Cross considers why behavioural and communication difficulties often occur together. Identifying the common causes of these problems and the reasons why they often go undetected, she provides guidelines for assessing communication skills and the complexities of identifying communication problems in children, including children in public care.
The chapters in this book are written from a wide range of perspectives, all of which take a practical approach to supervision and show how transformative it can be when approached in the right way.
Rice, M. L., Tomblin, J. B., Hoffman, L., Richman, W. A. and Marquis J. (2004) 'Grammatical tense deficits in children with SLI and nonspecific language impairment: Relationships with nonverbal IQ over time.
The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties.
Cauffman, E., Feldman, S., Waterman, J., & Steiner, H. (1998). Posttraumatic stress disorder among female juvenile offenders. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 1209– 1216. Cocozza, J. J. (Ed.).
Set the tone for success and harness the power of school culture to boost achievement with this user-friendly, one-stop resource.
The contact is through his HR director (Nicholas) who I have worked for before. Nicholas's hope is that with coaching and support George will gradually build up his resilience and strength and gradually get back to fulltime employment.
Murphy, K. A., Theodore, L. A., Aloiso, D., Alric-Edwards, J. M., & Hughes, T. L. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44(1), 53–63.
2006; Stacks 2005) and academic failure (Lopes 2005; McLeod and Kaiser 2004; Tewhey 2006). One of these interventions is peer tutoring, and this chapter describes a study which has examined the effectiveness of classwide peer tutoring ...
Mental health problems often debut in early childhood and may last throughout adulthood, thereby making early detection and intervention especially important.
Wide-ranging, accessible and current, this guide will be an invaluable resource for the professional development of teachers and other practitioners working with young people with BESD/SEBD in educational settings.