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These two companion volumes provide a comprehensive review and
critical evaluation of the major DSM-III and DSM-III-R child
disorders. Their major goal is to provide diagnostic and assessment
guidelines that are based on scientific literature in specific
clinical domains. Each chapter contains a discussion of the
historical background of a particular diagnosis, definitional
issues, a critical but selective review of the literature
addressing the diagnosis in question, proposed changes in the
diagnostic criteria based on the available literature, and proposed
assessment models and methods based on the designated criteria.
Given the scientific bases for many of these discussions of
diagnostic criteria, these two volumes will serve professionals and
graduate students in a wide variety of fields: clinical child
psychology, child psychiatry, pediatrics, pediatric and school
psychology, special education, social work, and other child mental
health specialties.
These two companion volumes provide a comprehensive review and
critical evaluation of the major DSM-III and DSM-III-R child
disorders. Their major goal is to provide diagnostic and assessment
guidelines that are based on scientific literature in specific
clinical domains. Each chapter contains a discussion of the
historical background of a particular diagnosis, definitional
issues, a critical but selective review of the literature
addressing the diagnosis in question, proposed changes in the
diagnostic criteria based on the available literature, and proposed
assessment models and methods based on the designated criteria.
Given the scientific bases for many of these discussions of
diagnostic criteria, these two volumes will serve professionals and
graduate students in a wide variety of fields: clinical child
psychology, child psychiatry, pediatrics, pediatric and school
psychology, special education, social work, and other child mental
health specialties.
These two companion volumes provide a comprehensive review and
critical evaluation of the major DSM-III and DSM-III-R child
disorders. Their major goal is to provide diagnostic and assessment
guidelines that are based on scientific literature in specific
clinical domains. Each chapter contains a discussion of the
historical background of a particular diagnosis, definitional
issues, a critical but selective review of the literature
addressing the diagnosis in question, proposed changes in the
diagnostic criteria based on the available literature, and proposed
assessment models and methods based on the designated criteria.
Given the scientific bases for many of these discussions of
diagnostic criteria, these two volumes will serve professionals and
graduate students in a wide variety of fields: clinical child
psychology, child psychiatry, pediatrics, pediatric and school
psychology, special education, social work, and other child mental
health specialties.
These two companion volumes provide a comprehensive review and
critical evaluation of the major DSM-III and DSM-III-R child
disorders. Their major goal is to provide diagnostic and assessment
guidelines that are based on scientific literature in specific
clinical domains. Each chapter contains a discussion of the
historical background of a particular diagnosis, definitional
issues, a critical but selective review of the literature
addressing the diagnosis in question, proposed changes in the
diagnostic criteria based on the available literature, and proposed
assessment models and methods based on the designated criteria.
Given the scientific bases for many of these discussions of
diagnostic criteria, these two volumes will serve professionals and
graduate students in a wide variety of fields: clinical child
psychology, child psychiatry, pediatrics, pediatric and school
psychology, special education, social work, and other child mental
health specialties.
The publication of this very important volume comes at a timely
juncture in the history of learning disabilities. The focus of this
volume is on developing a multidisciplinary understanding of the
complexities of the research on learning disabilities and its
various sUbtypes. It also will serve as an important compendium of
the subtyping literature, particularly with respect to pertinent
issues of nosology, specific sUbtyping models, neuro psychological
diagnosis, and treatment. As the authors so correctly suggest, the
differential diagnosis of learning disabilities subtypes is a
critical first step in developing theoretically sound programs of
psychoeducational intervention. Clearly, one must have some idea
about the general abilities of a child before realistic
expectations can be charted. Also, how can one plan a program of
intervention without some knowledge of the deficient components of
achievement within a do main? Does it not make both conceptual and
practical sense to identify an individual's relative strengths and
weaknesses so that abilities or strengths can be utilized to
optimize functioning in areas of deficit? Although these all sound
like reasonable precursors to assisting individuals in need of
academic assistance, there are those who would argue otherwise.
Impor tantly, however, the Director of the National Institutes of
Health, in a recent report to Congress, advocates exactly what this
volume proposes. Indeed, there are important needs to be addressed,
and the literature reviewed herein strongly supports the
conclusions drawn by these authors."
In this, the third volume of Advances in Child Neuropsychology, the
editors have once again enlisted a broad range of contributors,
each of whom has written a chapter that brings us to the current
level of knowl edge in their respective area. The topics range from
the relationship between electrophysiological responses in infants
and later language development to advances in neuropsychological
constructs. Although we still do not know enough about
brain-behavior relationships in the normally developing brain, let
alone in the atypical brain, a good deal of innovative, exciting,
and very meaningful research is herein presented that furthers our
understanding of neurodevelopmental issues. The cur rent volume
reflects some of the results of an active period of research in
child neuropsychology. It serves to further our knowledge of the
field in all of its diversity and, perhaps, to provide the spark of
interest or sudden "aha " to the reader that will lead to new
insights and productive research endeavors. The first chapter,
contributed by Molfese, is perhaps somewhat tech nical in its
presentation for the electrophysiologically uninitiated. How ever,
its results and discussion sections follow up findings related to
some of the data presented in Volume 1. The earlier work, which
suggested that electrophysiological responses can be used to
predict long-term developmental outcomes, is supported in the
present report on the relationship between auditory evoked
responses in infancy and later levels of language development."
The field of child neuropsychology is still young. It has no
obvious birth date. Hence, we cannot determine its age with the
type of chronometric precision for which our scientific hearts may
yearn. Nevertheless, one landmark to which we might point in this
connection is that the first systematic textbook to appear in this
area (i. e., Rourke, Bakker, Fisk, & Strang, 1983) is not yet
10 years old. Be that as it may, activity in the field has been
growing steadily, if not by leaps and bounds. Although there is
nowhere near the intensity of investigation of children from a
neuro psychological standpoint as there is of adults, there have
been notable systematic investigations of considerable interest.
Some of the more im portant of these are presented in the current
volume. Intended to provide authoritative reviews of important
substantive areas of child neuropsychology, this series begins with
a volume that contains just that: reviews of areas as diverse as
auditory evoked re sponses in newborns and the behavioral effects
of head trauma in children. Methodological issues, also deemed
important by the Editors, are dis cussed in most of the chapters
contained herein. Furthermore, the ex emplary lines of programmatic
research or application in the field that are deemed to fall within
the purview of this series are also represented in this volume."
In the foreword to Volume 1 of this series, Byron Rourke noted that
the field of child neuropsychology is still young. He wrote: "It
has no obvious birthdate. Hence, we cannot determine its age with
the type of chrono metric precision for which our scientific hearts
may yearn . . . . Be that as it may, activity in the field has been
growing steadily, if not by leaps and bounds. Although there is
nowhere near the intensity of in vestigation of children from a
neuropsychological standpoint as there is of adults, there have
been notable systematic investigations of considerable interest.
Some of the more important of these are presented in the current
volume. " I am happy to say that the contents of Volume 2 likewise
provide new insights across many important domains of developmental
neuro psychology. As the editors note, this book consists of six
chapters divided into four general areas, including developmental
neuropsychology (one chapter), abnormal neuropsychology (three
chapters), assessment (one chapter), and treatment (one chapter).
The first chapter is addressed to attention, response inhibition,
and activity level in children. In this chapter, Jeffrey M.
Halperin, Kathleen E. McKay, Kristin Matier, and Vanshdeep Sharma
provide a lucid and articulate review of research on this topic.
The authors correctly note by that attention, response inhibition,
and activity level are mediated neurocircuits throughout the brain
that interact with and modulate vir tually all higher cognitive
information-processing domains."
In this, the third volume of Advances in Child Neuropsychology, the
editors have once again enlisted a broad range of contributors,
each of whom has written a chapter that brings us to the current
level of knowl edge in their respective area. The topics range from
the relationship between electrophysiological responses in infants
and later language development to advances in neuropsychological
constructs. Although we still do not know enough about
brain-behavior relationships in the normally developing brain, let
alone in the atypical brain, a good deal of innovative, exciting,
and very meaningful research is herein presented that furthers our
understanding of neurodevelopmental issues. The cur rent volume
reflects some of the results of an active period of research in
child neuropsychology. It serves to further our knowledge of the
field in all of its diversity and, perhaps, to provide the spark of
interest or sudden "aha " to the reader that will lead to new
insights and productive research endeavors. The first chapter,
contributed by Molfese, is perhaps somewhat tech nical in its
presentation for the electrophysiologically uninitiated. How ever,
its results and discussion sections follow up findings related to
some of the data presented in Volume 1. The earlier work, which
suggested that electrophysiological responses can be used to
predict long-term developmental outcomes, is supported in the
present report on the relationship between auditory evoked
responses in infancy and later levels of language development."
Neuropsychology has its roots in clinical neurology. Reading case
de scriptions by 19th century neurologists, such as Wernicke's
painstakingly detailed examinations of patients with the "aphasic
symptom-complex," makes it obvious that neuropsychology is not a
new discipline. Even the marriage with psychology is not new; the
neurologist Arnold Pick, for example, was fully conversant with the
developments in contemporary psychological as well as linguistic
research. However, the primary focus of 19th and early 20th century
psychology was on "general psychology," and only a small number of
psychologists ventured into what then was called "differential
psychology" (the psychology of individual dif ferences) including a
few who became attached to neurological research and rehabilitation
units after World War I. It remained until World War II for
psychologists to establish a more solid working relationship with
neurology. What psychology had to offer to neurology was its
experimental skill, the development of a sophisticated methodology,
and, for clinical work, the development of psychometrics. On the
whole, the marriage between the two disciplines has been fruitful,
leading to new insights, models, and discoveries about
brain-behavior relationships, documented in several textbooks which
appeared in rapid succession since the 1960s. In clinical practice,
neuropsychology has been inventive in some respects, in others
merely introducing psychometric rigor to already existing
neurological examinations. As described in greater detail in this
book, developmental neuropsy chology is of even more recent
origin."
Neuropsychology has its roots in clinical neurology. Reading case
de scriptions by 19th century neurologists, such as Wernicke's
painstakingly detailed examinations of patients with the "aphasic
symptom-complex," makes it obvious that neuropsychology is not a
new discipline. Even the marriage with psychology is not new; the
neurologist Arnold Pick, for example, was fully conversant with the
developments in contemporary psychological as well as linguistic
research. However, the primary focus of 19th and early 20th century
psychology was on "general psychology," and only a small number of
psychologists ventured into what then was called "differential
psychology" (the psychology of individual dif ferences) including a
few who became attached to neurological research and rehabilitation
units after World War I. It remained until World War II for
psychologists to establish a more solid working relationship with
neurology. What psychology had to offer to neurology was its
experimental skill, the development of a sophisticated methodology,
and, for clinical work, the development of psychometrics. On the
whole, the marriage between the two disciplines has been fruitful,
leading to new insights, models, and discoveries about
brain-behavior relationships, documented in several textbooks which
appeared in rapid succession since the 1960s. In clinical practice,
neuropsychology has been inventive in some respects, in others
merely introducing psychometric rigor to already existing
neurological examinations. As described in greater detail in this
book, developmental neuropsy chology is of even more recent
origin."
Written expressly for non-neuropsychologists, this book offers a
concise, friendly introduction to the developing brain and its
functions. Stephen R. Hooper renders complex concepts accessible as
he describes the structure of the brain and the workings of the
nervous system. The book explains how findings from
neuropsychological assessments can help educators and clinicians to
better understand and remediate children's difficulties. A range of
neurodevelopmental and medical conditions that affect learning and
behavior from early childhood through adolescence are explored
through a neuropsychological lens. Helpful features include key
Take-Home Points distilled from the chapters and recommended print
and online resources.
Written expressly for non-neuropsychologists, this book offers a
concise, friendly introduction to the developing brain and its
functions. Stephen R. Hooper renders complex concepts accessible as
he describes the structure of the brain and the workings of the
nervous system. The book explains how findings from
neuropsychological assessments can help educators and clinicians to
better understand and remediate children's difficulties. A range of
neurodevelopmental and medical conditions that affect learning and
behavior from early childhood through adolescence are explored
through a neuropsychological lens. Helpful features include key
Take-Home Points distilled from the chapters and recommended print
and online resources.
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