000			06081cam a2200589Ii 4500
001			ocn936379271
003			OCoLC
005			20190328114814.0
006			m o d
007			cr mn|||||||||
008			160202t20162016enk ob 001 0 eng d
040			_aN$T _beng _erda _epn _cN$T _dYDXCP _dIDEBK _dEBLCP _dN$T _dOPELS _dOCLCO _dOCLCF _dOCLCO _dOSU _dOCLCO _dVLB _dOCLCQ _dUPM _dU3W _dIDB _dWRM _dAU@ _dOCLCQ _dWYU
019			_a1066425530
020			_a9780128021095 _q(electronic bk.)
020			_a0128021098 _q(electronic bk.)
020			_z9780128020753
020			_z012802075X
035			_a(OCoLC)936379271 _z(OCoLC)1066425530
050		4	_aBF76.78 _b.C66 2016eb
072		7	_aLAN _x025000 _2bisacsh
082	0	4	_a025.0615 _223
245	0	0	_aComputer-assisted and web-based innovations in psychology, special education, and health / _h[electronic resource] _cedited by James K. Luiselli, Aaron J. Fischer.
264		1	_aLondon : _bAcademic Press, _c2016.
264		4	_c�2016
300			_a1 online resource (389 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
520			_aComputer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health summarizes from a multidisciplinary perspective the most recent applications, innovations, and technology advances in education and psychology research and practice. The first section addresses education and clinical intervention, focusing on specific strategies, such as virtual reality therapy, and conditions such as substance use and addictions. The middle section concentrates on intellectual and developmental disabilities, where technology has increasing acceptance and success. The last portion of the book focuses on service, training, and supervision via technology, data management, professional standards, and regulatory guidelines.
504			_aIncludes bibliographical references and index.
588	0		_aPrint version record.
505	0		_aFront Cover; Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health; Copyright Page; Contents; Contributors; Preface; I: Technology for Monitoring, Assessment, and Evaluation; 1 Behavioral, Affective, and Physiological Monitoring; Measuring Behavior, Affect, and Physiology in Laboratory Settings; Measuring Enacted Behavior in Laboratory Settings; Measuring Affective Expression in Laboratory Settings; Measuring Physiological Activity in Laboratory Settings; The Role of Technology in Measuring Behavior, Affect, and Physiology Outside of Laboratory Settings.
505	8		_aUnderstanding Psychological Symptoms in ContextAdapting Group-Based Methodologies to Single Case Designs; Determining Which Treatments Work for Whom; Technologies for Measuring Behavior, Affect, and Physiology Outside of Laboratory Settings; Enacted Behavior; BSP Solutions for Collecting Enacted Behavioral Data in Real Life Settings; Affective Expression; Physiological Activity; Practice Recommendations; Audio- and Video-Recordings; Physiological Data; Summary and Directions for Future Research; References; Further Reading; 2 Measurement of Physical Activity Using Accelerometers.
505	8		_aEvolution of Accelerometer-based Activity MonitorsWhat is an Accelerometer and How Does It Work: Key Technical Aspects of Accelerometry; Sampling Rate; Counts; Epochs; Methods to Estimate Physical Activity Using Accelerometer Counts; From Counts to Meaningful Outcomes; Development and Utilization of Accelerometer Cut-Points; Other Considerations; Utilizing Accelerometer-Based Activity Monitors in Free-Living Studies: Logistics and Selection of Parameters; Feasibility/Practicality; Device Selection; Monitor Placement (e.g., Hip, Wrist, Ankle); Defining Sampling Rate.
505	8		_aDeploying the Monitor for Free-Living PA MeasurementProcessing Accelerometer Data; What Constitutes a Valid Day of PA Monitoring?; What is the Minimum of Valid Days for Considering a Week as Valid?; Selecting Method/Algorithm for Estimating Physical Activity; Bouts of Physical Activity; Future Directions; Machine-learning Algorithms; Supplemental Sensors to Refine PA Measurement; References; 3 Technological Applications for Individuals with Learning Disabilities and ADHD; Technological Applications for Individuals with Learning Disabilities (LDs) and ADHD; Defining Characteristics of LDs.
505	8		_aDefining Characteristics of ADHDTechnological Applications for LD and ADHD; Applications to Assessment; Applications in the Classroom; Applications for Memory and Organization; Executive Functioning Applications; Applications to Test Accommodations; Research on Technology Applications for LD and ADHD; Technology to Assess and Diagnose Students with LD and ADHD; Continuous Performance Tests; Virtual Reality Environments; EEG and Biofeedback; Ecological Momentary Assessment (EMA); Online Assessment Tools; Assistive Technology for Learning and Memory; Screen Reading Software; Reading Pen.
650		0	_aWeb applications.
650		0	_aPsychology _xComputer network resources.
650		0	_aSpecial education _xComputer network resources.
650		0	_aHealth _xComputer network resources.
650		7	_aLANGUAGE ARTS & DISCIPLINES _xLibrary & Information Science _xGeneral. _2bisacsh
650		7	_aHealth _xComputer network resources. _2fast _0(OCoLC)fst00952747
650		7	_aPsychology _xComputer network resources. _2fast _0(OCoLC)fst01081458
650		7	_aSpecial education _xComputer network resources. _2fast _0(OCoLC)fst01128849
650		7	_aWeb applications. _2fast _0(OCoLC)fst01895855
655		4	_aElectronic books.
655		0	_aElectronic book.
700	1		_aLuiselli, James K., _eauthor, _eeditor.
700	1		_aFischer, Aaron J., _eauthor, _eeditor.
776	0	8	_iPrint version: _tComputer-assisted and Web-based Innovations in Psychology, Special Education, and Health. _dLondon : Academic Press, [2016] _z9780128020753 _w(OCoLC)932174326
856	4	0	_3ScienceDirect _uhttp://www.sciencedirect.com/science/book/9780128020753
999			_c247280 _d247280