{"product_id":"children-with-school-problems-a-physicians-manual-isbn-9781118302514","title":"Children With School Problems: A Physician's Manual","description":"\u003cb\u003eThe physician's guide to diagnosing and treating learning disabilities in children\u003c\/b\u003e  \u003cp\u003e1 in 10 Canadians have a learning disability, and doctors must be able to identify, diagnose, treat, and manage children who are struggling in school. The first book specifically tailored for the needs of physicians working with kids with learning disabilities, \u003ci\u003eChildren With School Problems: A Physician's Manual\u003c\/i\u003e covers such important areas as child development, diagnosing learning disabilities (including data gathering, screening and assessment, and physical examinations), management (medication, behavioral management, and educational interventions), and prevention (including literacy promotion).\u003c\/p\u003e \u003cp\u003eWritten by trusted experts from the Canadian Paediatric Society, \u003ci\u003eChildren With School Problems\u003c\/i\u003e is filled with practical tools and resources that physicians—including paediatricians, family physicians, and paediatric learners—can use to diagnose and treat children with learning disabilities.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eThe only book on learning disabilities in children specifically designed for physicians\u003c\/li\u003e \u003cli\u003eWritten by trusted experts from the Canadian Paediatric Society\u003c\/li\u003e \u003cli\u003eCovers important issues including literacy promotion, screening for disabilities, medication options, and much more\u003c\/li\u003e \u003cli\u003eGives physicians the tools they need to help children with learning disabilities\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003ePhysicians want to know more about learning disabilities, and parents want their pediatricians and family physicians to provide more help when their kids struggle in school. \u003ci\u003eChildren with School Problems\u003c\/i\u003e provides that information, making it an invaluable resource for any doctor working with kids.\u003c\/p\u003e  About the Canadian Paediatric Society xi  \u003cp\u003eAcknowledgements xiii\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Foundations 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Overview of Children with Learning Problems, Schools, and Approaches to Helping 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrevalence of learning problems 1\u003c\/p\u003e \u003cp\u003eTypes of learning disabilities 4\u003c\/p\u003e \u003cp\u003eResponse to intervention 5\u003c\/p\u003e \u003cp\u003eEtiology\/mechanisms of LDs 5\u003c\/p\u003e \u003cp\u003eNatural history 7\u003c\/p\u003e \u003cp\u003eTreatment\/management 9\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Understanding and Working with Schools 12\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEducational legislation and school organization 12\u003c\/p\u003e \u003cp\u003eTerms used by the education system 13\u003c\/p\u003e \u003cp\u003eControversies in education 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Early Development of the Nervous System and School Performance 18\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBrain development in utero 18\u003c\/p\u003e \u003cp\u003eBrain development and the origin of learning difficulties 18\u003c\/p\u003e \u003cp\u003eDisruptions in CNS development—critical periods in utero 19\u003c\/p\u003e \u003cp\u003eThe newborn period 21\u003c\/p\u003e \u003cp\u003eAcquired biologic childhood factors 21\u003c\/p\u003e \u003cp\u003eChildhood social factors 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Development and School Entry 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSchool readiness 27\u003c\/p\u003e \u003cp\u003eAge of entry 27\u003c\/p\u003e \u003cp\u003eTypical preschool learning and skills present at the time of school entry 28\u003c\/p\u003e \u003cp\u003eOther predictors of success at the time of school entry 30\u003c\/p\u003e \u003cp\u003eChapter 5: Provincial\/Territorial Special Education Legislation 32\u003c\/p\u003e \u003cp\u003eBritish Columbia 33\u003c\/p\u003e \u003cp\u003eAlberta 34\u003c\/p\u003e \u003cp\u003eSaskatchewan 35\u003c\/p\u003e \u003cp\u003eManitoba 36\u003c\/p\u003e \u003cp\u003eOntario 36\u003c\/p\u003e \u003cp\u003eQuebec 38\u003c\/p\u003e \u003cp\u003ePrince Edward Island 38\u003c\/p\u003e \u003cp\u003eNova Scotia 39\u003c\/p\u003e \u003cp\u003eNew Brunswick 40\u003c\/p\u003e \u003cp\u003eNewfoundland and Labrador 41\u003c\/p\u003e \u003cp\u003eNorthwest Territories 42\u003c\/p\u003e \u003cp\u003eNunavut 42\u003c\/p\u003e \u003cp\u003eYukon Territory 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Diagnostics 44\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Data Gathering 44\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReviewing previous reports 44\u003c\/p\u003e \u003cp\u003eInterpreting psycho-educational assessments 44\u003c\/p\u003e \u003cp\u003eAnatomy of a psycho-educational assessment 45\u003c\/p\u003e \u003cp\u003eThe history 47\u003c\/p\u003e \u003cp\u003eSetting the stage 47\u003c\/p\u003e \u003cp\u003eInterviewing parents 48\u003c\/p\u003e \u003cp\u003eInterviewing children 49\u003c\/p\u003e \u003cp\u003eIntroducing the idea of counselling 53\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Questionnaires 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCollection of Information from Parents and Teachers 55\u003c\/p\u003e \u003cp\u003eConsent to Release Information from School 58\u003c\/p\u003e \u003cp\u003eParent Questionnaire 59\u003c\/p\u003e \u003cp\u003ePreschool\/Kindergarten Questionnaire 66\u003c\/p\u003e \u003cp\u003eSchool Questionnaire (6–18 Years) 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: The Physical Examination of the Child with Learning Problems 77\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRule out physical disease 77\u003c\/p\u003e \u003cp\u003eEvaluate co-morbid medical conditions 78\u003c\/p\u003e \u003cp\u003eLook for minor physical anomalies 79\u003c\/p\u003e \u003cp\u003eDescribe neurological fi ndings 79\u003c\/p\u003e \u003cp\u003eRule out contraindications and establish a baseline for medication use 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Medical Investigations of Children with Learning Problems 82\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMedical conditions 82\u003c\/p\u003e \u003cp\u003eMedical investigations 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Developmental and Academic Skills: Screening, Sampling, and Assessment 86\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLevels of assessment by physicians 86\u003c\/p\u003e \u003cp\u003eScreening, sampling, and assessment 87\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Differential Diagnosis of the Child Who Is Not Doing Well in School 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe differential diagnosis of poor academic achievement 137\u003c\/p\u003e \u003cp\u003eThe differential diagnosis of noncompliance and oppositional behaviour 144\u003c\/p\u003e \u003cp\u003eThe differential diagnosis of motor incoordination 144\u003c\/p\u003e \u003cp\u003eThe differential diagnosis of social interaction problems 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Management 148\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Sharing the Formulation: Feedback to Parents and School 148\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFormulation 148\u003c\/p\u003e \u003cp\u003eFeedback to parents 149\u003c\/p\u003e \u003cp\u003eFeedback to the school 149\u003c\/p\u003e \u003cp\u003eSample formulation 150\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: Educational Interventions 152\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDemystification 152\u003c\/p\u003e \u003cp\u003eClassroom placement 153\u003c\/p\u003e \u003cp\u003eOut-of-school instruction 154\u003c\/p\u003e \u003cp\u003eSpecific remediation 155\u003c\/p\u003e \u003cp\u003eRole of physicians’ advice to students 160\u003c\/p\u003e \u003cp\u003eOrganization, studying, and homework 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Behavioural Management 164\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderlying factors affecting behaviour: Cognitive abilities 164\u003c\/p\u003e \u003cp\u003eUnderlying factors affecting behaviour: Regulation 164\u003c\/p\u003e \u003cp\u003eStrategies for helping with regulatory problems 165\u003c\/p\u003e \u003cp\u003eEvidence-based approaches to behaviour: Programs, resources, and general principles 166\u003c\/p\u003e \u003cp\u003eSelf-esteem and the child with school problems 172\u003c\/p\u003e \u003cp\u003eRelationships with peers 175\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15: Medical Management 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe role of medications in managing children with school problems 177\u003c\/p\u003e \u003cp\u003eUse of medication for ADHD 177\u003c\/p\u003e \u003cp\u003eTreating associated medical conditions 190\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16: Complementary and Alternative Therapies for Learning and Attentional Disorders 193\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEvaluating research on CAM 193\u003c\/p\u003e \u003cp\u003eDiscussing CAM with parents 194\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Trajectories 197\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17: Supporting the Adolescent with Learning Problems 197\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe challenges of transition: Junior high and high school 197\u003c\/p\u003e \u003cp\u003eWorking with teens who have learning problems 198\u003c\/p\u003e \u003cp\u003eStrategies and supports for home and school 199\u003c\/p\u003e \u003cp\u003eEvaluating teens with learning problems 199\u003c\/p\u003e \u003cp\u003eManagement issues when following adolescents 200\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18: Learning Problems from Adolescence into Adulthood 202\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFactors contributing to quality of outcome 202\u003c\/p\u003e \u003cp\u003eAdults with learning disabilities 204\u003c\/p\u003e \u003cp\u003eADHD in adult life 205\u003c\/p\u003e \u003cp\u003eAdults with intellectual disability 205\u003c\/p\u003e \u003cp\u003eDelinquency and learning problems 206\u003c\/p\u003e \u003cp\u003eLearning problems and adult psychiatric disorders 207\u003c\/p\u003e \u003cp\u003eIndicators of learning problems in adults 207\u003c\/p\u003e \u003cp\u003eResources for adults with learning problems 208\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V: Resources 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 19: Encouraging Reading 211\u003c\/p\u003e \u003cp\u003eWhat can physicians do? 211\u003c\/p\u003e \u003cp\u003eWhat can parents do? 212\u003c\/p\u003e \u003cp\u003eChoosing books for children 216\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20: Illustrative Cases 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCase I: Derek: Attention weakness and academic delay 217\u003c\/p\u003e \u003cp\u003eCase II: Parminder: Reading diffi culties and English as a second language (ESL) 220\u003c\/p\u003e \u003cp\u003eCase III: Jewel: Academic delay, behavioural concerns in the context of prenatal alcohol exposure 223\u003c\/p\u003e \u003cp\u003eCase IV: Tristan: Gross motor and fine motor skill clumsiness, poor attention, and impulsivity 229\u003c\/p\u003e \u003cp\u003eChapter 21: A Resource Worksheet for Physicians Who Work with Students with Learning Problems 234\u003c\/p\u003e \u003cp\u003eGlossary 243\u003c\/p\u003e \u003cp\u003eIndex 247\u003c\/p\u003e \u003cp\u003e\u003cb\u003eList of Tables\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3–1 Early Risks for Learning Diffi culties 21\u003c\/p\u003e \u003cp\u003e3–2 Childhood Risks for Learning Diffi culties 24\u003c\/p\u003e \u003cp\u003e6–1 IQ Classifi cations in Current Use 46\u003c\/p\u003e \u003cp\u003e8–1 Common Minor Physical Anomalies 79\u003c\/p\u003e \u003cp\u003e8–2 Testing for “Soft” Neurological Signs 80\u003c\/p\u003e \u003cp\u003e8–3 Details of the Physical Examination for School Learning Problems 81\u003c\/p\u003e \u003cp\u003e15–1 Medical Treatment for Uncomplicated ADHD in Children 183\u003c\/p\u003e \u003cp\u003e15–2 Medical Treatment for Uncomplicated ADHD in Adolescents 185\u003c\/p\u003e \u003cp\u003e\u003cb\u003eList of Figures\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1–1 Executive Functions Impaired in ADHD 4\u003c\/p\u003e \u003cp\u003e6–1 Normal Standard Distribution and Standard Scores 46\u003c\/p\u003e \u003cp\u003e16–1 Evaluation Framework for Complementary and Alternative Therapies 195\u003c\/p\u003e \u003cp\u003e20–1 Canadian Norms (Mean and SD) for Girls Aged 6 to 16 Years 226\u003c\/p\u003e \u003cp\u003e20–2 Canadian Norms (Mean and SD) for Boys Aged 6 to 16 Years 227\u003c\/p\u003e \u003cp\u003e20–3 The Palpebral Fissure Length Being Measured with a Small Plastic Ruler 227\u003c\/p\u003e \u003cp\u003e20–4 The Three Diagnostic Facial Features of FAS 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003eList of Tools\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10–1 Complex Sentences (Ages 4 to 6 Years) 92\u003c\/p\u003e \u003cp\u003e10–2 Complex Sentences (Ages 6 to 8 Years, 11 Months) 93\u003c\/p\u003e \u003cp\u003e10–3 Story Comprehension (Ages 6 Years to 7 Years, 11 Months) 94\u003c\/p\u003e \u003cp\u003e10–4 Verbal Instructions 95\u003c\/p\u003e \u003cp\u003e10–5 Auditory Comprehension and Recall (Ages 9 Years to 12 Years, 11 Months) 97\u003c\/p\u003e \u003cp\u003e10–6 Yes, No, Maybe: Higher-Level Language Function 99\u003c\/p\u003e \u003cp\u003e10–7 Development of Oral Language Skills (Ages 5 to 12 Years) 100\u003c\/p\u003e \u003cp\u003e10–8 Human Figure Drawings 106\u003c\/p\u003e \u003cp\u003e10–9 Visual Matching Exercises (Ages 4 to 6 Years) 108\u003c\/p\u003e \u003cp\u003e10–10 Visual Whole: Part Analysis (Ages 6 to 8 Years, 11 Months) 109\u003c\/p\u003e \u003cp\u003e10–11 Lock-and-Key Designs (Ages 9 to 14 Years, 11 Months) 110\u003c\/p\u003e \u003cp\u003e10–12 The Gesell Copy Forms 111\u003c\/p\u003e \u003cp\u003e10–13 Reading Tests 112\u003c\/p\u003e \u003cp\u003e10–14 Assessment of Handwriting Speed (Ages 6 to 9 Years) 118\u003c\/p\u003e \u003cp\u003e10–15 Evaluation of Written Stories Using BASIS 119\u003c\/p\u003e \u003cp\u003e10–16 Reading and Writing Skills in School-aged Children 131\u003c\/p\u003e \u003cp\u003e10–17 Sample Spelling Battery 133\u003c\/p\u003e \u003cp\u003e10–18 Sample Mathematics Tests 134\u003c\/p\u003e \u003cp\u003e10–19 Assessment of Auditory Memory from Repetition of Digits 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThe Canadian Paediatric Society\u003c\/b\u003e is a national professional association, representing more than 3,000 paediatricians, paediatric subspecialists, paediatric residents, and other health professionals who work with and care for children and youth. The CPS is active in professional education, public policy advocacy, surveillance and research, and education for parents and caregivers.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDr. Debra Andrews\u003c\/b\u003e is associate professor of paediatrics and divisional director for developmental paediatrics at the University of Alberta. She is medical director of two tertiary interdisciplinary programs at the Glenrose Rehabilitation Hospital that provide assessment and intervention for school-aged children with complex learning and behavioural problems. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eDr. William Mahoney\u003c\/b\u003e is a clinical associate professor of paediatrics, Faculty of Health Sciences, McMaster University, and has worked with children with school problems for over thirty years. He is the former medical director of the developmental paediatric, rehabilitation, and autism programs of McMaster Children’s Hospital.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAn essential tool for all physicians who work with children\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePhysicians want to know more about children with learning problems, and parents want paediatricians and family physicians to provide more help when their kids struggle in school. \u003ci\u003eChildren with School Problems: A Physician’s Manual\u003c\/i\u003e gives community-based physicians more precise information and tools to help them assess and manage children with learning disabilities and other challenges in school. The second edition contains updated and expanded content about intellectual disability, developmental coordination disorder, oppositional defiant disorder, and more, with many new references and web-based resources. \u003c\/p\u003e\u003cp\u003eThis comprehensive reference contains five sections: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eFoundations:\u003c\/b\u003e Presents pertinent background information for physicians seeing children with learning problems.\u003c\/li\u003e \u003cli\u003e\n\u003cb\u003eDiagnostics:\u003c\/b\u003e Provides tools and approaches to obtain the necessary information to develop a diagnostic formulation and begin to synthesize a plan. A number of materials can be copied for clinical use, including questionnaires for parents and teachers, graded reading passages, and a specific teacher’s questionnaire for the preschool age group.\u003c\/li\u003e \u003cli\u003e\n\u003cb\u003eManagement:\u003c\/b\u003e Provides information about the educational, behavioural, and medical management of children’s learning problems.\u003c\/li\u003e \u003cli\u003e\n\u003cb\u003eTrajectories:\u003c\/b\u003e Follows students through the teen years and into adulthood to help clinicians understand prognosis so that they can counsel families about these conditions, both initially and over the longer term.\u003c\/li\u003e \u003cli\u003e\n\u003cb\u003eResources:\u003c\/b\u003e Includes a series of illustrative cases, a worksheet to help physicians put together their own referral teams using local resources, and a detailed glossary.\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eWritten and edited by Canada’s leading experts in developmental and behavioural paediatrics, \u003ci\u003eChildren with School Problems\u003c\/i\u003e is an invaluable resource.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988915077349,"sku":"NP9781118302514","price":65.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118302514.jpg?v=1761782033","url":"https:\/\/k12savings.com\/es\/products\/children-with-school-problems-a-physicians-manual-isbn-9781118302514","provider":"K12savings","version":"1.0","type":"link"}