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Using a systems approach firmly grounded in cognitive development theory and findings, this book offers a new, well-researched method for intervening with severely disturbed children--autistic, brain-damaged, retarded, emotionally deprived, and developmentally delayed. This approach emphasizes building on the strengths of each child's coping mechanisms rather than on conventional behavior modification techniques, which the authors see as raising serious ethical questions. Their approach has been tried and tested in clinical practice and has demonstrated its efficacy. The book examines the formation of systems in normal and abnormal development and discusses specifics of assessment and intervention with disordered children.
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