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Developmental-Behavioral Disorders

Selected Topics

  • Marvin I. Gottlieb
  • John E. Williams

Table of contents

  1. Front Matter
    Pages i-xxv
  2. Jon M. Aase
    Pages 1-17
  3. William C. Adamson
    Pages 19-31
  4. William C. Adamson
    Pages 33-42
  5. William C. Adamson
    Pages 43-57
  6. Giulio J. Barbero
    Pages 69-80
  7. Stephen H. Biller
    Pages 81-86
  8. Edward R. Christophersen
    Pages 87-98
  9. William K. Frankenburg, Susan M. Thornton
    Pages 99-112
  10. Marvin I. Gottlieb
    Pages 137-151
  11. Susan R. Harris, Sarah W. Atwater, Terry K. Crowe
    Pages 179-200
  12. James G. Hughes, John A. Hunter
    Pages 201-237
  13. John H. Kennell, Marshall H. Klaus
    Pages 239-255
  14. Ernest F. Krug III
    Pages 257-269
  15. N. Paul Rosman
    Pages 271-281
  16. N. Paul Rosman
    Pages 283-293
  17. N. Paul Rosman
    Pages 295-311
  18. N. Paul Rosman
    Pages 313-321
  19. Larry B. Silver
    Pages 323-339
  20. Back Matter
    Pages 359-366

About this book

Introduction

"Child development" has always been a traditional component of well­ child care and a particular area of interest for pediatricians, child neu­ rologists, and psychologists. However, it was not until the early 1960s that children with developmental disabilities (i. e. , chronic handicapping disorders) became a major focus of public and professional attention. During this period, children with "special needs" were dramatically catapulted into the limelight and "exceptional" became the buzzword of the day. Public and professional awareness of these issues reached new peaks and recognition of the potential psychosocial impairments of chil­ dren with developmental disabilities created national anxiety. A variety of factors contributed to an unprecedented societal advocacy for chil­ dren with developmental problems: (1) a national concern generated by President Kennedy'S particular interest in mental retardation; (2) in­ creased activity and visibility of parent advocacy/lobbying groups (e. g. , the Association for Children with Learning Disabilities); (3) the enact­ ment of federal legislation designed to protect the rights of the handi­ capped (e. g. , PL94-142); and (4) the popularization of developmental­ behavioral disabilities by the various communications media. Cumulatively these events precipitated a redefinition of the real mean­ ing of "comprehensive health care for children," resulting in an empha­ sis on the child's neurodevelopmental, educational, psychological, and social needs. For the pediatrician, a myriad of new management respon­ sibilities were mandated, in addition to the traditional health care con­ cerns.

Keywords

anxiety attention cognition

Editors and affiliations

  • Marvin I. Gottlieb
    • 3
    • 2
  • John E. Williams
    • 1
    • 2
    • 3
  1. 1.Section of Developmental PediatricsHackensack Medical CenterHackensackUSA
  2. 2.Department of PediatricsUniversity of Medicine and Dentistry of New Jersey-New Jersey Medical SchoolNewarkUSA
  3. 3.Institute for Child DevelopmentHackensack Medical CenterHackensackUSA

Bibliographic information

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