Disorganized Children: A Guide for Parents and Professionals by Samuel M. Stein

By Samuel M. Stein

'Disorganized young ones' might show more than a few behaviours symptomatic of, for instance, ADHD, autism and behavior problems, yet they generally fail to satisfy the entire standards for a transparent analysis. during this publication, psychiatrists, speech, relations and occupational therapists and neurodevelopment experts current a number of behavioural and mental techniques to assist disorganized little ones enhance focus and function within the school room and care for quite a few behaviour and social interplay problems. The authors additionally offer info and interventions for dyslexia, dyspraxia, OCD and schizophrenia, between others. the mix of knowledge, routines and case reports makes this a worthy instrument to be used through mom and dad, healthiness care and educating execs, and the authors offer an perception into the brain of disorganized teenagers and useful tips on how top to aid them in attaining their complete capability.

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Disorganized Children: A Guide for Parents and Professionals

'Disorganized young ones' could exhibit more than a few behaviours symptomatic of, for instance, ADHD, autism and behavior problems, yet they generally fail to satisfy the entire standards for a transparent prognosis. during this e-book, psychiatrists, speech, family members and occupational therapists and neurodevelopment experts current a variety of behavioural and mental ideas to aid disorganized young children enhance focus and function within the school room and take care of quite a few behaviour and social interplay problems.

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After birth, there is a very rapid period of development during which time the baby starts to smile, achieves head control and discovers the ability to reach and grasp. Piaget was one of the first psychologists to carefully observe and record the sequence of developmental changes that occur in childhood (Piaget 1970). He described the first two years of life as the sensorimotor period in which children begin to understand the relationship between their actions and the subsequent consequences, as well as starting to differentiate themselves (or ‘self ’) from other objects.

Research has shown that even babies can make rudimentary analogies (Chen, Campbell and Polley 1995). In this experiment it was demonstrated that, using a simple toy acquisition problem, babies as young as 13 months could transfer their knowledge of reaching for a toy in one situation and apply the same method to a different situation. When given a higher level of perceptual support, some babies as young as 10 months demonstrated the ability to solve the problem analogically. Evidence suggests that the presence of these abilities, even in a rudimentary form in early infancy, is critical for the acquisition of knowledge and for conceptual development throughout childhood.

This is when thinking and problem-solving come to be based on the symbolic understanding of concrete objects (Chapter 3) and the relations between them (Chapter 4). It is the beginning of sophisticated mental operations. Children arrive at middle childhood with a great deal of knowledge about the categories in their world. Much of this understanding is coded and labelled in their everyday language. During the pre-school period, the child slowly developed the ability to represent experiences mentally, a process that goes hand in hand with the development of language.

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