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E-grāmata: Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health

Edited by (Director of Clinical Development and Research, Melmark, New England, Pennsylvania, USA), Edited by (Department of Educational Psychology, University of Utah, Salt Lake City, UT USA)
  • Formāts: EPUB+DRM
  • Izdošanas datums: 29-Jan-2016
  • Izdevniecība: Academic Press Inc
  • Valoda: eng
  • ISBN-13: 9780128021095
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  • Formāts: EPUB+DRM
  • Izdošanas datums: 29-Jan-2016
  • Izdevniecība: Academic Press Inc
  • Valoda: eng
  • ISBN-13: 9780128021095
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Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health examines the rapid evolution of technology among educational, behavioral healthcare, and human services professionals from a multidisciplinary perspective.  Section I of the book focuses on Technology for Monitoring, Assessment, and Evaluation, featuring chapters about behavioral, affective, and physiological monitoring, actigraphy measurement of exercise and physical activity, technological applications for individuals with learning disabilities/ADHD, and data analysis and graphing.  In Section II, Technology for Intervention, the chapters address telehealth technologies for evidence-based psychotherapy, virtual reality therapy, substance use and addictions, and video modeling.  The emphasis of Section III is Technology for Special Education, with chapters on computer-based instruction, alternative and augmentative communication, and assistive technologies.  Finally, Section IV considers Technology for Training, Supervision, and Practice, specifically web-sourced training and supervision, legal, regulatory, and ethical issues with telehealth modalities, and emerging systems for clinical practice.

Computer-Assisted and Web-Based Innovations is a primary resource for educating students, advising professionals about recommended practices, accelerating procedural innovations, and directing research.

Papildus informācija

This practical guide summarizes the most recent applications, innovations, and technology advances in education and psychology research and practice by utilizing a multidisciplinary perspective that covers a range of conditions where cutting-edge technologies like virtual reality therapy are increasingly successful and accepted
Contributors xi
Preface xv
SECTION I Technology for Monitoring, Assessment, and Evaluation
1 Behavioral, Affective, and Physiological Monitoring
3(30)
Jasara N. Hogan
Brian R. Baucom
Measuring Behavior, Affect, and Physiology in Laboratory Settings
4(5)
The Role of Technology in Measuring Behavior, Affect, and Physiology Outside of Laboratory Settings
9(5)
Technologies for Measuring Behavior, Affect, and Physiology Outside of Laboratory Settings
14(7)
Practice Recommendations
21(4)
Summary and Directions for Future Research
25(1)
References
26(5)
Further Reading
31(2)
2 Measurement of Physical Activity Using Accelerometers
33(28)
Jeffer Eidi Sasaki
Kelly Samara da Silva
Bruno Goncalves Galdino da Costa
Dinesh John
Evolution of Accelerometer-based Activity Monitors
34(1)
What is an Accelerometer and How Does It Work: Key Technical Aspects of Accelerometry
35(2)
Methods to Estimate Physical Activity Using Accelerometer Counts
37(5)
Utilizing Accelerometer-Based Activity Monitors in Free-Living Studies: Logistics and Selection of Parameters
42(7)
Processing Accelerometer Data
49(4)
Future Directions
53(3)
References
56(5)
3 Technological Applications for Individuals with Learning Disabilities and ADHD
61(34)
Lawrence Lewandowski
Whitney Wood
Laura A. Miller
Technological Applications for Individuals with Learning Disabilities (LDs) and ADHD
61(2)
Technological Applications for LD and ADHD
63(5)
Research on Technology Applications for LD and ADHD
68(16)
Conclusions and Recommendations
84(2)
References
86(9)
4 Computer-Assisted Technologies for Collecting and Summarizing Behavioral Data
95(24)
Bryan T. Yanagita
Amel Becirevic
Derek D. Reed
Introduction
95(2)
Priority Concerns
97(3)
Formative Evaluation of Data
100(1)
Research Findings
101(7)
Computer-Assisted Data Technologies
108(4)
Practice Recommendations and Considerations
112(2)
Summary
114(1)
References
114(5)
SECTION II Technology for Intervention
5 Telehealth Technologies in Evidence-Based Psychotherapy
119(22)
Bethany C. Wangelin
Derek D. Szafranski
Daniel F. Gros
Introduction
119(1)
EBPs Delivered via Telehealth: Research Findings
120(7)
Use of Mobile Technology as an Adjunct to EBPs: Research Findings
127(3)
Practice Recommendations for Telehealth Interventions
130(6)
Acknowledgments
136(1)
References
136(5)
6 Virtual Reality Therapy
141(16)
Max M. North
Sarah M. North
Defining VRT
142(1)
Innovative and Significant Empirical Research in VRT
143(4)
Virtual Presence, Care of Treatment, and VRT System Availability
147(2)
The Next Generation of VRT
149(4)
Acknowledgments
153(1)
References
154(3)
7 Substance Use and Addictions
157(30)
Lara Moody
Warren K. Bickel
Introduction to Computerized Treatments for Substance Use
157(4)
Computerized Treatments for Substance Use Disorders
161(11)
Practice Recommendations and Future Directions
172(8)
References
180(7)
SECTION III Technology for Special Education
8 Video Modeling
187(24)
Christos Nikopoulos
James K. Luiselli
Aaron J. Fischer
Overview
188(11)
Summary
199(1)
Practice Recommendations
200(3)
References
203(7)
Further Reading
210(1)
Suggested Resources
210(1)
9 Computer-Based Instruction (CBI) Within Special Education
211(44)
Kirsten R. Butcher
J. Matt Jameson
Increased Focus on Educational Outcomes in Special Education
211(2)
Challenges in Identifying Effective Instructional Technologies for Special Education
213(1)
Chapter Focus and Target Population
214(2)
Priority Concerns
216(6)
Research Findings Related to CBI
222(17)
Practice Recommendations
239(3)
Conclusion
242(2)
References
244(11)
10 Augmentative and Alternative Communication (AAC) in Intellectual and Developmental Disabilities
255(32)
Jeff Sigafoos
Larah van der Meer
Ralf W. Schlosser
Giulio E. Lancioni
Mark F. O'Reilly
Vanessa A. Green
Introduction
255(5)
Priority Concerns
260(1)
Research Findings
261(11)
Practice Recommendations
272(7)
Conclusion
279(1)
Acknowledgment
279(1)
References
279(6)
Further Reading
285(2)
11 Assistive Technologies for Persons with Severe-Profound Intellectual and Developmental Disabilities
287(26)
Fabrizio Stasolla
Viviana Perilli
Adele Boccasini
Introduction
287(2)
Priority Concerns
289(1)
Microswitch-Based Interventions
290(8)
Discussion
298(4)
Conclusion
302(1)
Future Research
303(1)
References
304(6)
Further Reading
310(3)
SECTION IV Technology for Training, Supervision and Practice
12 Web-Based Training and Supervision
313(26)
Dan Florell
Introduction to Telesupervision
313(2)
Priority Concerns
315(7)
Research on Effective Telesupervision Practice
322(9)
Telesupervision Practice Recommendations
331(4)
References
335(4)
13 Legal, Regulatory, and Ethical Issues in Telehealth Technology
339(26)
Evan H. Dart
Heather M. Whipple
Jamie L. Pasqua
Christopher M. Furlow
Chapter Content
341(2)
Telehealth Practice Guidelines
343(6)
Privacy, Confidentiality, and Informed Consent in Telehealth
349(6)
Third-Party Reimbursement
355(4)
Conclusion
359(1)
References
360(3)
Further Reading
363(2)
14 Emerging Technologies for Clinical Practice
365(14)
Dean McKay
Amy Przeworski
Shannon O'Neill
Emerging Technologies for Clinical Practice
365(1)
Smartphone Interface Technology
365(1)
Assessment Methods
366(2)
Treatment Approaches
368(1)
Sensory Technology
369(1)
Wearable Activity Monitors
369(1)
Videogame-Based Interventions
370(4)
Training
374(1)
Conclusions and Future Directions
374(1)
References
375(3)
Further Reading
378(1)
Index 379
James K. Luiselli, EdD, ABPP, BCBA-D, is a clinical psychologist, behavior analyst, and Director of Clinical Development and Research at Melmark New England, Andover, MA. His practice and research interests include intervention for challenging behavior, performance and health psychology, professional development, and organizational behavior management. Aaron J. Fischer is an assistant professor of school psychology and an adjunct assistant professor of psychiatry at the University of Utah. He is a licensed psychologist and board certified behavior analyst. Dr. Fischer has conducted technology-focused research in educational settings, specifically using videoconferencing with teachers and parents during conjoint behavioral consultation. His current research is funded by the University of Utah and Society for the Study of School Psychology, and emphasizes the integration of cutting edge technology in psychological practice both in schools and clinical settings.
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