The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems

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The Clinical Guide to Assessment and Treatment of Childhood Learning and Attention Problems
Copyright
Contents
List of contributors
Preface
Section 1: Assessment guidelines
1 Assessment and identification of learning disabilities
	Models of learning disability identification
		School-based identification
		Identification in clinical settings
	Learning disabilities: achievement, capability, unexpectedness, and cause
		Achievement
		Capability
		Unexpectedness
		Causation
	Where to focus time and resources
	Identifying learning disabilities: a hybrid model
		Inadequate response to appropriate instruction
		Poor achievement in reading, mathematics, and/or written expression
		Evidence that other factors are not the primary cause
	Take-home messages and future directions
	References
2 Assessment and diagnosis of attention-deficit/hyperactivity disorder
	Historical context
	Epidemiology
	Etiology
	Developmental course
	Clinical presentation
		Situational variability of primary symptoms
		Cooccurring features
		Functional impairment
	Guidelines for diagnosing attention-deficit/hyperactivity disorder
		Diagnostic criteria and classification
		Multiinformant, multimethod assessment strategy
		Assessment procedures
		Interpreting diagnostic evaluation data
	Diagnostic feedback and treatment planning
	References
3 Assessment of attention-deficit/hyperactivity disorder and comorbid reading disorder with consideration of executive func...
	Introduction and overview
		The importance of attention-deficit/hyperactivity disorder comorbidity with learning disorders
		Overview of the chapter
		Prevalence and clinical implications of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
			Frequency of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
			Conclusion
		Functional implications of comorbidity
			Cross-sectional analyses
			Developmental outcomes
			Conclusion
	Competing explanations for comorbidity
		Artifactual models
			Clinic sampling bias
			Shared method variance and symptom overlap
			Rater bias
			Phenocopy model
			Conclusion
		Common etiology and causal models as explanations for comorbidity between attention-deficit/hyperactivity disorder and read...
		Family studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
			Conclusion
		Twin studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
			Conclusion
		Molecular genetic studies of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
		Neurocognitive models of reading disorder, attention-deficit/hyperactivity disorder, and their comorbidity
			Conclusion
	Conclusion and future directions
		Clinical implications
			Diagnostic formulation
			Clinical assessment procedures
			Intervention
		Future directions for studies of comorbidity between attention-deficit/hyperactivity disorder and reading disorder
			Early shared risk factors
			Attention-deficit/hyperactivity disorder and reading disorder in adults
			Understanding shared cognitive weaknesses in attention-deficit/hyperactivity disorder and reading disorder
	Conclusion
	References
	Further reading
Section 2: Recommendations for intervention and treatment
4 Response to intervention framework: an application to school settings
	Historical overview of response to intervention and rationale for its use
	Response to intervention as three levels of increasingly intensive services
		General description of response to intervention levels of instruction
			Primary prevention
			Secondary prevention
			Tertiary prevention
		Response to intervention scenario with case example: Norma
			Primary prevention
			Secondary prevention
			Tertiary prevention
	Questions raised about the response to intervention model
		Overall model
		Primary prevention
		Secondary prevention
		Tertiary prevention/intervention
	Response to intervention evaluation
		National Research Center on Learning Disabilities studies
		National evaluation of response to intervention
	Implications for future research and practice
	References
5 Educational therapy
	Important component abilities in achievement at the elementary level
		Important components of oral language and reading
		Important components of math
		Important components of written expression
		Developmental shifts and interrelationships
	Common profiles of academic difficulties
		Three common profiles of poor reading
		Implications of the profiles for math and written expression
	Effective educational therapy
		Characteristics of explicit, systematic teaching
		The benefits of visual aids and manipulatives
		Appropriate curricula and materials
		Application to children with different poor reader profiles
	Communicating with parents and finding appropriate therapy
	References
6 Academic accommodations and modifications
	Introduction
	Legal classifications for specific learning disability and attention-deficit/hyperactivity disorder
		Special education
			Special education: history and law
			Clashing classification system: schools versus clinics
			Common eligibility categories
			Individualized education program process
			Reevaluation and review of goals
		Section 504 of the Rehabilitation Act of 1973
			Background and history of law
			Eligibility and documentation needed for services
			504 Plan process
	Accommodations and modifications
		Definition and differentiation
	Accommodations and modifications for specific learning disability and attention-deficit/hyperactivity disorder
		Extended time
		Read aloud
		Technological supports
		Setting
	Modifications
	Making accommodations and modifications effective
		Single-subject design
	Conclusion
	References
	Further reading
7 Behavioral interventions
	Theoretical underpinnings of behavioral interventions
	Behavioral parent training
		Empirical support
	School-based interventions
		Empirical support
	Child organizational skill interventions
		Empirical support
	Multicomponent behavioral interventions
		Empirical support
	Summary and future directions
	Resources for clinicians
	Resources for parents
	References
8 Executive function training for children with attention-deficit/hyperactivity disorder
	Introduction
	Why alternative treatments are needed for children with attention-deficit/hyperactivity disorder
		Implications derived from clinical outcome studies
		Implications derived from neuroimaging studies
	Strengthening basic cognitive processes associated with core foundational learning
		Implications derived from cognitive/experimental investigations
		The functional working memory model of attention-deficit/hyperactivity disorder and transfer effects
			The functional working memory model
			Desirable training outcomes: near- and far-transfer effects
	Executive function training programs
		Conceptual rationale and currently available programs
		Executive function training efficacy
		Ready, fire, misaim approach of executive function training programs and methodological considerations
	Neurotherapies
		Neurofeedback
			Electroencephalogram
			fMRI/Functional near-infrared spectroscopy
	Brain stimulation
		Repetitive transcranial magnetic stimulation
		Transcranial direct current stimulation
	Summary
	Practitioner considerations and recommendations
	Organizational strategies to improve executive function–dependent academic activities
		Organizational Skills Training
		Homework, Organization, and Planning Skills
		Supporting Teen’s Autonomy Daily
	Summary
	Memory strategies to improve learning
		Managing information encoding difficulties
		Information input channel
			Practitioner recommendations to accommodate and strengthen orthographic conversion
		Information retention and retrieval
			Practitioner recommendations to accommodate and strengthen short-term storage
	Summary and future directions
	References
	Further reading
9 Tying it all together
	Learning disorder and attention-deficit/hyperactivity disorder often cooccur
	Complexities: severity of risk, individual variability, and comorbidity
	Importance of integrating learning disorder–attention-deficit/hyperactivity disorder care
	Case examples
		Attention-deficit/hyperactivity disorder+learning disorder
			Evaluation procedures
			Reason for referral
			Background information and symptom history
			Behavioral observations
			Test results and interpretation
				Intellectual functioning
				Academic functioning
				Behavioral and emotional functioning
			Summary
			Diagnoses
			Recommendations
		Learning disorder+comorbidity
			Evaluation procedures
			Reason for referral
			Background information and symptom history
			Behavioral observations
			Test results and interpretation
				Intellectual functioning
				Adaptive behavior
				Academic functioning
				Attention, anxiety, and depression
			Summary
			Diagnoses
			Recommendations
		Attention-deficit/hyperactivity disorder
			Evaluation procedures
			Reason for referral
			Background information and symptom history
			Behavioral observations
			Test results and interpretation
				Intellectual functioning
				Academic functioning
				Attention and executive function
			Summary
			Diagnosis
			Recommendations
		Attention-deficit/hyperactivity disorder+comorbidity
			Evaluation procedures
			Reason for referral
			Background information and symptom history
			Behavioral observations
			Test results and interpretation
				Broad-band screening
				Attention problems
				Anxiety
				Depression
				Intellectual functioning
				Academic functioning
			Summary
			Diagnoses
			Recommendations
	Important future directions for learning disorder–attention-deficit/hyperactivity disorder research
	Summary
Index
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