First Published in 2017. Routledge is an imprint of Taylor & Francis, an Informa company.
Author: Judith W. Kugelmass
First Published in 2017. Routledge is an imprint of Taylor & Francis, an Informa company.
Behavioral assessment scales have seemed conspicuously immune from investigation of test bias, yet these scales must be held to the same standards of ...
Author: Cecil R. Reynolds
Publisher: Springer Science & Business Media
The public schools have taken on increasing responsibility over the last decade for providing in-school educational services to chil dren with low-incidence handicaps, children who, not very many years ago, would have been relegated to custodial care or limited to care only in the home. With the increasing responsibility for educating these children has come recognition that few of us have the requisite knowledge or skills to deliver high-quality services to these chil dren. University programs are providing more staff, but the existing staff must also be trained. We have been involved for several years, with the special education branch of the Nebraska Department of Edu cation in the provision of in-service training in the early identifi cation and assessment of handicapping conditions, when we realized an even greater need for training regular classroom teachers, administra tors, and psychologists in addition to early childhood special educa tion personnel about the nature of low-incidence handicaps and how they might be dealt with in the public school setting. Knowing the enormity and the expense of such an undertaking, we tenuously ap proached the State Department. They too were cognizant of this need and welcomed our ideas. Jan Thelen and her capable staff then took to coordinating the planning with us and the Nebraska Department of Education provided the fundings.
KUGELMASS , J.W. ( 1987 ) Behavior , Bias and Handicaps , New Brunswick ... J.L. ( 1986 ) Handicapping the Handicapped , Stanford , CA , Stanford University ...
Author: Len Barton
Publisher: Psychology Press
A collection of conference papers on disability, handicap and policy. The intention behind the international conference was to provide a forum in which perspectives, research findings and policy developments could lead to a strengthening of our commitment to the empowerment of disabled people.
Behavioral Science 10(4): 412–20. – – – . 1971. Follow-up study of eleven ... Behavior, bias, and handicaps: Labeling the emotionally disturbed child.
Author: Gil Eyal
"The authors argue that the recent rise in autism should be understood as an 'aftershock' of the real earthquake, which was the deinstitutionalization of mental retardation in the mid-1970s. This entailed a radical transformation not only of the institutional matrix for dealing with developmental disorders of childhood, but also of the cultural lens through which we view them. It opened up a space for viewing and treating childhood disorders as neither mental illness nor mental retardation, neither curable nor incurable, but somewhere in-between"--From publisher description.
... Virginia Institute for Developmental Disabilities, 1996). The challenge therefore is how best to view the bias toward controlled experimental research ...
Author: Edward G. Carr
This book, prepared in response to a request from the United States Department of Education, Office of Special Education Programs, reviews the published literature on positive behavior interventions and uses this database to provide four main content areas for research. Positive behavior support (PBS) is defined as an approach for dealing with problem behavior that focuses on the remediation of deficient contexts (such as environmental conditions and/or behavioral repertoires) that by functional assessment are documented to be the source of the problem. The research published on PBS between 1985 and 1996 (n=107 articles) was reviewed with respect to four categories of variables: demographics, assessment practices, intervention strategies, and outcomes. Results indicated that: (1) PBS is widely applicable to people with serious problem behavior; (2) the field is growing rapidly overall, but especially in the use of assessment and in interventions that focus on correcting environmental deficiencies; (3) using stringent criteria of success, PBS is effective in reducing problem behavior in one-half to two-thirds of cases; (4) success rates nearly double when intervention is based on a prior functional assessment; and (5) consumer needs that emphasize comprehensive lifestyle support, long-term change, practicality and relevance, and direct support for consumers themselves are inadequately addressed by the research base. Recommendations are made for bridging the research-to-practice gap. (Contains more than 300 references.) (Author/CR)
Individuals with Disabilities Education Act of 1990 , Pub . L. No. ... Behavior , bias , and handicaps : Labeling the emotionally disturbed child .
Author: Judy W. Kugelmass
Publisher: Teachers College Press
How do schools sustain a collaborative, inclusive culture in these times of high-stakes testing and standardization? Through the story of a progressively minded public elementary school, the author shows how committed educators can collaborate to maintain a creative, inclusive educational environment and still rise to the demands of state-imposed standards. This timely volume explores the evolution of a school in chaos to a highly regarded school serving a diverse student population.
Behavior, bias, and handicaps: Labeling the emotionally disturbed child. New Brunswick, NJ: Transaction Books. Kunc, N. (1992).
Author: Scot Danforth
Publisher: Corwin Press
Filled with rich narrative and designed for educators working with troubling students each day, this insightful, practical guide leads you in developing helpful, trusting student-teacher relationships.
Australian Journal of Developmental Disabilities, 7, 9-16. ... (1995) Effect of psychological treatment on cognitive bias in generalised anxiety disorder.
Author: Biza Stenfert Kroese
Cognitive therapy is a well known and widely used means of helping depressed patients, but is only now beginning to be extended to other client groups. Cognitive Therapy for Learning Disability contains contributions from well known and highly experienced practitioner researchers about the theoretical and practical issues surrounding the application of cognitive therapy to this special client group. Since cognitive therapy is usually understood to consist mainly of talking and introspection, the communication difficulties, challenging behaviours and the whole question of self-regulation make CBT for learning disabled people a challenging and fascinating topic. Cognitive Therapy for Learning Disability provides a wealth of practical examples for training and will be invaluable to clinical psychologists, psychiatrists and all researchers and practitioners who deal with learning disabled people in their daily lives.
The Education for All Handicapped Children Act of 1975 ( EAHCA ) , has become ... ISBN 0-88738-690-3 ( cloth ) BIAS , BEHAVIOR , AND HANDICAPS Labeling the ...
Author: Marie Johnston
Publisher: Transaction Publishers
CIP cites the title as Health psychology, research and reviews. Eleven review and research papers address the psychological dimensions of high blood pressure, diabetes, coronary artery bypass surgery, psychogenic pain, among other topics. Acidic paper. No index. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)
8915924 Behavioural sciences series ( London , England ) see learning for ... Eick - Hartwig . see see see Behavior , bias , and handicaps W. Kugelmass ...
Author: National Library of Medicine (U.S.)
First multi-year cumulation covers six years: 1965-70.
Another criticism made by many psychologists was that behaviour management's ... and to bias interpretation of experience in favour of schema maintenance.
Author: Tom M. McMillan
Publisher: Psychology Press
Persisting neurobehavioural disability follows many forms of serious brain injury and acts as a major constraint on social independence. Rehabilitation services are often not organised in a way which addresses the needs of people with such disability, and relatively few professionals have experience in the clinical management of complex disability patterns which comprise the neurobehavioural syndrome. This book is a compilation of chapters, written by a group of clinicians with experience of post acute brain injury rehabilitation to ameliorate the social handicap experienced by a growing number of people who survive serious brain injury. The aim of the book is to describe the nature of neurobehavioural disability, how it translates into social handicap, and what can be done to address the problems generated by such handicap, through social and behavioural rehabilitation, vocational training, and family education. Consideration is also given to evaluating post-acute rehabilitation methods and selecting the most appropriate form of rehabilitation, both in terms of clinical and cost effectiveness. The book is aimed at clinical psychologists, psychiatrists and neurologists working in brain injury rehabilitation, plus all the rehabilitation disciplines, and social workers. The book will also be of interest to relatives of brain injured people who are seeking a better knowledge base in order to understand neurobehavioural disability. Additionally, the book should be helpful to the growing number of therapy care assistants, case managers, and support workers, responsible for the day to day care of brain injured people in the community.
mechanisms linking language disabilities and behavior disorders JIM ... of control of the effects of associated handicaps 3. bias in clinic referred samples ...
Author: Joseph H. Beitchman
Publisher: Cambridge University Press
Leading researchers and clinicians examine language as a bridge between learning disability and psychiatric disorder.
Assessmentof problem behavior invisually handicapped adolescents. ... Experimental evidence for the effects of instructional bias on word identification.
Author: Gershon Berkson
Psychological research on children with mental and physical handicaps began two hundred years ago. Its major development awaited the maturation of psychology as an empirical science and of social movements for child welfare and education. This book is a record of the research accomplished in the 1980s. While at the end of the 19th century, behavioral research on handicapped children could at best be characterized as pioneering; by the beginning of the 1990s, it had become a vigorous activity with scientists producing hundreds of articles a year. The result has been a level of detail in theory and factual support that was not previously available. This volume is written for those who know something about psychology and education, but who are unfamiliar with research on children with handicaps. This might include parents of children with handicaps, upper-level undergraduate and graduate students looking for research topics, and professionals in developmental psychology and the education of normal children who wish to familiarize themselves with the recent developments in the study of deviations in behavioral development.
Its bias is inherent in most major classification systems currently available for categorizing disabilities and handicaps. For instance, the Federal ...
Author: W. Edward Craighead
Publisher: John Wiley & Sons
Edited by high caliber experts, and contributed to by qualityresearchers and practitioners in psychology and relatedfields. Includes over 500 topical entries Each entry features suggested readings and extensivecross-referencing Accessible to students and general readers Edited by two outstanding scholars and clinicians
Research in Developmental Disabilities, 22(6), 449–462. ... Cognitive behaviour therapy for people with bias. Behaviour Research and Therapy, 27(1), 1–7.
Author: Johnny L. Matson
Publisher: Springer Nature
This handbook offers a comprehensive review of intellectual disabilities (ID). It examines historical perspectives and foundational principles in the field. The handbook addresses philosophy of care for individuals with ID, as well as parent and professional issues and organizations, staffing, and working on multidisciplinary teams. Chapters explore issues of client protection, risk factors of ID, basic research issues, and legal concerns. In addition, chapters include information on evidence-based assessments and innovative treatments to address a variety of behaviors associated with ID. The handbook provides an in-depth analysis of comorbid physical disorders, such as cerebral palsy, epilepsy and seizures, and developmental coordination disorders (DCD), in relation to ID. Topics featured in this handbook include: Informed consent and the enablement of persons with ID. The responsible use of restraint and seclusion as a protective measure. Vocational training and job preparation programs that assist individuals with ID. Psychological and educational approaches to the treatment of aggression and tantrums. Emerging technologies that support learning for students with ID. Key sexuality and relationship issues that are faced by individuals with ID. Effective approaches to weight management for individuals with intellectual and developmental disabilities. The Handbook of Intellectual Disabilities is an essential reference for researchers, graduate students, clinicians and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.
Individuals with Disabilities Education Act (20) U. S. C., ... Services for girls with serious emotional disturbance: A case of gender bias? Behavior ...
Author: Herbert Grossman
Publisher: Charles C Thomas Publisher
In this new edition, the author goes into more detail about the solutions to the problems identified in the book. The author, a clinical psychologist and special educator, points out the enormous disparities between the school experiences and educational outcomes for poor, non-European American, immigrant, rural, and limited-English proficient students with disabilities and their European American middle- and upper class peers. He also discusses the impacts of race and class prejudice and teacher expectations on the educational outcomes of students from impoverished and minority backgrounds via international comparisons and several case studies that illustrate the manner in which educational placement and support systems affect student outcomes. Grossman challenges all special educators to take the bold steps necessary to end the inequities experienced by low income and minority students in special education. The author makes three strong contentions. The first is that some students who do not need special education are inappropriately placed, whereas others may be overlooked. Second, he asserts that special education strategies are not equally effective across socioeconomic status, English language proficiency, and ethnicity. Finally, he calls into question many of the professional practices of teachers, psychologists, administrators, and professors who serve exceptional populations. The author provides many personal accounts of events and experiences that capture the essence of what he speaks of in this book. The content of this book is information to which all educators working with ethnically, culturally and linguistically diverse children should have access. It is informative and presented in a no-nonsense fashion. The reader learns a great deal about practices that do indeed impede the academic achievement and school success of students with special needs from minority and traditionally underrepresented groups. The text can be used as supplemental reading in pre-service courses for general or special education. It is easy to read and cites many examples to reduce any possibility of misinterpretation. Teacher educators will find it especially useful as a tool to generate discussion on the difficult and threatening topics and issues associated with discrimination in public education as a whole and special education in particular. It will be of interest to special educators and administrators at all levels.