Evidence-Based Practice in Infant and Early Childhood by Barbara A. Mowder, Florence Rubinson, Anastasia E. Yasik PDF

By Barbara A. Mowder, Florence Rubinson, Anastasia E. Yasik

ISBN-10: 0470395265

ISBN-13: 9780470395264

ISBN-10: 1118269608

ISBN-13: 9781118269602

An authoritative advisor to evidence-based therapy of babies and younger children

Evidence-Based perform in baby and Early youth Psychology is the 1st guide of its style to contemplate the entire mental wishes of babies and children, from delivery to early formative years. With a spotlight on evidence-based perform, the ebook offers a balanced point of view of numerous and moral perform with study and academic techniques interwoven all through.

accomplished in scope, Evidence-Based perform in little one and Early adolescence Psychology is split into 4 sections:

  • Foundations presents the framework for contemplating mental and academic provider provisions for teenagers and their familiesContent:
    Chapter 1 toddler and Early youth Psychology (pages 1–44): Nancy J. Evangelista
    Chapter 2 execs operating in toddler and Early adolescence Psychology (pages 45–74): Susan Vig
    Chapter three Multicultural Evidence?Based perform in Early youth (pages 75–90): Madeline Fernandez
    Chapter four overview of babies and children (pages 91–127): Michele Zaccario, ok. Mark Sossin and Jacqueline Degroat
    Chapter five evaluation of Preschool childrens (pages 129–166): Vincent C. Alfonso and sunrise P. Flanagan
    Chapter 6 Neurodevelopmental evaluate (pages 167–205): Deborah J. Walder, Janet Cohen Sherman and Margaret B. Pulsifer
    Chapter 7 mother or father evaluate and Intervention (pages 207–235): Barbara A. Mowder and Renee Shamah
    Chapter eight family members review and Intervention (pages 237–257): Barbara A. Mowder and Renee Shamah
    Chapter nine session (pages 259–287): Florence Rubinson
    Chapter 10 Play treatment (pages 289–307): Athena A. Drewes
    Chapter eleven Self?Regulation (pages 309–349): Virginia Smith Harvey and Gayle L. Macklem
    Chapter 12 awareness Deficit Hyperactivity affliction (pages 351–380): Mark D. Terjesen and Robyn Kurasaki
    Chapter thirteen Social?Emotional concerns (pages 381–412): Susan Chinitz and Rahil Briggs
    Chapter 14 Aggression (pages 413–441): Greta L. Doctoroff and Rachelle Theise
    Chapter 15 nervousness and melancholy in Early youth (pages 443–466): Mark D. Terjesen and Robyn Kurasaki
    Chapter sixteen Pervasive Developmental issues (pages 467–499): Gerard Costa and Molly Romer Witten
    Chapter 17 Autism Spectrum issues (pages 501–535): Dianne Zager, Carol Sober Alpern and E. Amanda Boutot
    Chapter 18 Health?Impaired (pages 537–572): Molly L. Nozyce and Roy Grant
    Chapter 19 Psychopharmacology (pages 573–588): Laura M. Anderson and Leadelle Phelps
    Chapter 20 Trauma (pages 589–615): Anastasia E. Yasik
    Chapter 21 Violence Prevention (pages 617–640): Michelle Guttman
    Chapter 22 baby Care and Early schooling (pages 641–666): Mary Debey
    Chapter 23 reaction to Intervention (pages 667–686): Paul C. McCabe
    Chapter 24 R.I.C.H. functions (pages 687–702): Thomas J. Kehle, Melissa A. Bray and Sarah E. Grigerick
    Chapter 25 present prestige and destiny instructions (pages 703–714): Barbara A. Mowder, Florence Rubinson and Anastasia E. Yasik

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Additional resources for Evidence-Based Practice in Infant and Early Childhood Psychology

Sample text

Parent–child relationships in early intervention with infants and toddlers with disabilities and their families. In C. H. Zeanah, Jr. ) (pp. 457–471). New York: Guilford Press. Gilliam, W. S. (2005, May). Prekindergarteners left behind: Expulsion rates in state prekindergarten programs (Policy Brief Series No. 3). New York: Foundation for Child Development. Gilliam, W. S. (2008, January). Implementing policies to reduce the likelihood of preschool expulsion. New York: Foundation for Child Development.

School Psychology Review, 35, 615–620. Bagnato, S. , & Neisworth, J. T. (1991). Assessment for early intervention: Best practices for professionals. New York: Guilford Press. , & Castro, L. E. (2005). Intensive day treatment for very young traumatized children in residential care. In K. M. ), The handbook of training and practice in infant and preschool mental health (pp. 233–255). San Francisco: Jossey-Bass. Barnard, K. E. (1997). Influencing parent-child interactions for children at risk. In M.

Bailey Jr. , pp. 236–261). Upper Saddle River, NJ: Pearson Education. , & Crais, E. R. (2004). Procedural considerations in assessing infants and preschoolers with disabilities. In M. McLean, M. Wolery, & D. B. Bailey Jr. , pp. 45–70). Upper Saddle River, NJ: Pearson Education. McLinden, S. , & Prasse, D. P. (1991). Providing services to infants and toddlers under PL 99-457: Training needs of school psychologists. School Psychology Review, 20, 37–48. , Mulick, J. , & Butter, E. M. (2005). Autism: A late 20th century fad magnet.

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Evidence-Based Practice in Infant and Early Childhood Psychology by Barbara A. Mowder, Florence Rubinson, Anastasia E. Yasik

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