Pediatric Neuropsychology Case Studies (eBook)
XVI, 366 Seiten
Springer New York (Verlag)
978-0-387-78965-1 (ISBN)
In the recent literature, the most influential case study books in neuropsychology are in the adult realm. Pediatric neuropsychology is a rapidly developing field with increasingly greater influence in the assessment, diagnosis, early identification, and treatment of childhood illnesses. This book will provide the first centralized, comprehensive resource for case studies in pediatric neuropsychology. Not only will this supply a valuable compilation for the growing numbers of professionals in this field, but will also serve as an innovative and appealing resource for therapists, teachers, and others interested in child development.
This book will be structured in such a way that readers can easily access individual cases of interest, as well as related areas of dysfunction. Section breakdowns will be provided in order to highlight the combined focus of case presentations in acquired neuropsychological dysfunction as well as developmental disorders. Each section will begin with an introductory chapter, highlighting the salient feature of the concept and providing brief, up to date reviews of the current research and theories. Within each global section, individual case studies will serve as stand-alone chapters. Contributing authors will be provided extensive guidance and coaching with regards to the standard format and information to be included in each chapter.
The first section of this book will present cases involving neurological disorders. The intention of this section is to provide not only 'classic' examples of neurological dysfunction in children, but also to provide interesting cases of unique or remarkable presentations. The second section will present an accumulation of cases representing both common and progressive conceptualizations of developmental disabilities. Section three has been designed to highlight cases which often present complex issues to neuropsychologists. The case examples in this section will highlight the use of alternative treatments, pathologies that are often a source of inquiry, and situations that lack the more rigorous scientific data often utilized in other diagnostic procedures. Additionally, this section may include chapters on common differential diagnosis dilemmas in clinical practice. Often multifaceted and even contradictory evidence can arise during evaluations, resulting in complex or problematic situations for the clinician. Such examples are difficult, by their nature, to forecast, but rather would be added during the book's development, as they occur.
Jennifer A. N. Apps, Ph.D., is Assistant Professor, pediatric neuropsychologist, and Assistant Director for Research in the Division of Child and Adolescent Psychiatry and Behavioral Medicine at the Medical College of Wisconsin. Dr. Apps specializes in the evaluation and treatment of children with comorbid emotional and neurological disorders. She received her PhD from the University of Texas Southwestern Medical Center at Dallas and completed post-doctoral training at Children's Hospital of Dallas. Her primary research interests are in the area of pediatric Bipolar Disorder. She has published several articles in professional journals and frequently gives both professional and educational lectures on pediatric mental health issues.
Robert F. Newby, Ph.D. is Associate Professor, pediatric Neuropsychologist, and Co-Director of the Neuropsychology Division of the Department of Neurology at the Medical College of Wisconsin. He specializes in the evaluation and treatment of children with neurological and learning disorders. He received his Ph.D. from the University of Kansas and completed an internship and postdoctoral fellowship at the University of Wisconsin Health Sciences Center in Madison. He has a Diplomate in Clinical Neuropsychology, awarded by the American Board of Professional Psychology and the American Board of Clinical Neuropsychology. Dr. Newby's primary research interests have been in dyslexia, reading disabilities and Attention Deficit Hyperactivity Disorder. He has published articles in professional journals, book chapters, and a book for parents; he has received research grants from several foundations. Dr. Newby is on the Professional Advisory Board of the Wisconsin Chapter of the Learning Disabilities Association.
Laura Weiss Roberts, M.D., M.A. is Chairman and Charles E. Kubly Professor in the Department of Psychiatry and Behavioral Medicine at the Medical College of Wisconsin. Dr. Roberts is a career scientist funded by the National Institutes of Health, and a nationally recognized scholar and leader in ethics, psychiatry, medicine, and medical education. Before coming to Milwaukee, Dr. Roberts served as a Professor of Psychiatry, Vice Chair for the Department of Psychiatry and the Director of the Institute for Ethics at the University of New Mexico, where she completed her psychiatry training and then remained on faculty for 8 years. She is the Editor-in-Chief for the journal Academic Psychiatry and serves as an editorial board member and peer reviewer for many scientific journals. Dr. Roberts has received numerous awards for her scholarship, leadership, and teaching, and has been an invited speaker for over 100 presentations, workshops and seminars. A dedicated writer, she has written extensively on topics including clinical and research ethics, informed consent, clinical medicine, educational scholarship, end-of-life care, physician and medical student health care.
In the recent literature, the most influential case study books in neuropsychology are in the adult realm. Pediatric neuropsychology is a rapidly developing field with increasingly greater influence in the assessment, diagnosis, early identification, and treatment of childhood illnesses. This book will provide the first centralized, comprehensive resource for case studies in pediatric neuropsychology. Not only will this supply a valuable compilation for the growing numbers of professionals in this field, but will also serve as an innovative and appealing resource for therapists, teachers, and others interested in child development.This book will be structured in such a way that readers can easily access individual cases of interest, as well as related areas of dysfunction. Section breakdowns will be provided in order to highlight the combined focus of case presentations in acquired neuropsychological dysfunction as well as developmental disorders. Each section will begin with an introductory chapter, highlighting the salient feature of the concept and providing brief, up to date reviews of the current research and theories. Within each global section, individual case studies will serve as stand-alone chapters. Contributing authors will be provided extensive guidance and coaching with regards to the standard format and information to be included in each chapter.The first section of this book will present cases involving neurological disorders. The intention of this section is to provide not only classic examples of neurological dysfunction in children, but also to provide interesting cases of unique or remarkable presentations. The second section will present an accumulation of cases representing both common and progressive conceptualizations of developmental disabilities. Section three has been designed to highlight cases which often present complex issues to neuropsychologists. The case examples in this section will highlight the use of alternative treatments, pathologies that are often a source of inquiry, and situations that lack the more rigorous scientific data often utilized in other diagnostic procedures. Additionally, this section may include chapters on common differential diagnosis dilemmas in clinical practice. Often multifaceted and even contradictory evidence can arise during evaluations, resulting in complex or problematic situations for the clinician. Such examples are difficult, by their nature, to forecast, but rather would be added during the book s development, as they occur.
Jennifer A. N. Apps, Ph.D., is Assistant Professor, pediatric neuropsychologist, and Assistant Director for Research in the Division of Child and Adolescent Psychiatry and Behavioral Medicine at the Medical College of Wisconsin. Dr. Apps specializes in the evaluation and treatment of children with comorbid emotional and neurological disorders. She received her PhD from the University of Texas Southwestern Medical Center at Dallas and completed post-doctoral training at Children’s Hospital of Dallas. Her primary research interests are in the area of pediatric Bipolar Disorder. She has published several articles in professional journals and frequently gives both professional and educational lectures on pediatric mental health issues. Robert F. Newby, Ph.D. is Associate Professor, pediatric Neuropsychologist, and Co-Director of the Neuropsychology Division of the Department of Neurology at the Medical College of Wisconsin. He specializes in the evaluation and treatment of children with neurological and learning disorders. He received his Ph.D. from the University of Kansas and completed an internship and postdoctoral fellowship at the University of Wisconsin Health Sciences Center in Madison. He has a Diplomate in Clinical Neuropsychology, awarded by the American Board of Professional Psychology and the American Board of Clinical Neuropsychology. Dr. Newby’s primary research interests have been in dyslexia, reading disabilities and Attention Deficit Hyperactivity Disorder. He has published articles in professional journals, book chapters, and a book for parents; he has received research grants from several foundations. Dr. Newby is on the Professional Advisory Board of the Wisconsin Chapter of the Learning Disabilities Association. Laura Weiss Roberts, M.D., M.A. is Chairman and Charles E. Kubly Professor in the Department of Psychiatry and Behavioral Medicine at the Medical College of Wisconsin. Dr. Roberts is a career scientist funded by the National Institutes of Health, and a nationally recognized scholar and leader in ethics, psychiatry, medicine, and medical education. Before coming to Milwaukee, Dr. Roberts served as a Professor of Psychiatry, Vice Chair for the Department of Psychiatry and the Director of the Institute for Ethics at the University of New Mexico, where she completed her psychiatry training and then remained on faculty for 8 years. She is the Editor-in-Chief for the journal Academic Psychiatry and serves as an editorial board member and peer reviewer for many scientific journals. Dr. Roberts has received numerous awards for her scholarship, leadership, and teaching, and has been an invited speaker for over 100 presentations, workshops and seminars. A dedicated writer, she has written extensively on topics including clinical and research ethics, informed consent, clinical medicine, educational scholarship, end-of-life care, physician and medical student health care.
Pediatric Neuropsychology Case Studies: From the Exceptional to the Commonplace 2
Title Page 3
Preface 6
Contents 8
Contributors 11
Part I: Dangers of Childhood: Neurological Disorders 13
Chapter 1 15
Beating the Odds: Prematurity and Posthemorrhagic Hydrocephalus 15
Test Results 17
Formulation and Recommendations 20
Additional Resources 22
Key Concepts and Terms 22
References 23
Resources for Clinicians 23
Resources for Families 23
Chapter 2 24
Never, Ever Shake a Baby: Pass It On 24
History and Reason for Referral 25
Test Results 27
Formulation and Recommendations 30
Update 32
Additional Resources 32
Key Concepts and Terms 32
References 33
Resources for Clinicians 33
Resources for Families 33
Chapter 3 34
Grand Larceny in the First Grade: Traumatic Brain Injury in the School-Aged Years 34
Test Results 36
Formulation and Recommendations 38
School Placement 39
Behavior 40
Adjunctive Support 40
Update 41
Additional Resources 41
Key Concepts and Terms 41
References 42
Resources for Clinicians 42
Resources for Families 42
Chapter 4 43
A Slippery Descent: Adolescent Traumatic Brain Injury 43
Test Results 45
Formulation and Recommendations 48
Update 51
Additional Resources 51
Key Concepts and Terms 51
References 51
Resources for Clinicians 51
Chapter 5 53
Steamrolled: Sports-Related Concussions 53
Test Results 55
Formulation and Recommendations 56
Additional Resources 58
Key Concepts and Terms 58
References 59
Resources for Clinicians 59
Resources for Families 59
Chapter 6 60
Bad Signs: Sickle-Cell Disease and Stroke 60
Test Results 61
Initial Evaluation 61
Follow-up Evaluation 62
Formulation and Recommendations 63
Additional Resources 66
Key Concepts and Terms 66
References 66
Resources for Clinicians 66
Resources for Families 67
Chapter 7 68
Life Interrupted: Medulloblastoma 68
Test Results 70
Formulation and Recommendations 72
Update 75
Additional Resources 76
Key Concepts and Terms 76
References 76
Resources for Clinicians 76
Resources for Families 77
Chapter 8 78
The Mystery of the Falling Grades: Seizure Disorder 78
Test Results 80
Formulation and Recommendations 83
Additional Resources 84
Key Concepts and Terms 84
References 84
Resources for Clinicians 84
Resources for Families 85
Chapter 9 86
When Half a Brain is Better than One: Recurrent Seizures 86
Test Results 89
Formulation and Recommendations 92
Additional Resources 93
Key Concepts and Terms 93
References 94
Resources for Clinicians 94
Resources for Families 94
Chapter 10 95
Pathological Left-Handedness: Stroke and Seizures 95
Test Results 96
Formulation and Recommendations 98
Additional Resources 102
Key Concepts and Terms 102
References 102
Resources for Clinicians 102
Resources for Families 103
Chapter 11 104
Moving Forward: Psychotherapy with a Youth After Brain Injury 104
Test Results 106
Formulation and Recommendations 107
Update 112
Additional Resources 113
Key Concepts and Terms 113
References 114
Resources for Clinicians 114
Resources for Families 114
Chapter 12 115
Family Matters: Psychosocial Factors on Neuropsychological Outcome 115
Test Results 117
Formulation and Recommendations 121
Update 123
Additional Resources 123
Key Concepts and Terms 123
References 124
Resources for Clinicians 124
Resources for Families 125
Chapter 13 126
Dog Attack: Physical Trauma with Associated Brain Injury 126
Test Results 128
Formulation and Recommendations 129
Additional Resources 132
Key Concepts and Terms 132
References 133
Resources for Clinicians 133
Resources for Families 133
Chapter 14 134
Back to Life: Anoxic Brain Damage in a Near Drowning 134
Test Results 135
Formulation and Recommendations 139
Additional Resources 141
Key Concepts and Terms 141
References 142
Resources for Clinicians 142
Resources for Families 142
Part II: How It Can All Go Wrong: Developmental Disorders 143
Chapter 15 145
The Energizer Bunny Meets Shirley Temple: Attention Deficit Hyperactivity Disorder, Combined Type 145
Conceptual Diagnostic Background 146
Test Results 147
Formulation and Recommendations 150
Additional Resources 152
Key Concepts and Terms 152
References 152
Resources for Clinicians 152
Chapter 16 154
‘‘He is not Working up to Potential’’: Atypical Attention Deficit Hyperactivity Disorder with Executive Weaknesses 154
Test Results 155
Formulation and Recommendations 158
Additional Resources 160
Key Concepts and Terms 160
References 161
Resources for Clinicians 161
Resources for Families 161
Chapter 17 162
Sorting Sounds: Reading Disability with Phonological Awareness Deficit 162
Test Results 163
Formulation and Recommendations 165
Update 167
Additional Resources 168
Key Concepts and Terms 168
References 168
Resources for Clinicians 168
Chapter 18 170
Well Compensated But Never Quite Solved: Lingering Dyslexia 170
Third Grade Test Results 170
Third Grade Formulation and Recommendations 172
Eighth Grade Test Results, Formulation, and Recommendations 173
Eleventh Grade Test Results 175
Eleventh Grade Formulation and Recommendations 176
Update 176
Additional Resources 177
Key Concepts and Terms 177
References 177
Resources for Clinicians 177
Resources for Families 177
Chapter 19 178
Emily Confronts Her Fiercest Bear: Word Reading Disorder with Naming Speed and Phonological Deficits 178
Test Results 180
Formulation and Recommendations 183
Recommendations Targeting Specific Layers of Naming Speed 186
Sublexical/Word Part Level Automaticity: 186
Sublexical/Word Part Level Automaticity: 186
Word and Sentence Level Fluency: 187
Word and Sentence Level Fluency/Semantic Development: 187
Word and Sentence Fluency/Semantic Development: 188
Word and Sentence Fluency/Semantic Development: 188
Semantic Development: 188
Additional Resources 189
Key Concepts and Terms 189
References 190
Resources for Clinicians and Families 190
Naming Speed/Fluency and Phonological Interventions 190
Benchmark Word Identification/Vocabulary and Word Detective Programs: 191
Systematic Sequential Phonics They Use (Cunningham): 191
Resources for Families 192
Chapter 20 193
A Tale of Two Assessments: Reading Fluency 193
Initial Test Results 194
Initial Formulation and Recommendations 194
Second Test Results 197
Second Formulation and Recommendations 197
Discussion 199
Additional Resources 200
Key Concepts and Terms 200
References 201
Resources for Clinicians 201
Resources for Families 201
Chapter 21 202
Lost in Space: Nonverbal Learning Disability 202
Test Results 204
Formulation and Recommendations 211
Update 214
Additional Resources 215
Key Concepts and Terms 215
References 215
Resources for Clinicians 215
Resources for Families 216
Chapter 22 217
Beyond Diagnosis: Applied Behavior Analysis Treatment of Moderate Autism Spectrum Disorder 217
Test Results 218
Formulation and Recommendations 219
Update 227
Additional Resources 228
Key Concepts and Terms 228
References 228
Resources for Clinicians 228
Resources for Families 229
Chapter 23 230
When Quirks and Quick Learning Create a Quandary: Mild Autism 230
Assessment 233
Test Results 233
Formulation and Recommendations 239
Additional Resources 241
Key Concepts and Terms 241
References 242
Resources for Clinicians 242
Resources for Families 242
Chapter 24 243
On Eggshells: Pediatric Bipolar Disorder 243
Test Results 245
Formulation and Recommendations 247
Additional Resources 250
Key Concepts and Terms 250
References 250
Resources for Clinicians 250
Resources for Families 251
Chapter 25 252
It Helps to Know Genetic Basis: Williams Syndrome as an Example of Cognitive Disability 252
Test Results 253
Formulation and Recommendations 257
Recommendations for Academic Progress 258
Recommendations for Psychosocial Function 259
Discussion 260
Additional Resources 261
Key Concepts and Terms 261
References 262
Resources for Clinicians 262
Resources for Families 262
Chapter 26 263
Mixed Bag: Tics, Compulsions, and More 263
Initial Test Results 264
Initial Formulation and Recommendations 265
Second Test Results 266
Second Formulation and Recommendations 269
Update 271
Additional Resources 271
Key Concepts and Terms 271
References 272
Resources for Clinicians 272
Resources for Families 272
Part III: Things that Go Bump in the Night: Interesting Questions and Controversies for Our Field 274
Chapter 27 276
A ‘‘Sensational’’ Way to Understand and Serve Children: Illustration of a Sensory Processing Model 276
Introduction 276
Historical–Theoretical Perspectives 276
Contemporary Conceptual Perspectives 277
Sensory Profile Measures 280
History and Reason for Referral 281
Test Results 281
Formulation and Recommendations 284
Additional Issues 285
Additional Resources 286
Key Concepts and Terms 286
References 287
Resources for Clinicians and Families 287
Appendix 287
Chapter 28 290
Sense and Sensibility: Relating Behavior Control Issues with Self-Regulation of Sensory Input 290
Test Results 292
Formulation and Recommendations 297
Supporting Schoolwork 299
Supporting Social Participation 299
Psychotherapy and Parent Coaching 300
Further Medical Evaluation 300
Additional Resources 301
Key Concepts and Terms 301
References 301
Resources for Clinicians and Families 301
Chapter 29 302
Elusive, Inclusive, or Conclusive? (Central) Auditory Processing Disorder 302
Test Results, Formulation, and Recommendations 305
Update 316
Additional Resources 317
Key Concepts and Terms 317
References 318
Resources for Clinicians 318
Resources for Families 318
Chapter 30 319
A Little of This, A Little of That: (Central) Auditory Processing Disorder 319
Test Results 320
Formulation and Recommendations 323
Additional Resources 327
Key Concepts and Terms 327
References 327
Resources for Clinicians 327
Resources for Families 328
Chapter 31 329
A Hunt for the Elusive Neuropsychological Impairment: Conversion Disorder 329
Test Results 331
Formulation and Recommendations 332
Additional Resources 335
Key Concepts and Terms 335
References 335
Resources for Clinicians and Families 335
Chapter 32 337
A Mystery of Perplexing Symptoms: Neuropsychological Assessment in a Case of Dysautonomia 337
Test Results 339
Formulation and Recommendations 341
Additional Resources 343
Key Concepts and Terms 343
References 344
Resources for Clinicians 344
Resources for Families 344
Appendix Description of Tests and Reported Scores 345
Index 351
| Erscheint lt. Verlag | 23.12.2008 |
|---|---|
| Zusatzinfo | XVI, 366 p. |
| Verlagsort | New York |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Biopsychologie / Neurowissenschaften |
| Geisteswissenschaften ► Psychologie ► Klinische Psychologie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Neurologie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Pädiatrie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Medizin / Pharmazie ► Studium | |
| Schlagworte | Akne • Attention Deficit Hyperactivity Disorder (ADHD) • Baby • Brain Injury • Development • Developmental disabilities • Neurological disorders • neuropsychological disorders • Neuropsychology • Neuropsychology Case Studies • Pediatric neuropsychology |
| ISBN-10 | 0-387-78965-0 / 0387789650 |
| ISBN-13 | 978-0-387-78965-1 / 9780387789651 |
| Haben Sie eine Frage zum Produkt? |
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