Wondering what’s new in the Library? Each month, we take a look back at the previous month to see what new items were received and placed in the collection. Just click on the topic headings to see the list of items.
- Autism Spectrum Disorders
Mattelin, E., Volckaert, H., & Cook, H. (2017). Autism and solution-focused practice. London; Philadelphia, PA: Jessica Kingsley Publishers.
“Solution-focused practice is founded on a firm belief that the full potential of every human being can be realized. This concise, pragmatic guide explains how the practice can be effectively adapted to help clients on the autism spectrum find solutions to their problems, by addressing autism not as a disability but as a different way of thinking. The first section is a helpful introduction to how solution-focused practitioners can gain an understanding of autism by viewing it from a 'different culture' perspective; the second part offers handy rules and tips for applying knowledge respectfully and creating successful conversations with clients.” –publisher
O'Halloran, C., & Penrose, E. (2014). Diagnosis asparagus: Advocating for assessment and diagnosis of autism spectrum conditions. London; Philadelphia, PA: Jessica Kingsley Publishers.
“Eva was diagnosed with Asperger Syndrome (ASD) at age 11 and is now a fun-loving, sociable 16-year-old. This book, co-written with her mother, a speech and language therapist, discusses their reasons for seeking a diagnosis, the process of being assessed, their reactions to the news and the impact it has had on Eva's life. It also considers how diagnosis has helped them find strategies to lessen the challenges of living with an ASD.” –publisher
Reynolds, K. E., & Pulleyblank, L. (2017). What to do about smearing: A practical guide for parents and caregivers of people with autism, developmental and intellectual disabilities. London; Philadelphia, PA: Jessica Kingsley Publishers.
“This supportive guidebook includes down-to-earth advice, helpful picture narratives, examples of how to prepare and use diary sheets for behaviour analysis, and practical exercises that can be carried out at home. There is also advice on what to do if a child ingests faeces, and dealing with persistent or recurring smearing. With a focus on positive low-arousal responses and featuring the voices of parents who have experience of their child's smearing, families will feel supported and confident in identifying the causes of smearing, and be able to choose and carry out appropriate preventative approaches.” –publisher
- Early Childhood
Catalino, T., & Meyer, L. E. (2016). Environment: Promoting meaningful access, participation and inclusion. Washington, DC: Division for Early Childhood of the Council for Exceptional Children.
Books from “the DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have or are at risk for developmental delays or disabilities.
Environment: Promoting Meaningful Access, Participation, and Inclusion offers professionals and families multiple ways to implement the environment practices across the settings in which children grow and learn.” –publisher
Ostrosky, M., & Sandall, S. R. (2013). Addressing young children's challenging behaviors. Los Angeles, CA: Division for Early Childhood of the Council for Exceptional Children.
“[I]ncludes discussions of developmentally appropriate innovations in addressing needs of children with challenging behaviors. Practitioner and family-friendly, evidence-based articles include topics such as tiered models of support, peer environments, visual supports, family-centered interventions and partnerships, coaching, culturally responsive methods, and implementation practices.” –publisher
Pretti-Frontczak, K., Grisham-Brown, J., & Sullivan, L. (2014). Blending practices for all children. Washington, DC: Division for Early Childhood of the Council for Exceptional Children.
“Blending practices for all children is an opportunity to consider contemporary perspectives on blended practices for all young children served in inclusive settings. Information included in this monograph are supported by evidence based on research and practice and will be immediately useful for practitioners and families.” –publisher
Richardson-Gibbs, A. M., Klein, M. D., & Hanson, M. J. (2014). Making preschool inclusion work: Strategies for supporting children, teachers, and programs. Baltimore: Paul H. Brookes.
“Preschool inclusion is about much more than placing a child in a general education classroom. A network of creative, effective supports must be in place for the child, the teachers, and the program—and this comprehensive textbook shows how to make it happen. Future educators will get a thorough introduction to inclusion supports: evidence-based practices and strategies that help children with disabilities fully participate in preschool classrooms… An ideal textbook for preservice educators—and a valuable reference for early childhood programs—this important volume will help establish inclusive classrooms where every young child learns, belongs, and thrives.” –publisher
Santos, R. M. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families. Washington, DC: Division for Early Childhood of the Council for Exceptional Children.
“DEC Recommended Practices aims to help bridge the gap between research and practice by highlighting practices that have been shown through research to result in better outcomes for young children with disabilities, their families, and the personnel who serve them. This new edition reflects the results of recent collaborative work with the Early Childhood Technical Assistance Center (ECTA). The updated set of practices consists of eight domains: leadership, assessment, environment, family, instruction, interaction, teaming and collaboration, and transition.” –publisher
Trivette, C. M., & Keilty, B. (2017). Family: Knowing families, tailoring practices, building capacity. Washington DC: Division for Early Childhood of the Council for Exceptional Children.
Books from “the DEC Recommended Practices provide guidance to families and professionals about the most effective ways to improve learning outcomes and promote development of young children, birth through age 5, who have, or are at-risk for, developmental delays or disabilities.
“Family: Knowing Families, Tailoring Practices, Building Capacity is the third edition of the DEC Recommended Practices Monograph Series, and it offers professionals and families multiple ways to implement the family practices across the settings in which children grow and learn.” –publisher
- Health Equity
Drum, C. E., Krahn, G. L., & Bersani, Jr., H. (Eds.). (2009). Disability and public health. Washington, DC: American Public Health Association; American Association on Intellectual and Developmental Disabilities.
“This unique book provides a thorough introduction to disability issues to students of public health and related disciplines… By promoting an understanding of disability, the book provides a basis for enhancing the success of all of public health initiatives.” –publisher
Emerson, E., & Hatton, C. (2013). Health inequalities and people with intellectual disabilities. Cambridge: Cambridge University Press.
“People with intellectual disabilities die at a younger age and have poorer health than their non-disabled peers. This is largely avoidable and is unjust. This book uses concepts from contemporary public health to provide a comprehensive evidence-based overview of: the nature and extent of the health inequalities experienced by people with intellectual disabilities; why these inequalities occur and persist; and what can and needs to be done to address these inequalities.” –publisher
Miles-Cohen, S. E., & Signore, C. . Eliminating inequities for women with disabilities: An agenda for health and wellness. Washington, DC: American Psychological Association.
“…Using an integrated care framework as a foundation, authors in this book tackle the structural, environmental, and social barriers that prevent women with disabilities from accessing effective and culturally competent care and services, and offer plans for action to improve wellness, health promotion, and disease prevention among this broad yet consistently underserved population.” –publisher