Abstract
Theory and research in the study of childhood exceptionalities are currently in a state of rapid change (Adelman, 1995; Kazdin & Kagan, 1994; Mash & Krahn, 1995). This change has been fueled by converging sources of evidence in support of a multidimensional view of childhood exceptionalities and a growing recognition that many of our previous models of exceptionality have failed to capture the complexities associated with such a view (Cicchetti & Cohen, 1995; Hersen & Ammerman, 1995; Mash & Barkley, 1996). Current approaches to exceptionality recognize (1) the multiple and interacting ways in which exceptionalities in children are expressed; (2) the importance of contextual influences and multiple perspectives in describing and understanding exceptionality; (3) the dynamic and changing nature of childhood exceptionalities; (4) the multiple determinants that contribute to most forms of exceptionality; and (5) the need to consider multiple pathways and outcomes in studying childhood exceptionalities (Mash & Dozois, 1996; Mash & Wolfe, 1999).
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Mash, E.J., Dozois, D.J.A. (1999). Theory and Research in the Study of Childhood Exceptionalities. In: Schwean, V.L., Saklofske, D.H. (eds) Handbook of Psychosocial Characteristics of Exceptional Children. Springer Series on Human Exceptionality. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5375-2_1
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