The Handbook of intellectual disability and clinical psychology practice:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2007
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXII,965 S. Ill. |
| ISBN: | 1583918620 9781583918623 9781583918616 1583918612 |
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| 245 | 1 | 0 | |a The Handbook of intellectual disability and clinical psychology practice |c ed. by Alan Carr ... |
| 264 | 1 | |a London [u.a.] |b Routledge |c 2007 | |
| 300 | |a XXII,965 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
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| 650 | 4 | |a Déficience intellectuelle - Guides, manuels, etc | |
| 650 | 7 | |a Klinische psychologie |2 gtt | |
| 650 | 7 | |a Mentale retardatie |2 gtt | |
| 650 | 4 | |a Psychologie clinique - Guides, manuels, etc | |
| 650 | 4 | |a Clinical psychology |v Handbooks, manuals, etc | |
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Datensatz im Suchindex
| _version_ | 1804138062571110400 |
|---|---|
| adam_text | Contents
List of figures ix
List of tables xi
Preface xiv
Foreword and acknowledgements xvi
Editors xviii
Contributors xx
SECTION I
Conceptual frameworks I
1 Diagnosis, classification and epidemiology 3
ALAN CARR AND GARY O REILLY
2 Lifespan development and the family lifecycle 50
ALAN CARR AND GARY ORE1 LLY
SECTION 2
Assessment frameworks 93
3 Evaluating intelligence across the life-span: integrating theory,
research and measurement 95
GARY O REILLY AND ALAN CARR
4 Quality of life 143
KENNETH D. KEITH
5 Interviewing and report writing 169
ALAN CARR AND GARY O REILLY
vi Contents
SECTION 3
Intervention frameworks 229
6 Person-centred planning 23 I
KEVIN COYLE
7 Applied behaviour analysis 253
MARK O REILLY. JEFF SIGAFOOS. GIULIO E. LANCIONI,
VANESSA A. GREEN, MELISSA OLIVE AND
HELEN CANNELLA
8 Cognitive behaviour therapy 281
DAVE DAGNAN. ANDREW JAHODA AND BIZA STENFERT KROESE
SECTION 4
Infancy and early childhood 301
9 Supporting families who have children with disabilities 303
JAN BLACHER, KRISTIN A. FEINFIELD AND BONNIE R. KRAEMER
10 Early intervention and parent education 336
BRUCE L. BAKER AND KRISTIN A. FEINFIELD
11 Sleep disorders 371
LUCI WIGGS
12 Toileting problems 422
IAN GREY AND BRIAN McCLEAN
13 Feeding difficulties and eating disorders 447
PETER STURMEY, HOWIE REYER. STEPHEN B. MAYVILLE AND
JOHNNY L. MATSON
14 Behavioural phenotypes in genetic syndromes associated with
intellectual disabilities 4^8
ORLEE UDWIN AND ADAM KUCZYNSKI
15 Autistic spectrum disorders 529
RITA JORDAN
Contents vii
SECTION 5
Middle childhood 557
16 Educating children with intellectual disability and
autism-spectrum disorders 559
MICHAEL L. WEHMEYER AND SUK-HYANG LEE
17 Communication difficulties and the promotion of
communication skills 606
JEFF SIGAFOOS, MARK O REILLY AND VANESSA A. GREEN
18 Modifying challenging behaviour and planning positive
supports 643
BRIAN McCLEAN AND IAN GREY
SECTION 6
Adolescence 685
19 Life skills training for adolescents with intellectual disabilities 687
TREVOR R. PARMENTER, ANTHONY D. HARMAN,
MARIE YAZBECK AND VIVIENNE C. RICHES
20 Relationships and sexuality in adolescence and
young adulthood 729
DENISE VALENTI-HEIN AND CORAL CHOINSKI
SECTION 7
Adulthood 757
21 Living and working in the community 759
PATRICIA NOONAN WALSH AND CHRISTINE LINEHAN
22 Managing mental health problems in people with intellectual
disabilities 787
SHAHID H. ZAMAN. GERALDINE HOLT AND NICK BOURAS
23 Intellectual disability, sexual abuse, and sexual offending 831
GLYNIS MURPHY
viii Contents
24 Supporting families with ageing members who have intellectual
disabilities 867
MARY McCARRON AND PHILIP McCALLION
25 The macro-system and professional issues 900
BRIAN McGUIRE AND JOHN McEVOY
26 Risk assessment 920
JOHN McEVOY AND BRIAN McGUIRE
Index 961
Figures
1.1 The ICF model of intellectual disability 9
1.2 AAMR 10 model of intellectual disability 10
1.3 AAMR 10 model of supports for people with intellectual
disability 26
3.1 Carroll s three-striatum model of human cognitive abilities 103
3.2 The Cattell-Horn-Carroll (CHC) consensus model of
intelligence 106
3.3 Gardner s (1983; 1993; 1999) model of multiple intelligences 109
5.1 Stages of the consultation process 170
5.2 Genogram symbols 196
5.3 Luke s genogram 198
5.4 Process of recursive reformulation 201
6.1 The person-centred planning cycle 232
6.2 Person-centred planning: key values 234
6.3 A comparison of person-centred planning and traditional
systems 237
6.4 Personal Futures Planning 238
6.5 McGill Action Planning System (MAPS) 239
6.6 Essential Life-Style Planning 241
6.7 PATH 242
6.8 Sample training agenda 246
7.1 Example of a scatterplot grid covering five days of
observations 271
10.1 Mean IQ for high-risk preschool treatment and control
children in the Abecadarian Project at nine preschool
measurement occasions (adapted from Ramey et al. 2000) 341
11.1 A hypnogram 373
11.2 An example sleep diary extract 392
11.3 Example of timings (in minutes) used for a checking
procedure 400
11.4 Round-the-clock time schedule for treating severe delayed
sleep phase syndrome 405
x Figures
16.1 An individualized education planning process incorporating
both the general curriculum and unique student needs (from
Wehmeyer, Lattin, and Agran, 2001) 579
16.2 Elements for effective collaboration 595
17.1 Percentage of 10-second intervals with behaviour indication
across the four assessment conditions 611
17.2 Percentage of 10-second intervals with behaviour indication
and VOCA use during baseline, contingent reinforcement
and generalization conditions 613
18.1 Graph of behavioural outbursts 647
18.2 Example of reinforcement inventory 667
18.3 Four-cornered model of service provision for people with
severe challenging behaviour 677
19.1 A model of relational competence across environments 694
19.2 Levels of learning 716
21.1 Observed stereotypy by residents ability 766
21.2 Staff interactions by setting 767
24.1 Distribution of individuals with a developmental disability
living with family caregivers in the United States in 2000 871
25.1 Key structures and agencies that are influential in the life
of a person with an intellectual disability 901
26.1 Simple matrix for assessing the level of risk 926
Tables
1.1 Milestones in the first five years 4
1.2 Diagnostic criteria and classification of intellectual disability 7
1.3 Psychometric instruments for the assessments of intelligence 11
1.4 Psychometric instruments for the assessment of adaptive
behaviour 14
1.5 Risk factors for intellectual disability 22
1.6 Psychometric instruments for the assessment of needs and
intensity of required supports 27
1.7 Epidemiology of intellectual disability 28
1.8 Psychometric instruments for the assessment of behaviour
problems 30
1.9 Instruments for assessing children with motor and sensory
impairments 31
1.10 DSM-IV-TR and ICD 10 multiaxial classification systems 32
1.11 Psychometric instruments for the assessment of specific
language difficulties and specific learning disabilities 35
1.12 Diagnostic criteria for developmental language delay 36
1.13 Diagnostic criteria for autism in DSM-IV and ICD 10 38
1.14 Diagnostic criteria for specific learning difficulties 40
1.15 Diagnostic criteria for attention and hyperactivity syndromes 42
2.1 Lifecycle of families with a child who has an intellectual
disability 75
2.2 Psychometric instruments for the assessment of family
functioning 83
3.1 Areas of agreement and disagreement on what constitutes
intelligent behaviour among psychologists and educators
with expertise in the area (adapted from Snyderman and
Rothman, 1987) 95
3.2 Defining aspects of the Horn-Cattell model of intelligence
(adapted from Horn, 1994; Horn and Blankson, 2005; and
McGrew and Flanagan, 1998) 99
3.3 Carroll s (1993) definition of his second-order cognitive abilities 104
xii Tables
3.4 Gardner s (1999) definition of eight separate human
intelligences 109
3.5 Sternberg s (2005) definition of the three information
processes underlying all aspects of intelligence and his
(2002) definition of three aspects of intelligence according
to his triarchic model 111
3.6 Correlation in IQ scores among identical twins separated
early in life and reared apart (Bouchard et al., 1990) 116
3.7 Correlation in IQ scores across childhood among identical
twins and their younger non-twin siblings (adapted from
Wilson, 1983) 118
3.8 Influence of genes, shared environment, and non-shared
environment on IQ and cognition based on McCLeam et
a/. s (1997) study of normally functioning reared together
MZ and DZ twins aged 80 years or more 120
3.9 Evidence for the Flynn Effect in countries with testing
of young men entering the army on national service
(Source: Flynn 1987) 122
3.10 Description of commercially available standardized IQ tests 130
5.1 Intake information form for children and adolescents with
developmental difficulties 175
5.2 Intake information form for adults with intellectual
disabilities 181
5.3 Intake assessment for people with intellectual disabilities 190
5.4 Interviewing instruments 195
5.5 Framework for writing a case study 223
7.1 Task analysis for brushing teeth (Horner and Keilitz,
1975); making a sandwich (Schuster, Gast, Wolery
and Guiltinan, 1988); and supermarket shopping
(Taylor and O Reilly, 1997) 256
10.1 How to make a parent training program fail 357
10.2 Nine training goals 361
11.1 Comparison of features of arousal disorders, nightmares
and seizures 381
11.2 Sleep disorders/problems reported in the literature to be
associated with specific syndromes 384
11.3 Review of child s 24-hour sleep/wake pattern (which may
be modified according to age/as appropriate) 388
11.4 Principles of sleep hygiene 390
11.5 Overview of treatment approaches for management of
sleep disorders 394
12.1 Basic classification of toileting difficulties 424
12.2 Standard toileting procedure 429
12.3 Dry bed training protocol from Saloviita (2002) 432
Tables xiii
12.4 Toileting problems assessment issues 438
16.1 Outcomes of inclusive schooling practices 565
16.2 Steps to gaining access to the general curriculum for
students with intellectual disability 572
16.3 Features of universally designed curriculum (from CAST
1998-1999) 574
16.4 Principles of universal design applied to education 575
16.5 Examples of curriculum adaptations for modifying
content presentation and representation
(from Bulgren and Lenz, 1996) 580
16.6 Cognitive or learning strategies appropriate for students
with intellectual disabilities (from Rosenthal-Malek and
Bloom, 1998) 581
17.1 Steps of the communication assessment and intervention
program 608
17.2 Direct observation protocol to identify prelinguistic
behaviours related to recruiting attention, maintaining social
interaction, gaining access to preferred objects, and choice
making 610
17.3 Procedures implemented during each phase of the brief
intervention trial 612
17.4 Language milestones from birth to 4 years of age 616
17.5 Stages of communication development 622
17.6 Strategies for creating opportunities for communication 634
17.7 Steps for training parents, teachers, and front-line staff 636
18.1 Sarah s behaviour support plan 644
18.2 History of assessment, implementation and staff training 646
18.3 Analyses used in functional assessment 653
18.4 Examples of interventions used in Positive Behavioural
Support, adapted from LaVigna and Willis (1995) 655
18.5 Sample reactive strategies 670
22.1 Examples of aetiological factors in the categories of
biological, psychological and social to help to formulate a
case of a person with a mental disorder and ID 788
22.2 Layout of history taking and information required 792
22.3 Mental state examination layout and findings 795
22.4 Mood stabilizers and their side-effects 805
22.5 Signs and symptoms of anxiety 812
23.1 Selected surveys of people with ID 836
23.2 The main features of PTSD. according to DSM-IV 841
24.1 Quality of life for ageing persons with ID 879
25.1 Models of cross-disciplinary teamwork 905
|
| adam_txt |
Contents
List of figures ix
List of tables xi
Preface xiv
Foreword and acknowledgements xvi
Editors xviii
Contributors xx
SECTION I
Conceptual frameworks I
1 Diagnosis, classification and epidemiology 3
ALAN CARR AND GARY O'REILLY
2 Lifespan development and the family lifecycle 50
ALAN CARR AND GARY ORE1 LLY
SECTION 2
Assessment frameworks 93
3 Evaluating intelligence across the life-span: integrating theory,
research and measurement 95
GARY O'REILLY AND ALAN CARR
4 Quality of life 143
KENNETH D. KEITH
5 Interviewing and report writing 169
ALAN CARR AND GARY O'REILLY
vi Contents
SECTION 3
Intervention frameworks 229
6 Person-centred planning 23 I
KEVIN COYLE
7 Applied behaviour analysis 253
MARK O'REILLY. JEFF SIGAFOOS. GIULIO E. LANCIONI,
VANESSA A. GREEN, MELISSA OLIVE AND
HELEN CANNELLA
8 Cognitive behaviour therapy 281
DAVE DAGNAN. ANDREW JAHODA AND BIZA STENFERT KROESE
SECTION 4
Infancy and early childhood 301
9 Supporting families who have children with disabilities 303
JAN BLACHER, KRISTIN A. FEINFIELD AND BONNIE R. KRAEMER
10 Early intervention and parent education 336
BRUCE L. BAKER AND KRISTIN A. FEINFIELD
11 Sleep disorders 371
LUCI WIGGS
12 Toileting problems 422
IAN GREY AND BRIAN McCLEAN
13 Feeding difficulties and eating disorders 447
PETER STURMEY, HOWIE REYER. STEPHEN B. MAYVILLE AND
JOHNNY L. MATSON
14 Behavioural phenotypes in genetic syndromes associated with
intellectual disabilities 4^8
ORLEE UDWIN AND ADAM KUCZYNSKI
15 Autistic spectrum disorders 529
RITA JORDAN
Contents vii
SECTION 5
Middle childhood 557
16 Educating children with intellectual disability and
autism-spectrum disorders 559
MICHAEL L. WEHMEYER AND SUK-HYANG LEE
17 Communication difficulties and the promotion of
communication skills 606
JEFF SIGAFOOS, MARK O'REILLY AND VANESSA A. GREEN
18 Modifying challenging behaviour and planning positive
supports 643
BRIAN McCLEAN AND IAN GREY
SECTION 6
Adolescence 685
19 Life skills training for adolescents with intellectual disabilities 687
TREVOR R. PARMENTER, ANTHONY D. HARMAN,
MARIE YAZBECK AND VIVIENNE C. RICHES
20 Relationships and sexuality in adolescence and
young adulthood 729
DENISE VALENTI-HEIN AND CORAL CHOINSKI
SECTION 7
Adulthood 757
21 Living and working in the community 759
PATRICIA NOONAN WALSH AND CHRISTINE LINEHAN
22 Managing mental health problems in people with intellectual
disabilities 787
SHAHID H. ZAMAN. GERALDINE HOLT AND NICK BOURAS
23 Intellectual disability, sexual abuse, and sexual offending 831
GLYNIS MURPHY
viii Contents
24 Supporting families with ageing members who have intellectual
disabilities 867
MARY McCARRON AND PHILIP McCALLION
25 The macro-system and professional issues 900
BRIAN McGUIRE AND JOHN McEVOY
26 Risk assessment 920
JOHN McEVOY AND BRIAN McGUIRE
Index 961
Figures
1.1 The ICF model of intellectual disability 9
1.2 AAMR 10 model of intellectual disability 10
1.3 AAMR 10 model of supports for people with intellectual
disability 26
3.1 Carroll's three-striatum model of human cognitive abilities 103
3.2 The Cattell-Horn-Carroll (CHC) consensus model of
intelligence 106
3.3 Gardner's (1983; 1993; 1999) model of multiple intelligences 109
5.1 Stages of the consultation process 170
5.2 Genogram symbols 196
5.3 Luke's genogram 198
5.4 Process of recursive reformulation 201
6.1 The person-centred planning cycle 232
6.2 Person-centred planning: key values 234
6.3 A comparison of person-centred planning and traditional
systems 237
6.4 Personal Futures Planning 238
6.5 McGill Action Planning System (MAPS) 239
6.6 Essential Life-Style Planning 241
6.7 PATH 242
6.8 Sample training agenda 246
7.1 Example of a scatterplot grid covering five days of
observations 271
10.1 Mean IQ for high-risk preschool treatment and control
children in the Abecadarian Project at nine preschool
measurement occasions (adapted from Ramey et al. 2000) 341
11.1 A hypnogram 373
11.2 An example sleep diary extract 392
11.3 Example of timings (in minutes) used for a checking
procedure 400
11.4 Round-the-clock time schedule for treating severe delayed
sleep phase syndrome 405
x Figures
16.1 An individualized education planning process incorporating
both the general curriculum and unique student needs (from
Wehmeyer, Lattin, and Agran, 2001) 579
16.2 Elements for effective collaboration 595
17.1 Percentage of 10-second intervals with behaviour indication
across the four assessment conditions 611
17.2 Percentage of 10-second intervals with behaviour indication
and VOCA use during baseline, contingent reinforcement
and generalization conditions 613
18.1 Graph of behavioural outbursts 647
18.2 Example of reinforcement inventory 667
18.3 Four-cornered model of service provision for people with
severe challenging behaviour 677
19.1 A model of relational competence across environments 694
19.2 Levels of learning 716
21.1 Observed stereotypy by residents' ability 766
21.2 Staff interactions by setting 767
24.1 Distribution of individuals with a developmental disability
living with family caregivers in the United States in 2000 871
25.1 Key structures and agencies that are influential in the life
of a person with an intellectual disability 901
26.1 Simple matrix for assessing the level of risk 926
Tables
1.1 Milestones in the first five years 4
1.2 Diagnostic criteria and classification of intellectual disability 7
1.3 Psychometric instruments for the assessments of intelligence 11
1.4 Psychometric instruments for the assessment of adaptive
behaviour 14
1.5 Risk factors for intellectual disability 22
1.6 Psychometric instruments for the assessment of needs and
intensity of required supports 27
1.7 Epidemiology of intellectual disability 28
1.8 Psychometric instruments for the assessment of behaviour
problems 30
1.9 Instruments for assessing children with motor and sensory
impairments 31
1.10 DSM-IV-TR and ICD 10 multiaxial classification systems 32
1.11 Psychometric instruments for the assessment of specific
language difficulties and specific learning disabilities 35
1.12 Diagnostic criteria for developmental language delay 36
1.13 Diagnostic criteria for autism in DSM-IV and ICD 10 38
1.14 Diagnostic criteria for specific learning difficulties 40
1.15 Diagnostic criteria for attention and hyperactivity syndromes 42
2.1 Lifecycle of families with a child who has an intellectual
disability 75
2.2 Psychometric instruments for the assessment of family
functioning 83
3.1 Areas of agreement and disagreement on what constitutes
intelligent behaviour among psychologists and educators
with expertise in the area (adapted from Snyderman and
Rothman, 1987) 95
3.2 Defining aspects of the Horn-Cattell model of intelligence
(adapted from Horn, 1994; Horn and Blankson, 2005; and
McGrew and Flanagan, 1998) 99
3.3 Carroll's (1993) definition of his second-order cognitive abilities 104
xii Tables
3.4 Gardner's (1999) definition of eight separate human
intelligences 109
3.5 Sternberg's (2005) definition of the three information
processes underlying all aspects of intelligence and his
(2002) definition of three aspects of intelligence according
to his triarchic model 111
3.6 Correlation in IQ scores among identical twins separated
early in life and reared apart (Bouchard et al., 1990) 116
3.7 Correlation in IQ scores across childhood among identical
twins and their younger non-twin siblings (adapted from
Wilson, 1983) 118
3.8 Influence of genes, shared environment, and non-shared
environment on IQ and cognition based on McCLeam et
a/.'s (1997) study of normally functioning reared together
MZ and DZ twins aged 80 years or more 120
3.9 Evidence for the Flynn Effect in countries with testing
of young men entering the army on national service
(Source: Flynn 1987) 122
3.10 Description of commercially available standardized IQ tests 130
5.1 Intake information form for children and adolescents with
developmental difficulties 175
5.2 Intake information form for adults with intellectual
disabilities 181
5.3 Intake assessment for people with intellectual disabilities 190
5.4 Interviewing instruments 195
5.5 Framework for writing a case study 223
7.1 Task analysis for brushing teeth (Horner and Keilitz,
1975); making a sandwich (Schuster, Gast, Wolery
and Guiltinan, 1988); and supermarket shopping
(Taylor and O'Reilly, 1997) 256
10.1 How to make a parent training program fail 357
10.2 Nine training goals 361
11.1 Comparison of features of arousal disorders, nightmares
and seizures 381
11.2 Sleep disorders/problems reported in the literature to be
associated with specific syndromes 384
11.3 Review of child's 24-hour sleep/wake pattern (which may
be modified according to age/as appropriate) 388
11.4 Principles of sleep hygiene 390
11.5 Overview of treatment approaches for management of
sleep disorders 394
12.1 Basic classification of toileting difficulties 424
12.2 Standard toileting procedure 429
12.3 Dry bed training protocol from Saloviita (2002) 432
Tables xiii
12.4 Toileting problems assessment issues 438
16.1 Outcomes of inclusive schooling practices 565
16.2 Steps to gaining access to the general curriculum for
students with intellectual disability 572
16.3 Features of universally designed curriculum (from CAST
1998-1999) 574
16.4 Principles of universal design applied to education 575
16.5 Examples of curriculum adaptations for modifying
content presentation and representation
(from Bulgren and Lenz, 1996) 580
16.6 Cognitive or learning strategies appropriate for students
with intellectual disabilities (from Rosenthal-Malek and
Bloom, 1998) 581
17.1 Steps of the communication assessment and intervention
program 608
17.2 Direct observation protocol to identify prelinguistic
behaviours related to recruiting attention, maintaining social
interaction, gaining access to preferred objects, and choice
making 610
17.3 Procedures implemented during each phase of the brief
intervention trial 612
17.4 Language milestones from birth to 4 years of age 616
17.5 Stages of communication development 622
17.6 Strategies for creating opportunities for communication 634
17.7 Steps for training parents, teachers, and front-line staff 636
18.1 Sarah's behaviour support plan 644
18.2 History of assessment, implementation and staff training 646
18.3 Analyses used in functional assessment 653
18.4 Examples of interventions used in Positive Behavioural
Support, adapted from LaVigna and Willis (1995) 655
18.5 Sample reactive strategies 670
22.1 Examples of aetiological factors in the categories of
biological, psychological and social to help to formulate a
case of a person with a mental disorder and ID 788
22.2 Layout of history taking and information required 792
22.3 Mental state examination layout and findings 795
22.4 Mood stabilizers and their side-effects 805
22.5 Signs and symptoms of anxiety 812
23.1 Selected surveys of people with ID 836
23.2 The main features of PTSD. according to DSM-IV 841
24.1 Quality of life for ageing persons with ID 879
25.1 Models of cross-disciplinary teamwork 905 |
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| genre | (DE-588)4151278-9 Einführung gnd-content |
| genre_facet | Einführung |
| id | DE-604.BV035100657 |
| illustrated | Illustrated |
| index_date | 2024-07-02T22:14:06Z |
| indexdate | 2024-07-09T21:22:13Z |
| institution | BVB |
| isbn | 1583918620 9781583918623 9781583918616 1583918612 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016768639 |
| oclc_num | 74524884 |
| open_access_boolean | |
| owner | DE-20 DE-355 DE-BY-UBR DE-11 |
| owner_facet | DE-20 DE-355 DE-BY-UBR DE-11 |
| physical | XXII,965 S. Ill. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Routledge |
| record_format | marc |
| spelling | The Handbook of intellectual disability and clinical psychology practice ed. by Alan Carr ... London [u.a.] Routledge 2007 XXII,965 S. Ill. txt rdacontent n rdamedia nc rdacarrier Déficience intellectuelle - Guides, manuels, etc Klinische psychologie gtt Mentale retardatie gtt Psychologie clinique - Guides, manuels, etc Clinical psychology Handbooks, manuals, etc Klinische Psychologie (DE-588)4031193-4 gnd rswk-swf (DE-588)4151278-9 Einführung gnd-content Klinische Psychologie (DE-588)4031193-4 s b DE-604 Carr, Alan Sonstige oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016768639&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | The Handbook of intellectual disability and clinical psychology practice Déficience intellectuelle - Guides, manuels, etc Klinische psychologie gtt Mentale retardatie gtt Psychologie clinique - Guides, manuels, etc Clinical psychology Handbooks, manuals, etc Klinische Psychologie (DE-588)4031193-4 gnd |
| subject_GND | (DE-588)4031193-4 (DE-588)4151278-9 |
| title | The Handbook of intellectual disability and clinical psychology practice |
| title_auth | The Handbook of intellectual disability and clinical psychology practice |
| title_exact_search | The Handbook of intellectual disability and clinical psychology practice |
| title_exact_search_txtP | The Handbook of intellectual disability and clinical psychology practice |
| title_full | The Handbook of intellectual disability and clinical psychology practice ed. by Alan Carr ... |
| title_fullStr | The Handbook of intellectual disability and clinical psychology practice ed. by Alan Carr ... |
| title_full_unstemmed | The Handbook of intellectual disability and clinical psychology practice ed. by Alan Carr ... |
| title_short | The Handbook of intellectual disability and clinical psychology practice |
| title_sort | the handbook of intellectual disability and clinical psychology practice |
| topic | Déficience intellectuelle - Guides, manuels, etc Klinische psychologie gtt Mentale retardatie gtt Psychologie clinique - Guides, manuels, etc Clinical psychology Handbooks, manuals, etc Klinische Psychologie (DE-588)4031193-4 gnd |
| topic_facet | Déficience intellectuelle - Guides, manuels, etc Klinische psychologie Mentale retardatie Psychologie clinique - Guides, manuels, etc Clinical psychology Handbooks, manuals, etc Klinische Psychologie Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016768639&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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