Textbook of Developmental Pediatrics PDF
Preview Textbook of Developmental Pediatrics
Textbook of Developmental Pediatrics Textbook of Developmental Pediatrics Edited by Marvin I. Gottlieb, M. D., Ph. D. Director, Institute for Child Development. Hackensack Medical Center Professor, Department of PeEliatrics University of Medicine and Dentistry of New Jersey-New Jersey Medical School Hackensack, New Jersey and John E. Williams, M. D. Chief, Section of Developmental Pediatrics Associate Director, Institute for Child Development Hackensack Medical Center Clinical Assistant Professor, Department of Pediatrics University of Medicine and Dentistry of New Jersey-New Jersey Medical School Hackensack, New Jersey Plenum Medical Book Company New York and London Library of Congress Cataloging in Publication Data Textbook of developmental pediatrics. Includes bibliographies and index. 1. Developmental disabilities. I. Gottlieb, Marvin I. II. Wi1Iiams, John E. (John Edward), 1951- . [DNLM: 1. Child Behavior-in infancy & childhood. 2. Child Development Disorders-in infancy & childhood. 4. Nervous System Diseases-in infancy & childhood. 5. Speech Disorders-in infancy & childhood. WS 350.6 T355] RJl35.T47 1987 618.92 86-30411 ISBN-13: 978-1-4612-9006-3 e-ISBN-13: 978-1-4613-1797-5 DOl: 10.1007/ 978-1-4613-1797-5 © 1987 Plenum Publishing Corporation Softcover reprint of the hardcover 1st edition 1987 233 Spring Street, New York, N.Y. 10013 Plenum Medical Book Company is an imprint of Plenum Publishing Corporation 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, mechani~l, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher Contributors William C. Adamson, MD. • Professor, Department of Mental Health Sciences, Hahnemann University, Philadelphia, Pennsylvania 19102 Lorian Baker, PhD. • Associate Research Psycholinguist, UCLA Neuropsychiatric Institute, Los Angeles, California 90024 George W. Brown, MD. • Director, Los Lunas Hospital and Training School, Los Lunas, New Mexico 87031 Dennis P. Cantwell, MD. • Joseph Campbell Professor, UCLA Neuropsychiatric Institute, Los Angeles, California 90024 Arnold J. Capute, M.D., M.P.H. • Vice President for Medical Affairs, The Kennedy Institute for Handicapped Children, Department of Pediatrics, The Johns Hopkins Univer sity Medical Institutions, Baltimore, Maryland 21205 Herbert J. Cohen, M.D. • Professor, Departments of Pediatrics and Rehabilitation Medicine, Director, Rose F. Kennedy University Affiliated Facility and Children's Eval uation and Rehabilitation Center, Albert Einstein College of Medicine, Bronx, New York 10805 Sylvia M. Davis, PhD. • Professor, Department of Communication Disorders, Loui siana State University Medical Center, New Orleans, Louisiana 70112 Marion P. Downs, M.A., D.H.5. • Professor Emerita, Department of Otolaryn gology, University of Colorado Health Sciences Center, Denver, Colorado 80262 Bill R. Gearheart, Ed.D. • Professor, Department of Special Education, University of Northern Colorado, Greeley, Colorado 80639 Gerald S. Golden, MD. • Shainberg Professor, Department of Pediatrics, Professor and Acting Chairman, Departments of Pediatrics and Neurology, University of Ten nessee Center for the Health Sciences, Memphis, Tennessee 38105 Marvin I. Gottlieb, M.D., PhD. • Director, Institute for Child Development, Hackensack Medical Center, and Profe~sor, Department of Pediatrics, University of Med icine and Dentistry of New Jersey-New Jersey Medical School, Hackensack, New Jersey 07601 Roger L. Hiatt, MD. • Professor and Chairman, Department of Ophthalmology, Uni versity of Tennessee Center for the Health Sciences, Memphis, Tennessee 38163 v vi CONTRIBUTORS Paul King, MD. • Clinical Assistant Professor, Child and Adolescent Psychiatry, Director, Adolescent Services, Charter Lakeside Hospital, University of Tennessee Cen ter for the Health Sciences, Memphis, Tennessee 38103 Marcel Kinsbourne, M.D. • Adjunct Professor, Department of Psychology, Brandeis University, and Director, Department of Behavioral Neurology, Eunice Kennedy Shriver Center for Mental Retardation, Waltham, Massachusetts 02254 Dorothy Kletzkin, EdD. • Chief, Section of Learning Disabilities, Institute for Child Development, Hackensack Medical Center, Hackensack, New Jersey 07601 Theresa E. Laurie, PhD. • Education Director, TRANSACT Health Systems, Forbes Regional Health Center, Monroeville, Pennsylvania 15146 Craig B. Liden, MD. • Medical Director, TRANSACT Health Systems, Forbes Re gional Health Center, Monroeville, Pennsylvania 15146 Frederick B. Palmer, MD. • Developmental Pediatrician, The Kennedy Institute for Handicapped Children, Associate Professor, Department of Pediatrics, The Johns Hopkins University Medical Institutions, Baltimore, Maryland 21205 Donald L. Rampp, Ph.D. • Professor and Head, Department of Communication Dis orders, Louisiana State University Medical Center, New Orleans, Louisiana 70112 Bruce K. Shapiro, MD. • Developmental Pediatrician, The Kennedy Institute for Handicapped Children, Associate Professor, Department of Pediatrics, The Johns Hopkins University Medical Institutions, Baltimore, Maryland 21205 Rachel E. Stark, PhD. • Associate Professor, Department of Neurology, John F. Kennedy Institute, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205 Emily A. Tobey, PhD. • Assistant Professor, Department of Communication Disor ders, Louisiana State University Medical Center, New Orleans, Louisiana 70112 Abby L. Wasserman, MD. • Director, Division of Psychiatry and Psychology, St. Jude Children's Research Hospital, Memphis, Tennessee 38101 John E. Williams, MD. • Chief, Section of Developmental Pediatrics, Associate Director, Institute for Child Development, Hackensack Medical Center, and Clinical Assistant Professor, Department of Pediatrics, University of Medicine and Dentistry of New Jersey-New Jersey Medical School, Hackensack, New Jersey 07601 Peter W. Zinkus, PhD. • Director, Child Psychology Division, Le Bonheur Chil dren's Medical Center, Memphis, Tennessee 38103 Preface Child/adolescent development and behavior have been a traditional "concern" of prima ry health care providers. However, it was not until the mid-1960s that attempts were made to consolidate developmental-behavioral issues into an identifiably distinct fund of medi cal knowledge. During the ensuing two decades, developmental-behavioral pediatrics was recognized as a clinical and research subspecialty, within the framework of compre hensive health care for children. The influence of public advocacy groups, topic-dedicated journals, national professional specialty societies, subject-related continuing education programs, and federal legislation (PL94-142) has served to crystallize developmen tal-behavioral pediatrics as a specialized field of study. As a consequence, during the past ten years significant modifications have restructured medical student and pediatric resi dent education, providing an emphasis on developmental-behavioral issues. The focus on neurodevelopmental, educational, and psychosocial issues reflects changing priorities in traditional health care for children. The postgraduate training of pediatric fellows, in two and three-year training programs, was initiated to accommodate professional manpower needs in both academic and practice settings. Many of the problems in childhood development and behavior frequently span the traditional areas of child neurology, child psychiatry, and general pediatrics. As a result there has been some confusion in demarcating professional responsibilities in diagnosis and management, as well as poorly defined terminology and classification schemas. With the birth of developmental pediatrics as a pediatric specialty, a more cohesive fund of knowledge has been accumulated and more meaningful strategies have been designed for prevention, diagnosis, and management. Although originally an "offshoot" of profes sional interest in mental retardation, developmental-behavioral pediatrics has signifi cantly broadened its clinical perspective to include such topics as: learning disabilities, communication handicaps, cognitive disorders, neuromotor problems, behavioral prob lems (e.g., hyperkinesis), and adjustment reactions-to mention only a few. Within this framework, these disorders are of critical concern to the developmental pediatrician. Although confusions in terminology and classification persist, a "working" definition of developmental-behavioral disorders might best be conceptualized as any disorder which is potentially capable of producing a chronic handicap that adversely affects the quality of the child/adolescent's life. Perhaps the key component of this definition of developmental-behavioral disorders relates to the recognition that, in asso ciation with most of the problems for which intervention is not provided, there is a negative effect on the child's self-concept, self-esteem, and self-confidence. Poor self concept can in turn jeopardize the course of childhood, adolescence, and adult life. As vii viii PREFACE these negative psychosocial variables persist, they may significantly impede neurodevel opment and behavior. Often the superimposed personality and behavioral disorder can present a greater management problem than the original pathology. For the child, the family, the educational system, the community, and the professional team, developmen tal-behavioral problems generally encompass problems associated with emotional and financial strains. These variables further impact on the course of the neurodevelopmental or neurobehavioral disorder. Because of their special skills, pediatricians have been assigned a significant and critical role in developmental-behavioral medicine. However, the complex nature of these disorders generally necessitates a well-coordinated interven tion by an interdisciplinary team. The scope of developmental concerns has been dramatically expanded during the past decade. To cover all of the developmental-behavioral disorders in depth would require a work encyclopedic in nature, perhaps consisting of several volumes. Therefore, we have not made an attempt to cover the broad area of developmental-behavioral pediatrics entirely in this book. We have, instead, compiled what we feel to be many of the essential and timely topics that confront the pediatric health care provider in the area of child development and behavior. Effort has been made to present this information in a concise text, with a more extensive appendix that includes useful tables and information for quick reference. Although we hope that medical students, pediatric residents, fellows, and practitioners will find this book particularly useful, we have dedicated this work to all professionals who help families and their children who have developmental disabilities. Marvin 1. Gottlieb John E. Williams Hackensack, New Jersey Contents I. Neurological Aspects of Developmental Pediatrics 1. Developmental Disabilities: A Pediatrician's Perspective 3 Herbert J. Cohen 2. Cerebral Palsy: History and State of the Art . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Bruce K. Shapiro, Frederick B. Palmer, and Arnold J. Capute 3. Common Neuromotor Disorders 27 Gerald S. Golden 4. Common Seizure Disorders 41 Gerald S. Golden II. Psychoeducational Aspects of Developmental Pediatrics 5. Specific Learning Disabilities and Attention-Deficit Disorder with Hyperactivity ................................................... , 53 Marcel Kinsbourne 6. Dyslexia: An Ophthalmologist's Perspective 85 Roger L. Hiatt 7. Learning Disabilities: New Perspectives from an Educational Specialist 93 Dorothy Kletzkin 8. Psychological Testing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 113 Peter W. Zinkus 9. Major Variations in Intelligence .................................... 127 Marvin I. Gottlieb III. Speech and Language Disorders lO. Neurological Correlates of Speech .................................. , 153 Emily A. Tobey and Donald L. Rampp ix x CONTENTS 11. Receptive and Expressive Language Disorders . . . . . . . . . . . . . . . . . . . . . . . .. 167 Rachel E. Stark 12. Overview of Articulation and Fluency Disorders ....................... 189 Sylvia M. Davis and Donald L. Rampp 13. Behavioral/Psychiatric Aspects of Children with Speech and Language Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 211 Lorian Baker and Dennis P. Cantwell IV. Behavioral Disorders 14. Common Behavioral Disorders of Childhood .......................... 235 Abby L. Wasserman 15. Emotional Disorders of Childhood .................................. 255 William C. Adamson 16. Juvenile Delinquency ............................................. 289 Peter W. Zinkus and Paul King 17. The Hyperactive Child ............................................ 303 Marvin I. Gottlieb V. Office Management of Developmental Disabilities 18. Visual Problems in Childhood 333 Roger L. Hiatt 19. Hearing Problems in Childhood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 349 Marion P. Downs 20. Role of the Physician in the School Life of the Child ................... 357 Craig B. Liden and Theresa E. Laurie 21. Educational Strategies for Children with Developmental Disorders ........ 385 Bill R. Gearheart 22. Guidelines for Physicians ........................................ " 399 John E. Williams 23. Controversial Therapy 431 George W. Brown Appendixes A. Psychoeducational Testing .......................................... 453 B. Speech/Language and Hearing ..................................... " 460
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