Advances in Child Neuropsychology by Dennis L. Molfese (auth.), Michael G. Tramontana Ph.D., PDF

By Dennis L. Molfese (auth.), Michael G. Tramontana Ph.D., Stephen R. Hooper Ph.D. (eds.)

ISBN-10: 1461391458

ISBN-13: 9781461391456

ISBN-10: 1461391474

ISBN-13: 9781461391470

The box of kid neuropsychology remains to be younger. It has no noticeable start­ date. for this reason, we can't ensure its age with the kind of chronometric precision for which our clinical hearts may possibly yearn. however, one landmark to which we'd element during this connection is that the 1st systematic textbook to seem during this zone (i. e. , Rourke, Bakker, Fisk, & Strang, 1983) isn't really but 10 years outdated. Be that because it might, job within the box has been starting to be progressively, if no longer by way of leaps and limits. even supposing there's nowhere close to the depth of research of kids from a neuro­ mental point of view as there's of adults, there were remarkable systematic investigations of substantial curiosity. a number of the extra im­ portant of those are provided within the present quantity. meant to supply authoritative studies of vital important parts of kid neuropsychology, this sequence starts with a quantity that includes simply that: reports of parts as diversified as auditory evoked re­ sponses in newborns and the behavioral results of head trauma in youngsters. Methodological matters, additionally deemed very important via the Editors, are dis­ stubborn in lots of the chapters contained herein. moreover, the ex­ emplary strains of programmatic examine or program within the box which are deemed to fall in the purview of this sequence also are represented during this volume.

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Review of these studies seems to support the conclusion that severe head injury frequently results in persistent problems in attention. Unfortunately, again, the limits of available data are evident. A major drawback to current studies is the difficulty in correlating behavioral data, performance on tests thought to assess attention, and parental or teacher report of problem behaviors which are observed at home or in the classroom. This problem emerges from at least two sources: (1) the disparity between the broad conceptual domain of attention and its narrower definition on such clinical tests as digit span, continuous performance tests, or simple and choice reaction time tasks; and (2) the 2.

However, studies of racial or ethnic differences in the rate of head injuries often fail to calculate the effects of socioeconomic status on the incidence estimates. Kraus (1987) reviewed 10 major incidence studies and observed that the highest brain injury rates were observed in those groups with the lowest median income. , 1990) suggest that for children aged to 15 years, 5% of brain injuries are fatal, 6% are rated as severe, 8% are reported as of moderate severity, and 82% are mild. Finally, it should be noted that the majority of incidence estimates are based upon hospital admission data or upon emergency room visits, which may yield lower incidence estimates for children who have sustained minor brain trauma (Levin, Ewing-Cobbs, & Fletcher, 1989), especially if they are victims of child abuse (Menkes & Batzdorf, 1974; Rutter, Chadwick, & Shaffer, 1984; Shapiro, 1987).

Searock, K. (1986). The use of auditory evoked responses at one year of age to predict language skills at 3 years. Australian Journal of Communication Disorders, 14, 35-46. Molfese, D. , & Segalowitz, S. J. (1988). Brain lateralization in children: Developmental implications. New York: Guilford Press. Molfese, V. J. (1989). Perinatal risk and infant development: Assessment and prediction. New York: Guilford Press. Molfese, V. , & Holcomb, L. C. (1989). Predicting learning and other developmental disabilities: Assessment of reproductive and caretaker variables.

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Advances in Child Neuropsychology by Dennis L. Molfese (auth.), Michael G. Tramontana Ph.D., Stephen R. Hooper Ph.D. (eds.)

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