Neurodevelopmental Approach to Specific Learning Disorders / Edition 1

by Kingsley Whitmore, Hilary Hart, Guy Willems

Overview

This volume gives careful consideration to the neurodevelopmental disorders such as dyslexia, dyscalculia, dysgraphia, clumsiness, and all other learning difficulties that are found within a school population with an IQ over 70. The editors present specific ideas about the causes of these disorders along with practical information regarding prevention and clinical management.

Product Details

ISBN-13:	9781898683117
Publisher:	Wiley
Publication date:	02/03/1999
Series:	Clinics in Developmental Medicine Series , #145
Pages:	320
Product dimensions:	7.00(w) x 10.00(h) x 0.75(d)

About the Author

Whitmore, Kingsley, MRCS, LRCP, DCH (Chelsea and Westminster Hospital); Hart, Hilary; Willems, Guy, MD (William Lennox Neurological Center and Saint-Luc Univ Hospital )

Table of Contents

Introduction: 1. What are the specific learning disorders? M. Bax, K. Whitmore and G. Willems; Part I. The Clinical Nature of the Disorders: 2. The reading difficulties M. Bax, K. Whitmore and G. Willems; 3. Dysgraphia, dyscalculia A. O'Hare; 4. The clumsy child H. Polatajko; 5. ADD/hyperkinesis/behaviours P. Rasmussen; Part II. Causes: 6. The genetics of learning disorder J. Stevenson; 7. Deficits in the brain K. Brown and P. Evrard; 8. Social class/sub-cultural/ethnic T. O'Connor and R. Pianta; 9. Precursors of the problem: obstetric and perinatal E. Lindahl and M. Hadders-Algra; Part III. Clinical Issues: 10. The toddler with a problem - who gets a learning disorder? S. Mason; 11. The child of school entry age - identifying the problem G. Willems; 12. Investigations/imaging/EEG H. Lou; 13. Neuropsychology A. Benasich and R. Spitz; Part IV. Prevention and Management: 14. What can be done in the classroom? A. Rabinowitz; 15. Management of behavioural issues C. Gillberg; 16. Health/education/social services - a combined approach K. Whitmore.

Editorial Reviews

Reviewer: Michelle A. Melyn, MD (University of Illinois at Chicago College of Medicine)
Description: This book was developed from a meeting sponsored by the Little Foundation. It is a compendium of many topics relevant to specific learning disorders with special emphasis on their neurobiological origins and consideration of their causes as well as strategies for prevention.
Purpose: The purpose is to identify learning disorders, consider their causes, and devise strategies for preventions. These worthy objectives have been met.
Audience: Academic and medical professionals are the targeted readers. However, physicians may be more interested in chapters on genetics and brain imaging, while academicians may gravitate toward descriptive issues and non-medical management.
Features: Redefining the world of these disorders in light of newer scientific knowledge (i.e., electroencephalography, magnetic resonance imaging, SPECT scanning) is a masterful stroke, which is readily achieved by the editors. From this it is anticipated that strategies for prevention may be forthcoming, in addition to the medical, social, and educational ones already in place. The evolution and history of specific learning disorders is traced, from philosophical origins and initial applications to the present data. Each chapter is marked by an extensive bibliography.
Assessment: Although not all readers will find all chapters suitable for their needs, and some statements may be too dogmatic for some practitioners, it is a good discussion of the current ideas on this subject. Most importantly, given the rather complete review of substantiating medical data, this may well be an excellent reference for those working in the field, practitioners and teachers alike.

Doody's Review Service

3 Stars from Doody

This book was developed from a meeting sponsored by the Little Foundation. It is a compendium of many topics relevant to specific learning disorders with special emphasis on their neurobiological origins and consideration of their causes as well as strategies for prevention. The purpose is to identify learning disorders, consider their causes, and devise strategies for preventions. These worthy objectives have been met. Academic and medical professionals are the targeted readers. However, physicians may be more interested in chapters on genetics and brain imaging, while academicians may gravitate toward descriptive issues and non-medical management. Redefining the world of these disorders in light of newer scientific knowledge (i.e., electroencephalography, magnetic resonance imaging, SPECT scanning) is a masterful stroke, which is readily achieved by the editors. From this it is anticipated that strategies for prevention may be forthcoming, in addition to the medical, social, and educational ones already in place. The evolution and history of specific learning disorders is traced, from philosophical origins and initial applications to the present data. Each chapter is marked by an extensive bibliography. Although not all readers will find all chapters suitable for their needs, and some statements may be too dogmatic for some practitioners, it is a good discussion of the current ideas on this subject. Most importantly, given the rather complete review of substantiating medical data, this may well be an excellent reference for those working in the field, practitioners and teachers alike.

Michelle A. Melyn