Clinical neuropsychology for infants and young children is anemerging field that contains as much promise as it does perplexingpractical and theoretical questions. "Infant and Early ChildhoodNeuropsychology" is a groundbreaking study that provides anassessment framework and diagnostic clues for clinicians andresearchers, as well as the first documentation and description ofthis new field for students. The clearly written text translatesneuroanatomic issues into clinical applications for professionalscharged with making neuropsychological assessments of infants andyoung children.
An authoritative guide to evidence-based treatment of infants and young children Evidence-Based Practice in Infant and Early Childhood Psychology is the first handbook of its kind to consider the complete psychological needs of infants and young children, from birth to early childhood. With a focus on evidence-based practice, the book provides a balanced perspective of diverse and ethical practice with research and educational recommendations interwoven throughout. Comprehensive in scope, Evidence-Based Practice in Infant and Early Childhood Psychology is divided into four sections: Foundations provides the framework for considering psychological and educational service provisions for young children and their families Assessment and Intervention includes chapters on assessing infants, toddlers, preschoolers, parents and families, and bilingual and multicultural children Evidence-Based Practice addresses evidence-based treatmentsfor particular issues such as autism, ADHD, health impairments, and more Contemporary Issues examines current perspectives on issues such as childcare, neuropsychology, Response to Intervention (RTI) and violence prevention
Clinical neuropsychology for infants and young children is an emerging field that contains as much promise as it does perplexing practical and theoretical questions. Infant and Early Childhood Neuropsychology is a groundbreaking study that provides an assessment framework and diagnostic clues for clinicians and researchers, as well as the first documentation and description of this new field for students. The clearly written text translates neuroanatomic issues into clinical applications for professionals charged with making neuropsychological assessments of infants and young children.
Based on the most up-to-date research, Child Neuropsychology is a thorough and accessible guide to the key concepts and basic processes central to neuropsychological assessment and child evaluation. Essays by leading experts in the field cover basic neuropsychological functions and related disorders in the context of brain development. Divided into three parts, the text begins with clear definitions of the concepts and methodology of brain development in child neuropsychology. Part two examines normal and abnormal functional development. The final part considers professional practice and provides valuable insights into the special problems of neuropsychological assessment of infants and children in clinical and educational settings.
Language, cognition, and memory are traditionally studied together prior to a researcher specializing in any one area. They are studied together initially because much of the development of one can affect the development of the others. Most books available now either tend to be extremely broad in the areas of all infant development including physical and social development, or specialize in cognitive development, language acquisition, or memory. Rarely do you find all three together, despite the fact that they all relate to each other. This volume consists of focused articles from the authoritative Encyclopedia of Infant and Early Childood Development, and specifically targets the ages 0-3. Providing summary overviews of basic and cutting edge research, coverage includes attention, assessment, bilingualism, categorization skills, critical periods, learning disabilities, reasoning, speech development, etc. This collection of articles provides an essential, affordable reference for researchers, graduate students, and clinicians interested in cognitive development, language development, and memory, as well as those developmental psychologists interested in all aspects of development. Focused content on age 0-3- saves time searching for and wading through lit on full age range for developmentally relevant info Concise, understandable, and authoritative—easier to comprehend for immediate applicability in research
During the past decade, significant advances have been made in the field of neurodevelopmental disorders, resulting in a considerable impact on conceptualization, diagnostics, and practice. The second edition of Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders brings readers up to speed clearly and authoritatively, offering the latest information on neuroimaging technologies, individual disorders, and effective treatment of children and adolescents. Starting with the basics of clinical child neuropsychology and functional anatomy, the authors present a transactional framework for assessment, diagnosis, and intervention. The book carefully links structure and function—and behavioral and biological science—for a more nuanced understanding of brain development and of pathologies as varied as pervasive developmental disorders, learning disabilities, neuromotor dysfunction, seizure disorders, and childhood cancers. This volume features a range of salient features valuable to students as well as novice and seasoned practitioners alike, including: Overview chapters that discuss the effects of biogenic and environmental factors on neurological functioning. New emphasis on multicultural/cross-cultural aspects of neuropsychology and assessment. Brand new chapters on interpretation, neuropsychological assessment process, and report writing. An integrative model of neurological, neuroradiological, and psychological assessment and diagnosis. Balanced coverage of behavioral, pharmacological, and educational approaches to treatment. Case studies illustrating typical and distinctive presentations and successful diagnosis, treatment planning, and intervention. Important practice updates, including the new HIPAA regulations. Child Neuropsychology, 2nd Edition, is vital reading for school, clinical child, and counseling psychologists as well as neuropsychologists. The book also provides rich background and practical material for graduate students entering these fields.
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.
The Biological and Social Determinants of Child Development stimulates cross-disciplinary communication and research collaboration in the field of child development. While the papers in this issue seem diverse in terms of topic and discipline, there are a number of common themes: *critical period for brain development and the importance of specific environmental input during this period; *importance of early brain development and enriched environments is supported in articles describing findings from human studies; *potential for brain plasticity following specialized retraining is found in a compelling paper demonstrating different profiles of brain activation for normal readers vs. those who have dyslexia and younger children at high risk for development of reading disabilities; and *critical period, brain plasticity, and parallel changes in developing behavior and brain structure and functioning. As a number of papers in this issue describe potential interventions, one is relevant because it describes the numerous factors that make results of such studies have the potential to generalize to larger populations. Putting the described papers in a broad perspective, the last article argues that we cannot understand the health status of a society without understanding the health-determining influences across the life course.
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.
Most parents today have accepted the message that the first three years of a baby's life determine whether or not the child will grow into a successful, thinking person. But is this powerful warning true? Do all the doors shut if baby's brain doesn't get just the right amount of stimulation during the first three years of life? Have discoveries from the new brain science really proved that parents are wholly responsible for their child's intellectual successes and failures alike? Are parents losing the "brain wars"? No, argues national expert John Bruer. In The Myth of the First Three Years he offers parents new hope by debunking our most popular beliefs about the all-or-nothing effects of early experience on a child's brain and development. Challenging the prevailing myth -- heralded by the national media, Head Start, and the White House -- that the most crucial brain development occurs between birth and age three, Bruer explains why relying on the zero to three standard threatens a child's mental and emotional well-being far more than missing a few sessions of toddler gymnastics. Too many parents, educators, and government funding agencies, he says, see these years as our main opportunity to shape a child's future. Bruer agrees that valid scientific studies do support the existence of critical periods in brain development, but he painstakingly shows that these same brain studies prove that learning and cognitive development occur throughout childhood and, indeed, one's entire life. Making hard science comprehensible for all readers, Bruer marshals the neurological and psychological evidence to show that children and adults have been hardwired for lifelong learning. Parents have been sold a bill of goods that is highly destructive because it overemphasizes infant and toddler nurturing to the detriment of long-term parental and educational responsibilities. The Myth of the First Three Years is a bold and controversial book because it urges parents and decision-makers alike to consider and debate for themselves the evidence for lifelong learning opportunities. But more than anything, this book spreads a message of hope: while there are no quick fixes, conscientious parents and committed educators can make a difference in every child's life, from infancy through childhood, and beyond.
