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Mental retardation in America: a historical reader
- Editors:
- NOLL Steven, TRENT James W., (eds)
- Publisher:
- New York University Press
- Publication year:
- 2004
- Pagination:
- 513p.
- Place of publication:
- New York
Beginning with an examination of the early nineteenth century labelling of what is still called in the US mental retardation, as "idiocy," to what we now call developmental, intellectual, or learning disabilities, this book chronicles the history of mental retardation, its treatment and labelling, and its representations and ramifications within the changing economic, social, and political context of America. The book includes essays with authors who approach the problems of developmental, intellectual, or learning disabilities from many differing points of view. This work is divided into five sections, each following in chronological order the major changes in the treatment of people classified as retarded. Exploring historical issues, as well as current public policy concerns, it covers topics ranging from representations of the mentally disabled as social burdens and social menaces; Freudian inspired ideas of adjustment and adaptation; the relationship between community care and institutional treatment; historical events, such as the Buck v. Bell decision, which upheld the opinion on eugenic sterilization; the evolution of the disability rights movement; and the passage of the Americans with Disabilities Act (ADA) in 1990.
Developmental Behaviour Checklist (DBC) in the assessment of psychopathology in Finnish children with intellectual disability
- Authors:
- KOSKENTAUSTA Terhi, ALMQVIST Fredrik
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(1), March 2004, pp.27-39.
- Publisher:
- Taylor and Francis
This study evaluates the Developmental Behaviour Checklist (DBC) in the assessment of psychopathology in a Finnish population of children with intellectual disability. Disruptive behaviour was more common in children with mild intellectual disability, and problems with social interaction and communication in those with moderate, severe or profound intellectual disability. The frequency of psychiatric disturbances was approximately 34 percent, with the highest rate occurring in children with moderate intellectual disability. Compared with the original standardisation data published by Einfeld and Tonge (1994), the mean Total Behaviour Problem Score (TBPS) and frequency of psychiatric disturbance were lower. This study suggests that the DBC is a good instrument for discriminating between children with intellectual disability with and without emotional or psychiatric disturbance.
Different minds: gifted children with AD/HD, Asperger Syndrome and other learning deficits
- Author:
- LOVECKY Deirdre V.
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 525p.,bibliog.
- Place of publication:
- London
Through recognizing the different levels and kinds of giftedness, this book provides an insight into the challenges and benefits specific to gifted children with attention difficulties. Explaining why certain children are gifted and how giftedness is manifested, each chapter on a specific topic addresses the relevance for children with AD/HD and Asperger Syndrome. The author guides parents and professionals through methods of diagnosis and advises on how best to nurture individual needs, positive behavior and relationships at home and at school. The author explores concepts such as asynchrony and the effects of such ‘uneven’ development on children, using case studies to illustrate emotional, intellectual, creative and social development. She also highlights the inadequate measures currently in place to assist parents and teachers and goes on to clearly define what is required to understand and help these children so that their needs can be met more positively in the future.
Children with disabilities need a Head Start too!
- Authors:
- BEAUCHESNE Michelle A., BARNES Andrea, PATSDAUGHTER Carol
- Journal article citation:
- Journal of Learning Disabilities, 8(1), March 2004, pp.41-55.
- Publisher:
- Sage
Recently, the US Head Start programme has been expanded to Early Head Start, which targets pregnant women and children under 3 years. Head Start is mandated to enroll children with disabilities as at least 10 percent of their population, and such children comprise approximately 13 percent of the programmes in Massachusetts. However, the majority of these children have speech and language problems; less than 1 percent are diagnosed with more severe or complex disorders. To further clarify service patterns, a mail survey was conducted with directors of Head Start programmes in New England. Fifty surveys were completed and analyzed. The results are consistent with previous findings that Head Start is underused as a service for children with more than mild disabilities. Specific issues are discussed and recommendations made.
Elicited imitation in children and adults with autism: the effect of different types of actions
- Author:
- BEADLE-BROWN Julie
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.37-48.
- Publisher:
- Wiley
It has been said that an early deficit in imitation, together with a cascade of developmental disorders in emotion sharing and Theory of Mind, could be important in understanding autism. Having already found that imitation appeared not to be specifically or universally impaired in autism, the present study tested whether there were distinctions between different types of actions, such as symbolic versus non-symbolic, one-handed versus two-handed or symmetrical versus asymmetrical actions, on a test of elicited imitation. A large battery of tasks was used to elicit imitation from three groups of autistic children and adults (aged 4-34 years of age), two groups of typically developing children and a group of children with mild-to-moderate intellectual disabilities. The majority of children and adults with autism had few impairments relative to the controls, although certain actions did seem more difficult, especially for the youngest children. For example, actions within the categories of 'symbolic actions' and 'asymmetrical actions' seemed to give some groups more problems. Certain types of errors such as hand reversals and using body parts as objects were found in both autistic and non-autistic groups, but, for the most part, in the youngest children in the whole sample. A final analysis compared the number of partial imitations for eight specific actions. The overall picture was not one of an autism-specific deficit in imitation, but rather of a normal (i.e. age-related) developmental trend.
Atypical child development in context
- Authors:
- EMPSON Janet M., NABUZOKA Dabie, HAMILTON David
- Publisher:
- Palgrave Macmillan
- Publication year:
- 2004
- Pagination:
- 280p.,bibliog.
- Place of publication:
- Basingstoke
This text considers the important issue of "normality" and "atypicality" in child development. It examines some of the main circumstances of atypical development from a psychological perspective. Topics such as emotional and behavioural difficulties, child abuse and learning disability are linked through an integrating theoretical framework which incorporates different theories of child development. Possible explanations of the "hows and whys" of atypical development are discussed in relation to research findings relating to intervention and the practical implications for the family.