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El. knyga: Neurodevelopmental Disorders in Children and Adolescents: A Guide to Evaluation and Treatment [Taylor & Francis e-book]

(The Nicholls Group, Arizona, USA)
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Neurodevelopmental Disorders in Children and Adolescents: A Guide to Evaluation and TreatmentDidesnis paveikslėlis
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781315408668

Neurodevelopmental Disorders in Children and Adolescents provides an innovative perspective on developmental disorders in youth, one focused on embracing and working with the "messiness" and many variables at play in child and adolescent development. The volume’s approach is aligned with the NIMH Research Domain Criteria project, which hopes to move away from categorical diagnosis toward multidimensional analysis. Each chapter focuses on a particular aspect of development, cluster of diagnoses, or clinical concern. The book also emphasizes humility, an awareness of diversity and difference without stigma, and support for collaborative and integrative healthcare. This is an essential volume for practitioners hoping to improve how they evaluate and treat developmental disorders in children.

Series Editor's Foreword xiii
Bret A. Moore
Introduction 1(4)
SECTION I Dimensions of Being Different
5(70)
1 Biological Dimensions of Difference
7(20)
You Don't Pick Your Parents
7(1)
Are You Sure They Are Your Parents?
8(1)
Neurulation and the Growth of the Nervous System
9(3)
The Prenatal Environment
12(3)
Prematurity
15(1)
Delivery and the Perinatal Period
16(3)
Prevention and Early Identification
19(1)
Developmental Delays
20(2)
Acquired Medical Illness and Injury
22(2)
Conclusions
24(3)
2 Familial and Social Dimensions
27(18)
Family Environment and Characteristics
27(1)
The Hangover of Old Models
28(2)
Variations on Family Systems
30(4)
Family Stages and Cycles
34(3)
Peer Influences
37(2)
School Influences
39(3)
Conclusions
42(3)
3 Conceptual Dimensions
45(18)
Dealt a Different Hand
45(2)
The Diagnostic Crisis
47(2)
Initial Reactions and Grief
49(1)
Living With It
50(2)
The Course of a Condition
52(1)
The Qualitative Nature of the Disorder
53(2)
The Developmental Parameter
55(6)
Conclusions
61(2)
4 On Categories and Dimensions
63(12)
Categories Are Comfortable
63(2)
Categories Can Be Useful
65(1)
The Major Categorical Systems in Developmental Neuroscience
66(1)
Limitations of Categories
66(2)
The Value of Dimensions
68(4)
Conclusions
72(3)
SECTION II The "Usual Suspects"
75(80)
5 Intellectual and Developmental Disabilities
77(20)
Historical Considerations
77(1)
Categorical Diagnosis
78(7)
Consideration of Psychometrics
79(3)
A Change in Emphasis Toward Adaptive Behavioral Functioning
82(1)
Categorical Assessment Strategies
83(2)
Dimensional Assessment
85(4)
Questions of Comorbidity
89(2)
Ideas Regarding Intervention
91(3)
Conclusions
94(3)
6 Attention and Executive Function Disorders
97(22)
Historical Considerations
97(2)
Categorical Diagnosis
99(2)
Potential Strategies for Evaluation
101(3)
Clinical Interview
101(1)
Questionnaire-Based Assessment
102(1)
Direct Testing of Attention
103(1)
Dimensional Diagnosis
104(8)
The Integration of Psychological and Biological Models
104(3)
Direct, "Objective" Testing in ADHD
107(5)
Potential Strategies for Intervention
112(3)
Conclusions
115(4)
7 Developmental Social Neuroscience and the Autism Spectrum of Disorders
119(15)
Historical Considerations
119(1)
Categorical Diagnosis
120(4)
Dimensional Diagnosis
124(4)
Evaluation Strategies
128(1)
Interventions
129(2)
Conclusions
131(3)
8 Disorders of Academic Learning
134(21)
Historical Considerations
134(1)
Categorical Diagnosis
135(2)
Dimensional Diagnosis
137(11)
Ideas Regarding Intervention
148(2)
Conclusions
150(5)
SECTION III The Role of the Clinician
155(44)
9 Considerations for Assessment
157(13)
Consent
157(1)
The Initial Interview
158(1)
Background Questionnaires
159(2)
Formulating the Key Questions That Need to Be Answered
161(2)
The Use of Standardized Testing
163(1)
Behavioral Observations and Consideration of Validity
164(2)
Minimizing Error in the Assessment Process
166(2)
Were the Questions Posed Actually Answered?
168(1)
Conclusions
168(2)
10 Putting It All Together and Writing a Report
170(12)
The Importance of Expedience
170(1)
Integrating the Data
171(3)
Consider Your Audience
174(1)
Common Pitfalls in Report Writing
175(3)
Giving Feedback That Makes Sense
178(1)
Ending With Recommendations, Not Diagnoses
179(1)
Conclusions
180(2)
11 Considerations for Intervention
182(10)
Interventions Should Be Based Upon Evidence of Need
182(1)
Interventions Should Follow Patient Wishes
183(1)
Interventions Should Be Focused, and Not Generic
184(1)
Interventions Should Be Evidence Based
184(1)
Interventions Can Be at Least Partly School Based
185(1)
Interventions Need to Be Developmental Appropriate
186(1)
Recommended Interventions Must Be Accessible
187(2)
Financial Considerations
189(1)
Self-Esteem and Comorbid Conditions
189(1)
Conclusions
190(2)
12 Questions to Ask Oneself
192(7)
How Much Education Do You Need?
192(1)
Why Are You Doing This?
193(2)
Whose Needs Are Important?
195(1)
How Good Is Good Enough?
196(1)
Conclusions
197(2)
Index 199
Christopher J. Nicholls, PhD, ABPP, ABPdN, is a clinical neuropsychologist with more than 35 years of experience working in medical centers, teaching hospitals, and private practice, specializing in neurodevelopmental disorders. He is a Fellow of the National Academy of Neuropsychology, the American Academy of Pediatric Neuropsychology, and the American Academy of Clinical Psychology.
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