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ARFID Avoidant Restrictive Food Intake Disorder: A Guide for Parents and Carers is an accessible summary of a relatively recent diagnostic term. People with ARFID may show little interest in eating, eat only a very limited range of foods or may be terrified something might happen to them if they eat, such as choking or being sick. Because it has been poorly recognised and poorly understood it can be difficult to access appropriate help and difficult to know how best to manage at home. This book covers common questions encountered by parents or carers whose child has been given a diagnosis of ARFID or who have concerns about their child. Written in simple, accessible language and illustrated with examples throughout, this book answers common questions using the most up-to-date clinical knowledge and research. Primarily written for parents and carers of young people, ARFID Avoidant Restrictive Food Intake Disorder includes a wealth of practical tips and suggested strategies to equip parents and carers with the means to take positive steps towards dealing with the problems ARFID presents. It will also be relevant for family members, partners or carers of older individuals, as well as professionals seeking a useful text, which captures the full range of ARFID presentations and sets out positive management advice.

This book’s mission is to integrate knowledge and practice from the fields of disability studies and special education. Parts I & II focus on the broad, foundational topics that comprise disability studies (culture, language, and history) and Parts III & IV move into practical topics (curriculum, co-teaching, collaboration, classroom organization, disability-specific teaching strategies, etc.) associated with inclusive education. This organization conforms to the belief that least restrictive environments (the goal of inclusive education) necessarily emerges from least restrictive attitudes (the goal of disability studies). Discussions throughout the book attempt to illustrate the intersection of theory and practice.

Pulling together the most up-to-date research on the effects of restrictive language policies, this timely volume focuses on what we know about the actual outcomes for students and teachers in California, Arizona, and Massachusetts―states where these policies have been adopted. Prominent legal experts in bilingual education analyze these policies and specifically consider whether the new data undermine their legal viability. Other prominent contributors examine alternative policies and how these have fared. Finally, Patricia Gándara, Daniel Losen, and Gary Orfield suggest how better policies, which rely on empirical research, might be constructed. This timely volume: Features contributions from well-known educators and scholars in the instruction of English learners. Includes an overview of English learners in the United States and a brief history of the policies that have guided their instruction. Analyzes the current research on teaching English learners in order to determine the most effective instructional strategies.

Family Based Treatment for Restrictive Eating Disorders unpacks some of the most common dilemmas providers face in implementation of Family Based Treatment (FBT) across the spectrum of restrictive eating disorders. Directed towards advanced clinicians and supervisors, this manual is rooted in the assumption that true fidelity requires ongoing self-reflection and an understanding of the nuances involved in translating manualized interventions into rich clinical practice. Combining the key tenets of FBT with the best practices in supervision, it provides a framework to support each phase of the treatment process. Each chapter contains a wealth of resources, including clinical vignettes, a treatment fidelity measure, and other useful tools to assist both supervisors and advanced clinicians in becoming expert FBT practitioners.

Family Based Treatment for Restrictive Eating Disorders unpacks some of the most common dilemmas providers face in implementation of Family Based Treatment (FBT) across the spectrum of restrictive eating disorders. Directed towards advanced clinicians and supervisors, this manual is rooted in the assumption that true fidelity requires ongoing self-reflection and an understanding of the nuances involved in translating manualized interventions into rich clinical practice. Combining the key tenets of FBT with the best practices in supervision, it provides a framework to support each phase of the treatment process. Each chapter contains a wealth of resources, including clinical vignettes, a treatment fidelity measure, and other useful tools to assist both supervisors and advanced clinicians in becoming expert FBT practitioners.

Avoidant/restrictive food intake disorder (ARFID) is a common eating disorder diagnosis that describes children and adults who cannot meet their nutritional needs, typically because of sensory sensitivity, fear of adverse consequences and/or apparent lack of interest in eating or food. This book is the first of its kind to offer a specialist treatment, specifically for ARFID. Developed, refined and studied in response to this urgent clinical need, this book outlines a specialiZed cognitive-behavioral treatment: Cognitive-Behavioral Therapy for Avoidant/Restrictive Food Intake Disorder (CBT-AR). This treatment is designed for patients across all age groups, supported by real-life case examples and tools to allow clinicians to apply this new treatment in their own clinical settings.

Avoidant/restrictive food intake disorder (ARFID) is a common eating disorder diagnosis that describes children and adults who cannot meet their nutritional needs, typically because of sensory sensitivity, fear of adverse consequences and/or apparent lack of interest in eating or food. This book is the first of its kind to offer a specialist treatment, specifically for ARFID. Developed, refined and studied in response to this urgent clinical need, this book outlines a specialiZed cognitive-behavioral treatment: Cognitive-Behavioral Therapy for Avoidant/Restrictive Food Intake Disorder (CBT-AR). This treatment is designed for patients across all age groups, supported by real-life case examples and tools to allow clinicians to apply this new treatment in their own clinical settings.

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This treatment program targets the criminal, behavioral, and mental health problems of inmates in segregated housing that prevents them from living prosocially and productively within the general prison population. The program makes use of a bi-adaptive psychoeducational and cognitive-behavioral treatment model to increase inmates’ understanding about the psychological and criminal antecedents that contributed to their current placement, and to teach them the skills necessary for managing these problem areas. This flexible intervention assists inmates with significant problem behaviors by reducing psychological impairment and improving their ability to cope with prison life. This book includes a program introduction and guide for clinicians, the inmate workbook, and accompanying eResources to assist clinicians in both successful program implementation and evaluation of treatment outcomes. Designed to account for the safety and physical limitations that make the delivery of needed mental and behavioral health services difficult, this guide is essential reading for practitioners working with high-needs, high-risk inmate populations.

Book is in NEW condition. 0.77

Unwanted: Italian and Jewish Mobilization against Restrictive Immigration Laws, 1882-1965 0.95

How do high school students confront and resolve conflicting messages about their intelligence and academic potential, particularly when labeled with social and learning disabilities? How does disability become “disablement” when negative attitudes and disparaging perceptions of ability position students as outsiders? Following the lives of adolescents at home and at school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transform their worlds and pursue pathways most important to them. Educators and scholars can use this important resource to recognize and change disabling practices that are often taken for granted as a natural part of schooling. Book Features: Offers concrete ways that students, schools, and teachers can unlearn disabling behaviors. Illuminates how social processes of disablement take place, rather than simply describing their influence. Looks at settings where students encounter more flexible ideas of ability and intelligence.

This treatment program targets the criminal, behavioral, and mental health problems of inmates in segregated housing that prevents them from living prosocially and productively within the general prison population. The program makes use of a bi-adaptive psychoeducational and cognitive-behavioral treatment model to increase inmates’ understanding about the psychological and criminal antecedents that contributed to their current placement, and to teach them the skills necessary for managing these problem areas. This flexible intervention assists inmates with significant problem behaviors by reducing psychological impairment and improving their ability to cope with prison life. This book includes a program introduction and guide for clinicians, the inmate workbook, and accompanying eResources to assist clinicians in both successful program implementation and evaluation of treatment outcomes. Designed to account for the safety and physical limitations that make the delivery of needed mental and behavioral health services difficult, this guide is essential reading for practitioners working with high-needs, high-risk inmate populations.

Item in very good condition! Textbooks may not include supplemental items i.e. CDs, access codes etc.

Federal law mandates that students with autism and other disabilities receive educational services designed to meet their individual needs according to the principle of "Least Restrictive Environment" (LRE), the legal standard for providing a free, appropriate education. Students with autism typically demonstrate significant deficits in the area of socialization and interaction. They do not naturally know how to share, make friends, or interpret the facial expressions and emotions of others. Conversational skills may be weak or lacking. Many have difficulty generalizing skills from one setting to another and may not able to grasp information through subtle environmental cues. A model for supported inclusion has been developed to assist those students that can benefit from less restrictive settings a systematic process to help ensure a successful transition into these settings. Comprehensive assessments should be conducted to evaluate the skills needed in order to successfully transition. Supports, based on the philosophy of applied behavior analysis, should be provided by trained personnel, and data and other objective measures provide the basis for student evaluation and program decisions. This manual was developed to provide this practical information.

A revolutionary approach to handling today’s most prevalent gastrointestinal disorder. IBS is often linked to stress, but the vast majority of treatments focus only on restrictive diets. By contrast, this book addresses the emotional component of the disorder through new research based in Cognitive Behavioral Therapy. It actually encourages people to change the way they think about the ailment and stop avoiding situations they fear might exacerbate their symptoms. Tested in a unique randomized controlled trial by the author—who is a clinical psychologist and scientist—this program, based on a solid scientific foundation, offers new hope for IBS sufferers hoping to reclaim their life.