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Peffer Melanie E. Renken Maggie Enderle Patrick Cohen Jonathan 《Research in Science Education》2021,51(5):1365-1389
Research in Science Education - Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for... 相似文献
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Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child‐serving agencies as well as between parents and service providers. In this article, we explore the role of schools in collaborative efforts on behalf of children with EBD. The demands on school personnel in local school districts are examined, the elements required for effective collaboration are articulated, and an exemplary model of comprehensive collaboration is described. Impediments to effective collaboration are summarized, and suggestions for how to create and sustain reliable partnerships are offered at the level of individual provider and child‐serving organization. Attention is given to contextual factors, such as financing and organizational structure, and also to programmatic issues. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 419–428, 2006. 相似文献
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Treatment practices for childhood posttraumatic stress disorder 总被引:4,自引:0,他引:4
OBJECTIVE: This study surveyed practices in treating childhood PTSD among child psychiatrists and non-M.D. therapists with self-identified interest in treating traumatized children. METHOD: An anonymous survey was mailed to 207 child psychiatrists ("medical") and 460 nonphysician ("non-medical") therapists inquiring about current interventions used to treat children with PTSD. RESULTS: Two hundred and forty-seven responses were received: of 77 medical and 82 nonmedical respondents who currently treat children with PTSD, a wide variety of modalities are used. Most preferred modalities among medical responders were pharmacotherapy, psychodynamic, and cognitive-behavioral therapy. Most preferred modalities among nonmedical respondents were cognitive-behavioral, family, and nondirective play therapy. Ninety-five percent of medical respondents used pharmacotherapy for this disorder; most preferred medications to treat childhood PTSD were selective serotonin reuptake inhibitors and alpha-adrenergic agonists. Several significant differences between medical and nonmedical practices were identified. CONCLUSIONS: There is little clinical consensus regarding the effectiveness of the many modalities used to treat traumatized children who have PTSD symptoms; empirical research is particularly needed to evaluate the efficacy of pharmacotherapy and EMDR. 相似文献
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Jonathan Cohen 《Annals of dyslexia》1994,44(1):165-184
Children may present with reading and/or attentional and/or affective (depressive) disorders in childhood. Although reading
problems are more readily identifiable, childhood attentional and affective disorders can be difficult to recognize and diagnose.
Here are discussed a number of complex and potentially confusing ways in which reading, attentional and affective disorders
may be related: a primary problem in one area may result in problems in another; one disorder may look like another; and/or
a child may simultaneously present two or all three primary disorders. Current clinical practice and recent and ongoing research
is presented to clarify the changing definitions and potential relationships of these three childhood disorders to aid the
process of differential diagnosis. 相似文献
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Jonathan Cohen 《Journal of Jewish Education》2020,86(1):9-34
ABSTRACTThis article represents a first attempt to analyze and synthesize the theological, hermeneutic, and educational insights of Joseph Sander Lukinsky, who was one of the foremost Jewish educational thinkers and master practitioners of recent times. Particular attention is paid to Lukinsky’s theology of revelation, to his educational theory, his hermeneutic orientation, and his practical pedagogy. The conclusion represents an effort to integrate the major insights gathered from these areas into a coherent web of thought. 相似文献
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The present study investigated the ability of 3- and 4-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. We found that 3-year-olds performed at chance on the auditory-visual matching task, while 4-year-olds performed significantly above chance. There is evidence that mastery of the linguistic counting system is related to success on this task. These findings are unexpected given previous research reporting that 6–8-month-olds can detect the numerical equivalence between a set of sounds and items in a visual display. 相似文献