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Temperament and Attention as Components of a Transactional Approach to Development: Implications for Research and Clinical Services for the Atypical Child

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Cognitive Development in Atypical Children

Part of the book series: Springer Series in Cognitive Development ((2116))

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Abstract

Children with “atypical” patterns of learning and behavior pose a singular challenge to professionals in a variety of disciplines. Such children often experience significant life dysfunctions. They tend to manifest symptoms which fall into three broad categories: inefficient academic achievement; ineffective social interactions; and difficulties with independent functioning (i.e., age-appropriate self-help skills, including the ability to perform daily tasks without excessive adult supervision or structuring). Despite this outward behavioral commonality, it appears that these children demonstrate marked heterogeneity with respect to underlying biological and environmental factors that may contribute to their life dysfunctions (Carey, 1981; Sameroff & Chandler, 1975; Taylor & Fletcher, 1983).

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Authors
  1. Craig B. Liden
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  2. Thomas A. Clingan
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  3. Theresa E. Laurie
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Editor information

Editors and Affiliations

  1. Department of Special Education, Ontario Institute for Studies in Education, M5S 1V6, Toronto, Ontario, Canada

    Linda S. Siegel

  2. Department of Family Studies, University of Alberta, T6G 2E9, Edmonton, Alberta, Canada

    Frederick J. Morrison

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Liden, C.B., Clingan, T.A., Laurie, T.E. (1985). Temperament and Attention as Components of a Transactional Approach to Development: Implications for Research and Clinical Services for the Atypical Child. In: Siegel, L.S., Morrison, F.J. (eds) Cognitive Development in Atypical Children. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5036-4_6

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  • DOI: https://doi.org/10.1007/978-1-4612-5036-4_6

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-9534-1

  • Online ISBN: 978-1-4612-5036-4

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