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Cite as
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Vollständiger Titel
EDUCATIONAL REFLECTIVE PRACTICES
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Verlag
FrancoAngeli
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ISSN
2240-7758 (Gedruckte Zeitschrift)
2279-9605 (Online-Zeitschrift)
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Nummer der Ausgabe
1
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Andere Beschreibung der Ausgabe
1
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Erscheinungsdatum der Ausgabe (YYYY/MM)
2015/10
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Vollständiger Titel
Il Disturbo Oppositivo Provocatorio. Fattori evidence based per l'intervento educativo
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Von (Autor)
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Erste Seite
91
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Letzte Seite
104
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Sprache des Textes
Italienisch
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Erscheinungsdatum
2015/10
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Copyright
2015 FrancoAngeli srl
Vorwort
The Disorders of Impulse Control and Conduct represent a macro category recently introduced in the Diagnostic and Statistical Manual of Mental Disorders- DSM 5 (APA, 2013). In particular, the Oppositional Defiant Disorder (ODD) constitutes one of the most frequent reasons of impaired adaptive behavior of the subject. This article presents the factors that characterize the Evidence Based models of educational intervention more effective, and highlights the opportunities of their implementation in educational systems.
Zitierungen des
10.3280/ERP2015-001007
Unstructured Zitierung
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Unstructured Zitierung
APA – American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders – DSM – 5. Washington: APA. (Trad. it. Manuale Diagnostico e Statistico dei Disturbi Mentali. Milano: Cortina, 2014).
Unstructured Zitierung
Blair, R. J. R. (2001). Neuro-cognitive models of aggression, the Antisocial Personality Disorders and Psychopathy. Journal of Neurology, Neurosurgery and Psychiatry, pp. 234-56.
Unstructured Zitierung
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15, pp. 421–434.
https://doi.org/10.1016/S0885-2014(01)00039-9
Unstructured Zitierung
Blair, R. J. R., & Frith, U. (2000). Neurocognitive explanations of the antisocial personality disorders. Criminal Behaviour and Mental Health, 10, pp. 66–82.
Unstructured Zitierung
Calvani, A. (2012). Per una istruzione evidence based. Analisi teorico metodologica sulle didattiche efficaci inclusive. Trento: Erickson.
Unstructured Zitierung
Federighi, P. (2011). La ricerca evidence based in educazione degli adulti. Pedagogia Oggi, 1, pp. 112-120.
Unstructured Zitierung
Geake, J. (2009). The Brain at School. Maidenhead: Open University Press. Hattie, J. (2003). Visible Learning. Oxford: Routledge.
Unstructured Zitierung
Henggeler, S. W. & Lee, T. (2003). Multysistemic treatments of serious clinical problems. In Kazdin A. E. & Weisz, J. R. (Eds.) Evidence based psychotherapies for children and adolescents, (pp. 301-22). New York: Guilford Press.
Unstructured Zitierung
Lochman, J. E., Boxmeyer, C., Powell, N., Wojnaroski, M., & Yaros, A. (2008). The use of the coping power program to treat
a 10-year-old girl with disruptive behaviors. Journal of Clinical Child and Adolescent Psychology, 36 (4), pp. 677-687.
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Unstructured Zitierung
Milone, A., Donateo, G., Manfredi, A., Muratori, G., Nista, P., Paziente A., Polidori, L., Ruglioni, L. (2007). Il trattamento multi sistemico per i disturbi da comportamento dirompente. Uno studio di efficacia. Giornale di Neuropsichiatria dell’Età Evolutiva, 27, pp. 305-19.
Unstructured Zitierung
Polidori, L., Muratori, P. Baldi, I., Lenzi, F., Manfredi, A., Ruglioni, L., Milone, A. (2010). Il trattamento multimodale per i disturbi del comportamento e per l’aggressività in età evolutiva. L’esperienza di Al di là delle nuvole. Disturbi di Attenzione e Iperattività, 5, pp. 173-98.
Unstructured Zitierung
Ruglioni, L., Muratori, P., Milone, A., Manfredi, A., Lambruschi, F. (2009). Il trattamento multimodale dei Disturbi da Comportamento Dirompente in bambini di età scolare. Presentazione di una esperienza. Cognitivismo Clinico, 6, (2), pp. 196-210.
Unstructured Zitierung
SINPIA-Società Italiana di Neuropsichiatria dell’Infanzia e dell’Adolescenza (2006). Linee guida per il DDAI e i DAS. Diagnosi e interventi per il Disturbo da Deficit di Attenzione/Iperattività e i Disturbi Specifici di Apprendimento. Trento: Erickson.
Unstructured Zitierung
WHO – World Health Organization (2001). International Classification of Functioning, Disability and Health (ICF). Geneva: WHO.
Unstructured Zitierung
Willinsky J. (2001). Extending the Prospects of Evidence-Based Education. In-Sight, 1, pp. 23-41.
Unstructured Zitierung
Wells, K. C., Lochman, J. E., & Lenhart, L. A. (2008). Coping Power parent group program: Facilitator guide. New York: Oxford
Press.
https://doi.org/10.1093/med:psych/9780195327885.001.0001