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A licensed psychologist in New Jersey, Dr. Reddy has extensive clinical experience working with children with emotional, behavioral, and neurocognitive difficulties, and with families and schools. Tara M. Files-Hall, PhD, is a licensed clinical child psychologist, certified school psychologist, and registered play therapist in Florida, USA.
Empirically Based Play Interventions for Children by Linda A. Reddy | | Booktopia
She received her doctorate in clinical psychology from Fairleigh Dickinson University. Files-Hall has extensive clinical experience evaluating and treating children and adolescents, and consulting with parents, teachers, and school systems; and has advanced training in play therapy through the Association for Play Therapy, Inc. She has numerous publications and professional presentations on the utility and efficacy of play-based interventions and behavioral treatments for children with emotional and behavioral issues, including ADHD.
Files-Hall maintains her private practice at Family C. Charles E.
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He received his doctorate in clinical psychology from Fordham University. With more than 40 years of experience working with children and parents, Dr. Schaefer has received numerous awards for his clinical and research work on child development, parenting, and play therapy; has published more than 60 books and numerous articles and book chapters on play-based interventions; and serves on several journal editorial review boards. Schaefer coordinates an annual international play therapy study group abroad. He maintains a private practice for children and their families in Hackensack, New Jersey.
Du kanske gillar. Redemption Manual 5. Inbunden Engelska, The purpose of this study was to investigate the extent to which a parent-implemented language intervention improves language skills in toddlers at risk for persistent language impairment LI as compared with a group of typically developing toddlers.
Empirically Based Play Interventions for Children
Thirty-four children with LI between 24 and 42 months of age were randomly assigned to a treatment or nontreatment experimental condition. Participants in the treatment group received 24 biweekly 1-hr sessions for 3 months. An additional sample of 28 age- and gender-matched children with typically developing language TL was also included. Results from multilevel modeling indicate that children in the treatment group made greater gains than children in the control group on most language measures.
Whereas children in the treatment group had lower language scores than children with TL at the end of intervention, the rate of language growth was not significantly different between groups. Child receptive language and parent use of matched turns predicted expressive language growth in both children with and without LI.
The results of this preliminary study indicate that parent-implemented interventions may be an effective treatment for children with expressive and receptive LI. Megan Y. Roberts Correspondence to Megan Y.
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