Leisure and Hospital的問題，透過圖書和論文來找解法和答案更準確安心。 我們挖掘到下列精選懶人包

Pediatric Vascular Neurosurgery: Technical Nuances in Contemporary Pediatric Neurosurgery (Part 2)

為了解決Leisure and Hospital的問題，作者 這樣論述：

Dr. Abhishek Agrawal, MD: ＂I believe in empowering my patients through information. By helping them fully understand their diagnosis, we can work together and choose the most effective treatment. In doing so, I ensure my patients receive the highest quality of care in a comfortable and warm setting

＂. Dr. Abhishek Agrawal is leading Neuro-endovascular Surgeon and is the Medical Director of the Neuro-Interventional Implementation Program at Houston Methodist The Woodlands Hospital. He is fellowship trained in Neuro-Interventional Radiology and Endovascular Neurosurgery. Dr. Agrawal has served a

s an editor for five Neurosurgery text books, as well as an Associate editor of the Asian Journal of Neurosurgery. He is an editorial board member and reviewer of multiple national and international neurosurgery journals and has published more than 80 articles in peer reviewed neurosurgery journals.

In addition to receiving multiple awards and grants in professional conferences and meetings, Dr. Agrawal also severed as the past-president of the Asian Young Neurosurgeons Society. During leisure, Dr. Agrawal loves running, kickboxing and CrossFit training. He enjoys flying drones, is an avid onl

ine gamer and has developed keen interest in Artificial Intelligence (AI).​Dr. Gavin Britz, MD: He earned his MBBCh at the University of the Witwatersrand School of Medicine, South Africa in 1987. He completed a surgical internship in general surgery and fellowship in general surgery at Johns Hopki

ns Hospital, Baltimore in 1993 and in 2002 he completed his residency in neurosurgery. During his residency he attended St. George’s Medical School, The University of London, UK and served as a Neurosurgical Registrar and Senior Registrar. After residency, he took a cerebrovascular fellowship in 200

2 and an Interventional Neuroradiology Fellowship in 2003 at the University of Washington Medical School, Seattle. In 2003 he earned his MPH at the University of Washington, Seattle. He also obtained an MBA from George Washington University in 2015. He held faculty appointments at the University of

Washington and Duke University before becoming a member of Houston Methodist Research Institute in 2014.

Treatment of Autism Spectrum Disorder Bundle

為了解決Leisure and Hospital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.Ashley R. Brien, M.S., CCC-SLP, is a speech l

anguage 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 designin

g 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 Vanderbilt Kennedy Center. His research and tea

ching 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 doctorate, 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 Research Award from the Council for Exceptiona

l 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; students with severe disabilities, access to the ge

neral curriculum; and religion, congregational supports, and disabilities.Geraldine Dawson, Ph.D., Departments of Psychiatry and Behavioral Sciences, Pediatrics, and Psychology & Neuroscience, Duke University, Durham, NC. Dr. Dawson is Professor in the Departments of Psychiatry and Behavioral Scien

ces, Pediatrics, and Psychology & Neuroscience at Duke University. She is Past-President of the International Society for Autism Research and a member of the Interagency Autism Coordinating Committee. She is Director of the Duke Center for Autism and Brain Development, an interdisciplinary autism re

search and treatment center, and Chair of the Faculty Governance Committee for the Duke Institute for Brain Sciences. Dr. Dawson is Director of a National Institutes of Health Autism Center of Excellence Award at Duke focused on understanding early detection, neural bases, and treat-ment of autism a

nd attention-deficit/hyperactivity disorder. Dr. Dawson has published extensively on early detection, brain function, and treatment of autism. With Sally Rogers, she developed the Early Start Denver Model, a comprehensive early behavioral intervention for young children with autism. She completed a

Ph.D. in developmental/child clinical psychology from University of Washington and clinical internship at the University of California, Los Angeles. V. Mark Durand, Ph.D., is known worldwide as an authority in the area of autism spectrum disorders. He is a professor of psychology at the University o

f South Florida St. Petersburg, where he was the founding Dean of Arts & Sciences and Vice Chancellor for Academic Affairs. Dr. Durand is a fellow of the American Psychological Association. He has received more than ＄4 million in federal funding since the beginning of his career to study the nature,

assessment, and treatment of behavior problems in children with autism spectrum disorders. Before moving to Florida, he served in a variety of leadership positions at the University at Albany-State University of New York (SUNY-Albany), including Associate Director for Clinical Training for the doct

oral psychology program from 1987 to 1990, Chair of the Psychology Department from 1995 to 1998, and Interim Dean of Arts and Sciences from 2001 to 2002. There he established the Center for Autism and Related Disabilities at SUNY-Albany. He received his B.A., M.A., and Ph.D. degrees -- all in psycho

logy--at Stony Brook University. Dr. Durand was awarded the University Award for Excellence in Teaching at SUNY-Albany in 1991 and in 2007 received the Chancellor’s Award for Excellence in Research and Creative Scholarship at the University of South Florida St. Petersburg. Dr. Durand is currently C

o-editor of the Journal of Positive Behavior Interventions, is a member of the Professional Advisory Board for the Autism Society of America, and is on the Board of Directors of the international Association of Positive Behavioral Support. He serves on a number of editorial boards, has reviewed for

dozens of journals, and has more than 100 publications on functional communication, educational programming, and behavior therapy. His books include several best-selling textbooks on abnormal psychology, Severe Behavior Problems: A Functional Communication Training Approach (Guilford Press, 1990), S

leep Better! A Guide to Improving Sleep for Children with Special Needs (Paul H. Brookes Publishing Co., 1998), and When Children Don’t Sleep Well: Interventions for Pediatric Sleep Disorders, Therapist Guide (Oxford University Press, 2008). In his leisure time, he enjoys long-distance running and j

ust completed his third marathon. 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 fo

cuses on therapist- and parent-implemented 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. Conni

e Kasari is Professor of Human Development 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 r

esearch projects include targeted interventions 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 prese

nts 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, grammatical 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 a

nalysis that are used in school districts 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 bo

okstores. In addition, she appeared on 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 fo

r children with ASD. She also provides 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 w

ith ASD. Her areas of clinical interest 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. Form

erly, he was Associate Professor of Psychiatry 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 fam

ily-centered programs for newly diagnosed 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 G

uidelines for early identification and 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 Dire

ctor of Communication Crossroads, a private 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 Clinic. 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 focused 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 committee 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 autis

m and related developmental disorders. Amy M. Wetherby, Ph.D., is Professor and former Chair of the Department of Communication Disorders at Florida State University. She received her doctorate from the University of California-San Francisco/Santa Barbara in 1982. She has had more than 20 years of

clinical experience in the design and implementation of communication programs for children with autism and severe communication impairments and is an American Speech-Language-Hearing Association fellow. Dr. Wetherby’s research has focused on communicative and social-cognitive aspects of language di

fficulties in children with autism and, more recently, on the early identification of children with communicative impairments. She has published extensively on these topics and presents regularly at national conventions. She is a co-author of the Communication and Symbolic Behavior Scales (with Barr

y M. Prizant [Applied Symbolix, 1993]). She is the Executive Director of the Florida State University Center for Autism and Related Disabilities and is Project Director of U.S. Department of Education Model Demonstration Grant No. H324M980173 on early identification of communication disorders in inf

ants and toddlers and Personnel Preparation Training Grant No. H029A10066 specializing in autism.

合作學習策略對高齡者體智能訓練成效

為了解決Leisure and Hospital的問題，作者林欣慈 這樣論述：

高齡化社會的來臨已成為世界各國所關心的議題，而如何能讓高齡者減緩老化讓高齡者健康老化是當前的第一要務。本研究以體智能板為研究工具，並經由合作學習的教學方式發展出專為認知功能發展的運動課程，希望對高齡者認知功能的延緩有所助益。本研究目的：探討合作學習的教學方法介入高齡體智能板認知訓練課程後，其認知與功能性體適能之影響。研究方法：本研究總共募集了42位65歲以上高齡者，參與每週三次為期八週的合作學習與個人學習體智能運動進行課程。並於課程參與前後以功能性體適能測試、台灣版額葉評估表與台灣數字奇偶序列測驗來了解其合作學習與個人學習教學的差異性。研究結果：經過研究發現，合作學習與個人學習組除了下肢柔軟

度外，其餘功能性性體適能項目都呈現顯著，合作學習組在下肢肌力與心肺功能測驗中顯著進步個人學習組。在認知功能測驗上，合作學習與個人學習組在八週後，都有顯著效果，合作學習多數都顯著高於個人學習組。研究建議：經由研究發現，合作學習運用在體智能板認知運動中對高齡者是有相當的益處，建議合作學習學方式可廣泛運用與推廣。