executive functioning, social/emotional deficits, academic achievement, and motor coordination. The book highlights the need for psychologically minded treatment and provides specific intervention guidelines. It details how to conduct the intake process and create a treatment plan and team and offers practical suggestions for working with a patient's family members. In addition, the book addresses the importance of working with a consistent psychological theory, such as control mastery theory (CMT). It describes the Brooklyn Learning Center Model for treating NVLD and offers guidelines for interventions to support patients academically. The book provides a comprehensive approach to the neuropsychological assessment of NVLD as well as examples of visual-spatial, sensory perception, executive functioning, academics, social/emotional deficits and motor coordination interventions, and all forms used to gather information from patients. Key areas of coverage include: Definition of nonverbal learning disability (NVLD). Efforts toward inclusion in the Diagnostic and Statistical Manual (DSM) and for renaming it to a developmental visual-spatial disorder (DVSD) Guide to general diagnostic testing and assessment. Developing a treatment plan and team for NVLD patients. NVLD therapy and tutoring priorities. NVLD and Developmental Visual-Spatial Disorder in Children is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines.
988			_aSpringer_Psychology_2020
650		7	_2embne _9150566 _aTrastornos de aprendizaje
650		7	_2embne _9168855 _aNiños _xPsicología
650		7	_2embne _9139894 _aPsicología clínica
710	2		_aSpringerLink
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-56108-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Valencia)
942			_2lcc _cLE
998			_db _zSI