Psychopathology and Child Development: Research and Treatment PDF
Preview Psychopathology and Child Development: Research and Treatment
PSYCHOPATHOLOGY AND CHILD DEVELOPMENT Research and Treatment PSYCHOPATHOLOGY AND CHILD DEVELOPMENT Research and Treatment Edited by Eric Schopler and Robert 1. Reichler University ofN orth Carolina at Chapel Hill Plenum Press· New York and London Library of Congress Cataloging in Publication Data Main entry under title: Psychopathology and child development. "Based on the First International Kanner Colloquium on Child Development, Devia tions, and Treatment, held in Chapel Hill, North Carolina, October 30-November 2, 1973." Includes bibliographies and index. l. Autism - Congresses. 2. Schizophrenia in children - Congresses. 3. Development al psychobiology - Congresses. 4. Child psychology - Congresses. I. Schopler, Eric. II. Reichler, Robert J., 1937- III. International Kanner Colloquium on Child Development, Deviations, and Treatment, 1st, Chapel Hill, N.C., 1973. [DNLM: l. Child development - Congresses. 2. Child development deviations - Therapy - Con gresses. 3. Autism, Early infantile - Congresses. 4. Child development deviations - Congresses. W3 IN7237 1973c/WS350 16104 1973c] RJ506.A9C48 618.9'28'9 7544351 ISBN 978-1-4684-2189-7 ISBN-13: 978-1-4684-2189-7 e-ISBN-13: 978-1-4684-2187-3 001: 10.1007/978-1-4684-2187-3 Based on the First International Kanner Colloquium on Child Development, Deviations, and Treatment, held in Chapel Hill, North Carolina, October 30-November 2, 1973 © 1976 Plenum Press, New York A Division of Plenum Publishing Corporation 227 West 17th Street, New York, N.Y. 100ll Softcover reprint of the hardcover 1s t edition 1976 United kingdom edition published by Plenum Press, London A Division of Plenum Publishing Company, Ltd. Davis House (4th Floor), 8 Scrubs Lane, Harlesden, London, NWIO 6SE, England All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfIlming, recording, or otherwise, without written permission from the Publisher Foreword The First International Leo Kanner Colloquium on Child Development, Devia tions, and Treatment explores relationships between experimental research, normal development, and interventions, with early infantile autism as a reference model of "relatively unambiguous abnormal development." Sponsored by the Treatment and Education of Autistic and related Com munications handicapped CHildren (TEACCH) Project at the University of North Carolina at Chapel Hill, the colloquium tackled the challenge of facilitat ing communications among scientists of different disciplines working in a spe cialized area. The meeting proved successful in generating an interplay and information exchange among scientists of diverse academic and professional orientation, who, if not completely able to agree on common factors, did nevertheless achieve awareness and clarification of their differences. The TEACCH conference and this volume have implications for all research efforts, within and outside the domain of mental health. This is particularly so at a time of limited dollar resources for research support. The present and foresee able future represent such a time-one when communication among fields, resource competition between basic and applied research, biomedical versus psychosocial research, and the question of research utilization assume a new commanding significance. Thus the question of accountability for research has come to the fore. Examples· of interest in this topic are found in a series of similar studies undertaken by such research institutions as the Department of Defense, the National Science Foundation, the National Institute of Mental Health-for example, the Report of the NIMH Research Task Force-as well as in the establishment (in 1975) of the President's Panel on Biomedical and Behavioral Research. With some variation in purpose and methodology, each of the studies has retrospectively analyzed various scientific innovations with the aim of shedding light on the process of knowledge development, minimizing duplication of efforts, and facilitating research utilization. v vi Foreword Without exception, the completed federal studies emphasize the importance of interdisciplinary communication. The studies also illustrate, as does this colloquium, the frequent blurring of the line between basic and applied research. As the chapters in this volume suggest, one scientist's basic research may be another scientist's applied research. One option that unfortunately may be selected in times of restricted research investment is to restrict basic studies in favor of applied or targeted research, disrupting the traditional process of knowledge development. An alternative possibility displayed in this volume is the strenuous task of integrating new areas of knowledge from different disciplines. Such integration can lead to a lessening dependence upon serendipity and time. Although the current slow process of information dissemination and utilization can be seen as a protective system of "checks and balances," steps can and must be taken to facilitate the process. Exploring the relationships between fields requires crossing barriers of field specialized jargon, of academic persuasion, and even of personal beliefs (which for some become insular). Dr. Schopler and Dr. Reichler note in the preface the difficulties inherent in attempts to bridge the gap between researcher and clinician, and even to synthesize conceptual models within different areas of study. Yet, the effort, I believe, greatly enhances the potential for payoff of research investments. In summary, I am proud that the National Institute of Mental Health, through its resources and staff, played an active role in the colloquium. The colloquium itself was the creation of Drs. Schopler and Reichler, and structured as a tribute to Dr. Leo Kanner. Much of the groundwork that enabled the already apparent payoff of such programs as TEACCH is attributable to the pioneering efforts of Dr. Leo Kanner, to whom the colloquium and this volume are dedicated. As a student, colleague, and friend of Dr. Kanner, as well as an admirer of his companion and wife June Kanner, I take personal pleasure in the efforts as well as pride in the successes of researchers working on behalf of children, their growth and develop ment. This volume represents both effort and success. I look forward to a future of advances forthcoming from application of the crossfertilization model pre sented by the cadre of researchers and clinicians who made this First Inter national Leo Kanner Colloquium possible. Bertram S. Brown Director, National Institute of Mental Health Contributors MAGDA CAMPBELL, Department of Psychiatry, New York University Medical Center, New York, New York ELAINE CARUTH, Department of Child Psychiatry, University of California at Los Angeles, Los Angeles, California STELLA CHESS, Department of Psychiatry, New York University Medical Center, New York, New York MARIAN K. DeMYER, Institute for Psychiatric Research, Indiana University Medical Center, Indianapolis, Indiana SPYROS A. DOXIADIS, Institute of Child Health, Incorporated, Aghla Sophia Children's Hospital, Athens, Greece RUDOLF EKSTEIN, Childhood Psychosis Project, Reiss-Davis Child Study Center/Department of Medical Psychology, University of California at Los Angeles, Los Angeles, California DAVID ELKIND, Department of Psychology, University of Rochester, Rochester, New York CARL FENICHEL, The League School, Brooklyn, New York (Deceased) JAMES J. GALLAGHER, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina LIBBY GOODMAN, Department of Special Education, Montgomery County Intermediate Unit, Blue Bell, Pennsylvania WILLARD W. HARTUP, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota LEO KANNER, Department of Child Psychiatry, The Johns Hopkins University, Baltimore, Maryland HERBERT KAYE, Department of Psychology, State University of New York, Stony Brook, New York vii viii ROBERT L. KOEGEL, Department of Psychology, University of California at Santa Barbara, Santa Barbara, California O. IV AR LOVAAS, Department of Psychology, University of California at Los Angeles, Los Angeles, California BOYD R. McCANDLESS, Psychology Department, Emory University, Atlanta, Georgia (Deceased) ARNOLD J. MANDELL, Department of Psychiatry, School of Medicine, University of California at San Diego, La Jolla, California LESTER MANN, Department of Special Education, Montgomery County Intermediate Unit, Blue Bell, Pennsylvania PAULA MENYUK, School of Education, Boston University, Boston, Massachusetts EDWARD M. ORNITZ, The Center for the Health Sciences, University of California at Los Angeles, Los Angeles, California HERBERT L. PICK, JR., Institute of Child Development, University of Minnesota, Minneapolis, Minnesota ROBERT J. REICHLER, Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina MARK R. ROSENZWEIG, Department of Psychology, University of California at Berkeley, Berkeley, California ERIC SCHOPLER, Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina LAURA SCHREIBMAN, Department of Psychology, Claremont Men's College, Claremont, California RONALD WIEGERINK, Developmental Disabilities Technical Assistance System, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina Preface This book is based on the First International Leo Kanner Colloquium on Child Development, Deviations, and Treatment organized by the Child Research Pro ject of Division TEACCH in the Department of Psychiatry of the University of North Carolina School of Medicine at Chapel Hill. The purpose of the colloquium was to provide a forum for discussing some of the relationships between experimental research (including both biological processes and child development) and interventions for deviant behavior. The difficulties of interdisciplinary communication are well known. With the increase of specialized information and technical language, even understanding among investigators in the same area has become difficult. The researcher often stereo types the clinician as being fuzzy-headed and intellectually undisciplined. Con versely, the clinician often caricatures the researcher as preoccupied with trivial or socially irrelevant issues. We tried to identify areas of common interest and to clarify differences. Participants accepted the challenge to present an overview of the area of research or intervention in which each had demonstrated leadership. The colloquium was divided into three sections: biological research, develop mental research, and intervention models. The biological papers, some of which used animal subjects, while others used human autistic subjects, were reviewed and considered for application to intervention. The developmental papers fo cused on the socialization process in normal children with consideration of implications for maladjustment. Intervention models were reviewed with special interest given to their use of developmental knowledge. The discussions of deviant development were focused on autism though not confined to it. What this disorder may lack in epidemiological significance is made up for by its representation of relatively unambiguous abnormal develop ment. The clarity of autistic children's clinical features can be attributed, largely, to Leo Kanner's discovery of autism. It was to his pioneering work in child psychiatry that this meeting was dedicated. ix x Preface To meet the purposes of the colloquium, the most knowledgeable people available in each area were invited to participate. Since several technical areas are included, considerable effort was made to edit ail presentations for under standing by a general audience, without impairing the intent of the authors. In some instances, technical language has been transformed into colloquial English. Where technical jargon was essential, the author was encouraged to provide some definition in ordinary language. It is difficult for us to evaluate the extent to which the aims of the colloquium were met. It did suceed in bringing together, for the first time, experts from several areas of research and leaders in various intervention ap proaches. The discussion sessions succeeded in pointing out some general integra tive issues among the three areas. The decision was made to include only a brief summary of the main points from the discussion, and to confine this review to the issues related to the purposes of the colloquium. The more general integra tive issues are reported in the three discussion chapters. Any success in achieving the aims of the colloquium was due to the efforts of our illustrious contributors. The editors take full responsibility for having set so broad a task as to almost assure only incomplete realization of goals. Likewise, we may have missed some important areas of integration from the meeting's discussion. However, we believe the task of integrating related areas of knowledge is suffiCiently important that even the partial approximation achieved will encourage the process to be refined and continued in the future. Eric Schopler Chapel Hill January, 1976 Robert J. Reichler Acknowledgments We gratefully acknowledge the support of the National Institute of Mental Health for both the clinical work and research with autistic children conducted by the Child Research Project. Not only did grant #5ROI MH 15539 in part support this work; more importantly, the Institute provided continued interest in the relationship between research and application, which led to this collo quium. Ms. Margie Bird of the Division TEACCH gave invaluable assistance in the arrangements for the meeting as did Ms. Edwina Bentz. Important editorial help was contributed by Ms. Anne Poole, Ms. Nancy Park, and Dr. David Park. Ms. Connie Brite contributed her patient assistance by typing and proofreading the many drafts required. We are grateful to each member of our unusually competent staff, who maintained the operation of our clinical program during our preoccupation with this volume and also made important contributions to our conceptualizations. Finally, we are indebted to our autistic children and their parents who taught us much of what we know, and whose constant challenge stimulated this collo quium. It is our hope that they will be the ultimate beneficiaries of this effort. xi
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