The Dyslexic Adult Interventions and Outcomes an Evidence based Approach 2nd Edition by David McLoughlin, Carol Leather 1119973945 9781119973942

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Product details:

ISBN 10: 1119973945 

ISBN 13: 9781119973942

Author: David McLoughlin, Carol Leather

A definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults.

• The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success – now fully revised and updated
• Combines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and training
• Provides a clear guide to the kinds of assessment that can be conducted and the ways in which dyslexic adults can be supported in selection, training, education and employment
• Includes coverage of overlapping syndromes such as dyspraxia and dyscalculia, and up-to-date check lists for syndromes that can be used as part of the assessment process

Table of contents:

1 Dyslexia in the Adult Years

Introduction
History
Terminology
Defining Dyslexia
Evidence-based Practice
The Nature of Dyslexia: Behavioural Characteristics
Observable Behavioural Characteristics
Affective Characteristics
Positive Characteristics
Behavioural Characteristics: Empirical Evidence
Explaining Characteristics
Biology and Neurology
Cognition
Dyslexia: A Working Memory Model
Explaining Positive Characteristics
Explaining Affective Characteristics
A Working Definition
Dyslexia and Other Syndromes
Dyspraxia
Dyscalculia
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
Asperger’s Syndrome
Visual Stress
Degrees of Dyslexia
The Prevalence of Dyslexia
Summary

2 Interventions

Introduction
Psychological Development in the Adult Years
Transitions
Successful Adjustment
Risk and Resilience
Learning in Adulthood
Types of Intervention
The Role of the Tutor/Coach
Key Skills
The Development of Metacognitive Skills
Skill Development, Compensation and Accommodation: An Integrated Framework for Development
Alternative Interventions
Summary

3 Identification and Assessment

Introduction
Information Gathering
Interviews
Screening
Checklists
Computer-based Tests
LADS – Plus Version
StudyScan and QuickScan
Individually Administered Tests
York Adult Assessment Battery
Dyslexia Adult Screening Test (DAST)
Scholastic Abilities Test for Adults (SATA)
Formal Diagnosis
Testing Intelligence
WAIS-IV
Verbal Tests
Working Memory Tests
Perceptual Reasoning Tests
Processing Speed
The Global Composite – Full Scale IQ
The Specific Composite – Index Scores
The Sub-test – Level WAIS-IV as an Ipsative Test
The Item Level and Task Cognitive Capacities
Abbreviated Scales
Tests for Teachers
Further Psychological Testing
Phonological Processing and Naming Speed
Memory Ability
Executive Functioning
Achievements in Literacy and Numeracy
Reading
Reading Levels
The Components of a Reading Assessment
Decoding
Comprehension
Listening Comprehension
Speed of Reading
The Assessment of Metacognition in Reading
The Assessment of Reading Skills and Information Technology
Writing and Spelling
Numeracy
Measuring Affective Characteristics
Self-Esteem
Anxiety
Re-assessment
Diagnosis and English as an Additional Language
Diagnosis and Other Syndromes
Dyspraxia/DCD
Dyscalculia
ADD/ADHD
Asperger’s Syndrome
Visual Stress
Pretending to Have a Learning Difficulty
Feedback to Client
Report Writing
Summary

Appendix A: Sample Report
Appendix B: A Guide through the Maze of Assessments

4 Counselling

Introduction
Aims of Counselling
Issues in Counselling Dyslexic People
Approaches to Counselling
Couple Counselling
Referring On
Summary

5 Personal Development

Introduction
Self-understanding
The Nature of the Difficulty
Interpreting Dyslexia
Abilities and Strengths
Metacognition
The Importance of Metacognition to Learning and Working
A Metacognitive Technique
Issues in Personal Development
Self Advocacy
Personal Organisation
Goal Setting
Prioritisation
Memory Skills
Social Skills
A Dyslexic Person’s Perspective
A Case History – C
Summary

6 Literacy for Living

Introduction
Prose Literacy
Document Literacy
Quantitative Literacy
Lifelong Learning
Planning a Programme
Information Processing and Literacy
Improving Levels of Literacy
Improving Reading Accuracy
Improving Reading Comprehension
The Pass Reading Strategy
Improving Spelling
Improving Writing
Improving Quantitative Literacy
A Dyslexic Person’s Perspective
Coach’s Comment
Summary

7 Academic and Professional Learning Skills

Introduction
The Keys to Success in Higher and Professional Education
The Importance of Metacognition
Self-understanding and Self-reflection
Self Reflection, Attribution and Self-Efficacy
Learning and Working Styles
Cognitive Learning Differences
Behavioural Learning Styles
Time Management
Organisation of Work
Reading
Critical Reading Skills
Comprehending Diagrammatic and Tabular Formats
Essay Writing
Understanding the Task – Question Analysis and Process Words
Proofreading
Grammar and Punctuation
Spelling
Listening Comprehension
Note Taking
Note Making
Revision and Memory Skills
Examinations
Statistics
Presentations
Working in a Group
Tutorials
The Role of the Tutor
The Role of the Student
The Keys to Success
The Responsibilities of Colleges and Universities
Study Skills Course Outline
A Dyslexic Person’s Perspective
Sample Assessment Report
Summary

8 Career Development and Guidance

Introduction
Approaches to Counselling and Development
Career Guidance: A Decision Making Model
Career Guidance and the Dyslexic: A Model
Case Example
Career Development
A Dyslexic’s Perspective: Dyslexia and Journalism
Summary

9 Dyslexia At Work

Introduction
The Whole Organisation: Awareness Training
Disclosure: To Tell or Not To Tell
Goodness of Fit
Recruitment and Selection
Recruitment
Selection
The Workplace Assessment/Consultation
The Manager’s Role
Challenges Facing Dyslexic People
Metacognitive Skills at Work
Transfer of Skills
Evaluation and Reflection
Changes and Transitions at Work
Support in the Workplace
Tutoring, Training, Coaching and Mentoring
A Coaching Example
Programme Length
Mentoring
Addressing Challenges
Organisation
Time Management and Work Prioritisation
Organisation of Work and the Work Space
Memory
Reading at Work
Reading for Information
Reading Complex Material
Specific Visual Difficulties
Performance Issues
Written Work in the Office
Record Keeping
Report Writing
Numeracy
Proofreading and Checking
Listening Skills at Work
Minute and Note Taking
Meetings
Working in a Team
Interviews
A Note on the Use of Technology
Workplace Consultancy Report
A Coaching Course Outline
Summary

10 Advocacy

Introduction
The Legislative Framework
Dyslexia as a Mental Impairment
Adverse Effects which are Substantial
Long-Term Substantial Effects
Normal Day-to-Day Effects
Reasonable Adjustments
Individual Needs
Integrated Experience
Essential Requirements of the Job/Course
An Undue Financial or Administrative Burden
Adjustments in Recruitment, Selection and Promotion
Types of Test Accommodations/Adjustments
Disclosing Dyslexia
When to Say Something
Whom to Tell
What to Say
Policy and Practice in Employment
Legislation in Education and Training
Policy in Higher Education
Self-Help and Self-Help Groups
Dyslexia and Criminal Law
Summary

Epilogue

Appendix A: Sample Interview Schedule
Appendix B: Useful Contact Addresses

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Tags: David McLoughlin, Carol Leather, Dyslexic, Interventions