Who primary health c的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列問答集和懶人包總整理

Childhood Trauma and Resilience: A Practical Guide

為了解決Who primary health c的問題，作者Forkey, Heather C.,Griffin, Jessica L.,Szilagyi, Moira 這樣論述：

Heather C. Forkey, MD, FAAP, is an Associate Professor of Pediatrics and Pediatric Vice Chair for Wellness at the University of Massachusetts Medical School, and Division Director for the Child Protection Program and Foster Children Evaluation Service (FaCES) of the UMass Memorial Children’s Medical

Center. She also serves as the Medical Director of Lifeline4Kids at the University of Massachusetts Medical School. In addition to her clinical work, Dr. Forkey has been the recipient of local and federal grants to address issues of children in foster care and to translate promising practices to ad

dress the physical and mental health needs of children who have been traumatized. She has published and presents nationally and internationally on the topics, and serves in leadership roles for the National Child Traumatic Stress Network and American Academy of Pediatrics on issues related to foster

care and child trauma. Jessica L. Griffin, PsyD, is an Associate Professor of Psychiatry and Pediatrics at the University of Massachusetts Medical School (UMMS), where she has been a faculty member since 2006. Dr. Griffin is a nationally recognized expert in Trauma-Focused Cognitive-Behavioral The

rapy (TF-CBT), trauma, and relationships. She has trained and provided consultation for thousands of clinicians across the United States. With funding from SAMHSA/NCTSN in 2012, as Principal Investigator and Executive Director, she developed the UMMS Child Trauma Training Center, with a focus on tra

ining, treatment, and resolving access issues for youth who have experienced trauma. Within this initiative, Dr. Griffin created and piloted a highly innovative centralized referral system, LINK-KID, targeted at decreasing wait-times for youth and families to trauma-focused evidence-based treatments

. Due to LINK-KID’s early successes, she and her team expanded LINK-KID to what is now a statewide capacity, serving trauma victims throughout the Commonwealth of Massachusetts. To date, under her direction, the center has trained over 45,000 professionals in trauma-informed care and trauma-responsi

ve practices and successfully referred over 4,000 youth into evidence-based treatment models. In April of 2020, Dr. Griffin was awarded a multi-year, multi-million dollar grant to develop the national Resilience through Relationships Center, housed at the University of Massachusetts Medical School a

imed at supporting parents, caregivers, and children exposed to trauma. Dr. Moira Ann Szilagyi, President-elect of the American Academy of Pediatrics (AAP), is a primary care pediatrician, Professor of Pediatrics, Division Chief of Developmental-Behavioral Pediatrics and Interim Division Chief of G

eneral Pediatrics at UCLA where she is also the Peter Shapiro Term Chair for Enhancing Children’s Developmental and Behavioral Health in Pediatrics. Dr. Szilagyi was Professor of Pediatrics at the University of Rochester from 1990 to 2014 and Medical Director of Starlight Pediatrics, an integrated-c

are medical home for children in foster/kinship care. Her broad experience includes primary care for vulnerable populations, suburban private practice, education of trainees, leadership of several multi-system collaborative partnerships to improve care for vulnerable children, research on evidence-b

ased screening and the integration of mental health into primary care, and a long history of advocacy at the federal, state and local levels. Dr. Szilagyi has held numerous AAP leadership positions, chairing the AAP NY-District II Task Force on Foster Care and the National Council on Foster Care, Ad

option and Kinship Care. She is editor of Fostering Health (the manual for providers and systems) and has authored several AAP policy statements and clinical and technical reports on child welfare-involved children. She is Principal Investigator of an AAP case-based online educational program to hel

p pediatricians integrate trauma-informed care into practice. Dr. Szilagyi sees patients in L.A. County’s foster care system.

Who primary health c進入發燒排行的影片

運動訓練與停止訓練對中老年人骨骼肌氧合能力與身體功能表現之影響

為了解決Who primary health c的問題，作者杨永 這樣論述：

運動是一種改善中老年人骨骼肌氧合能力、提高肌肉力量並最終影響整體身體功能表現的有效方式。然而，較少的研究評估不同運動類型之間訓練效益的差異。此外，由於中老年人生病、外出旅行與照顧兒童等原因，迫使運動鍛煉的中斷。如何合理安排運動訓練的週期、強度與停訓週期，以促使中老年人在未來再訓練快速恢復以往訓練效益，目前亦尚不清楚。本文以三個研究建構而成。研究I：不同運動訓練模式對中老年人的骨骼肌氧合能力、肌力與身體功能表現的影響。以此探討50歲及以上中老年人進行每週2次為期8週的爆發力、阻力訓練以及心肺訓練在改善中老年人肌肉組織氧合能力、與肌肉力量身體功能效益的差異。我們的研究結果表明：爆發力組在改善下肢

肌力、最大爆發力與肌肉品質方面表現出較佳的效果。心肺組提高了30s坐站測試成績並減少了肌肉耗氧量，從而改善了中老年人在30s坐站測試期間的運動經濟性。年紀較高的肌力組則對於改善平衡能力更加有效。此外，三組運動形式均有效改善了中老年人人敏捷性。研究 Ⅱ：停止訓練對運動訓練後中老年人肌力與身體功能表現的影響：系統性回顧與meta分析。本研究欲探討停止訓練對運動訓練後中老年人肌力與身體功能表現訓練效益維持的影響。我們的研究結果表明：訓練期大於停止運動訓練期是肌力維持的重要因素。若訓練期

Case Studies for the Treatment of Autism Spectrum Disorder

為了解決Who primary health c的問題，作者 這樣論述：

Patricia Prelock, Ph.D., CCC-SLP, BCS-CL, is Provost and Senior Vice President, University of Vermont. Formerly the Dean of the College of Nursing and Health Sciences at the University of Vermont for 10 years, she is also Professor of Communication Sciences & Disorders, and Professor of Pediatrics

in the College of Medicine at the University of Vermont. Dr. Prelock studies the nature and treatment of autism spectrum disorder with a specific focus on theory of mind and the development of interventions to support social cognition by using a family-centered approach. She is a board certified spe

cialist in child language, a University of Vermont Scholar, an ASHA fellow and honoree, and a fellow in the National Academies of Practice in speech-language pathology.Rebecca J. McCauley, Ph.D.is a professor in the Department of Speech and Hearing Sciences at The Ohio State University. Her research

and writing have focused on assessment and treatment of pediatric communication disorders, with a special focus on speech sound disorders, including childhood apraxia of speech. She has authored or edited seven books on these topics and co-authored a test designed to aid in the differential diagnos

is of childhood apraxia of speech. Dr. McCauley is a Fellow of the American Speech-Language-Hearing Association, has received Honors of the Association, and has served two terms as an associate editor of the American Journal of Speech-Language Pathology.Marc E. Fey, Ph.D., CCC-SLP, is emeritus profe

ssor for the Hearing and Speech Department at the University of Kansas Medical Center. He has published numerous articles, chapters, and software programs on childrenâ (TM)s speech and language devel¬opment and disorders and has written and edited three books on child-language intervention. He was

editor of the American Journal of Speech-Language Pathology from 1996 to 1998 and Chair of the American Speech-Language Hearing Association’s (ASHA) publications board from 2003 to 2005. He holds the Kawana Award for Lifetime Achievement in Publications and the Honors of the Association from ASHA.As

hley R. Brien, M.S., CCC-SLP, is a speech language pathologist in Vermont. She is pursuing her Ph.D. in Interprofessional Health Sciences at the University of Vermont under the mentorship of Dr. Tiffany Hutchins and Dr. Patricia Prelock. Her research focuses on episodic memory and its relationship

to theory of mind. She is currently designing interventions and treatment materials to support episodic memory and social cognition in children with autism spectrum disorders (ASDs).Erik Carter, Ph.D. is a Professor in the Department Special Education at Vanderbilt University and a member of the Van

derbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his d

octorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Re

search Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; student

s with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities. Peter Dawson, M.D., M.P.H., practices pediatrics at the People’s Clinic in Boulder, Colorado, and at the Colorado Mental Health Institute at Fort Logan in Denver. He developed his k

nowledge of child development and families by teaching at the JFK Child Development Center of the University of Colorado School of Medicine, working for 17 years in multidisciplinary child development clinics, studying parent support by paraprofessional home visitors, and serving on the board of dir

ectors of the Family Resource Coalition of America. He learned about public health by working with public health nurses, serving in several positions in the Maternal and Child Health Section of the American Public Health Association, and founding the Boulder County Consortium on Access to Health Car

e. He teaches pediatrics and public health at the University of Colorado School of Medicine. He has published 15 articles in professional journals and has received awards from the Department of Maternal and Child Health of the University of North Carolina, American Public Health Association, Boulder

Valley Education Association, Boulder Daily Camera, and Voices for Children. Drs. Dawson and Kessler met while they both were Fellows with ZERO TO THREE: National Center for Infants, Toddlers and Families and have collaborated extensively since that time in the area of pediatric undernutrition. Ann

Kaiser, Ph.D. is the Susan W. Gray Professor of Education and Human Development at Vanderbilt University. She is the author of more than 175 articles on early intervention for children with autism and other development communication disabilities. Her research focuses on therapist- and parent-implem

ented naturalistic interventions. Connie Kasari, Ph.D., Professor, Human Development and Psychology, Center for Autism Research and Treatment, University of California Los Angeles, 68-268 Semel Institute, 760 Westwood Plaza, Los Angeles, California 90024Dr. Connie Kasari is Professor of Human Develo

pment and Psychology at UCLA with a joint appointment in the Department of Psychiatry. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 Ph.D. students. Her research projects include targeted int

erventions for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school-aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner

audiences locally, nationally, and internationally. Lynn Kern Koegel, Ph.D., CCC-SLP, is a clinical professor at the Stanford School of Medicine. She has been active in the development of programs to improve communication in children with autism, including the development of first words, grammatic

al structures, pragmatics, and social conversation. In addition to her published books and articles in the area of communication and language development, she has developed and published procedures and field manuals in the area of self-management and functional analysis that are used in school distr

icts and by parents throughout the United States and have been translated in other major languages. Dr. Lynn Koegel is the author of Overcoming Autism and Growing Up on the Spectrum with parent Claire LaZebnik, published by Viking/Penguin and available in most bookstores. In addition, she appeared o

n ABC’s hit show ＂Supernanny＂ working with a child with autism. Amy C. Laurent is a pediatric occupational therapist who holds a master’s degree in special education. Currently in private practice, she is a New England affiliate of Communication Crossroads and of Childhood Communication Services. Ms

. Laurent specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. Through her practice, she provides comprehensive evaluations, direct therapeutic services, and consultations to educational programs for children with ASD. She also provide

s extensive educational and emotional support for families of children with ASD. Ms. Laurent has co-authored several journal articles and frequently lectures throughout the United States on topics related to therapeutic and educational intervention for children with ASD. Her areas of clinical intere

st include therapeutic intervention as it relates to the development of self-regulation and social-adaptive functioning across contexts (e.g. school, home, and community settings). Barry M. Prizant, Ph.D., has more than 25 years experience as a clinical scholar, researcher, and consultant to young

children with autism spectrum disorders (ASD) and related communication disabilities and their families. He is an American Speech-Language-Hearing Association fellow and is a member of the Interdisciplinary Council on Developmental and Learning Disabilities. Formerly, he was Associate Professor of P

sychiatry in the Brown University Program in Medicine, Professor in the School of Communication Sciences and Disorders at Emerson College, and Advanced Post-Doctoral Fellow in Early Intervention at University of North Carolina at Chapel Hill. He has developed family-centered programs for newly diagn

osed toddlers with ASD and their families in hospital and university clinic environments. He has been an invited presenter at two State of the Science Conferences on ASD at the National Institutes of Health (NIH) and has contributed to the NIH Clinical Practice Guidelines for early identification an

d diagnosis of ASD. Dr. Prizant’s current research and clinical interests include identification and family-centered treatment of infants, toddlers, and young children who have or are at risk for sociocommunicative difficulties, including ASD. Emily Rubin is Director of Communication Crossroads, a p

rivate practice in Carmel, California. She is a speech-language pathologist specializing in autism, Asperger syndrome, and related social learning disabilities. As an adjunct faculty member and lecturer at Yale University, she has served as a member of its Autism and Developmental Disabilities Clini

c. She has also served as an instructor for the Communication Sciences and Disorders Department of Emerson College in Boston, Massachusetts, where she has developed courses to prepare graduate-level students to address the needs of children with autism and their families. Her publications have focus

ed on early identification of autism, contemporary intervention models, and programming guidelines for high-functioning autism and Asperger syndrome. She has participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committe

e charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She lectures internationally and provides consultation to educational programs serving children and adolescents with autism and related developmental disorders

.

運用同儕協助學習策略發展台灣國小五年級學生之英語閱讀能力之研究

為了解決Who primary health c的問題，作者劉慧玲 這樣論述：

眾人普遍認同閱讀教學法能有效防止兒童閱讀困難。其中一種閱讀教學法是同儕輔助學習策略(Peer-assisted learning strategies,PALS)，其廣泛運用於各領域以增進學生閱讀技巧。因此本研究目的在比較同儕輔助學習策略與傳統閱讀教學應用在台灣五年級學生英語閱讀正確性、流暢性及理解力之效用。本實驗採用準實驗設計，招募兩個班級，共49人。兩個班隨意分配為實驗組及對照組。實驗組學生兩兩一組學習；對照組學生接受教師主導之傳統閱讀教學。兩組學生接受每週兩次共17週之實驗。本實驗兼採取量化及質化研究法，蒐集前後測驗量化資料，並透過教室觀察、實地筆記及與四位PALS組學生半結構式訪談蒐

集質性資料。本實驗結果顯示兩種閱讀教學法對於增進學生閱讀正確性同樣有效，然而PALS閱讀教學並未優於傳統閱讀教學。相似於閱讀正確性實驗結果，PALS閱讀教學在閱讀順暢性並未優於傳統閱讀教學。至於閱讀理解性方面，兩種閱讀教學法的後測平均分數略劣於前測，然而，只有PALS組達到統計性顯著。此預料之外及驚人的結果有以下可能原因，詳述如下。首先，可能是這些五年級初級英語閱讀者在閱讀及理解長篇文章上遭遇困難及學生間顯著英語能力差異。其次，閱讀及理解長篇文章更需要密集練習以發展技巧，特別是以英語為外語者。第三，有可能是本實驗測驗工具無法測量出PALS組學生在早期閱讀發展階段微小的進步。另一個可能因素是此特

定的教學法與測驗教材之差異，導致學生並未具備適當的閱讀技巧。最後，本實驗並未實施複述活動(retelling)於”夥伴閱讀與複述”(Partner Reading with Retell)活動中，因為本實驗著重於訓練學生改正單字識別錯誤，而忽略檢查學生的短文閱讀理解。雖然，此實驗結果與之前的PALS實驗結果不同。但是，質化資料顯示PALS幫助學生獲得更高的閱讀學習興趣及透過同儕輔助教學強化學生自身學習。基於本實驗發現PALS可被視為增進學生合作行為及改變學生對於閱讀學習態度的一種實用的學習工具。建議未來實施閱讀的老師能增進實驗的密集度及降低測驗難度以符合學生閱讀發展。關鍵字: 同儕學習策略、閱

讀正確性、閱讀順暢性、閱讀理解力