The Massachusetts General Hospital Guide to Learning Disabilities: Assessing Learning Needs of Children and Adolescents PDF
Preview The Massachusetts General Hospital Guide to Learning Disabilities: Assessing Learning Needs of Children and Adolescents
Current Clinical Psychiatry Series Editor: Jerrold F. Rosenbaum H. Kent Wilson Ellen B. Braaten Editors The Massachusetts General Hospital Guide to Learning Disabilities Assessing Learning Needs of Children and Adolescents Current Clinical Psychiatry Series Editor: Jerrold F. Rosenbaum Department of Psychiatry Massachusetts General Hospital Boston, MA, USA Current Clinical Psychiatry offers concise, practical resources for clinical psychiatrists and other practitioners interested in mental health. Covering the full range of psychiatric disorders commonly presented in the clinical setting, the Current Clinical Psychiatry series encompasses such topics as cognitive behavioral therapy, anxiety disorders, psychotherapy, ratings and assessment scales, mental health in special populations, psychiatric uses of nonpsychiatric drugs, and others. Series editor Jerrold F. Rosenbaum, MD, is Chief of Psychiatry, Massachusetts General Hospital, and Stanley Cobb Professor of Psychiatry, Harvard Medical School. More information about this series at http://www.springer.com/series/7634 H. Kent Wilson • Ellen B. Braaten Editors The Massachusetts General Hospital Guide to Learning Disabilities Assessing Learning Needs of Children and Adolescents Editors H. Kent Wilson Ellen B. Braaten Massachusetts General Hospital Harvard Medical School Boston, MA Boston, MA USA USA Current Clinical Psychiatry ISBN 978-3-319-98641-8 ISBN 978-3-319-98643-2 (eBook) https://doi.org/10.1007/978-3-319-98643-2 Library of Congress Control Number: 2018961697 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Humana Press imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface Every child in the United States has the right to a free appropriate public education. While estimates vary, roughly 8–10% of children are identified as having learning disabilities, and over 20% of children have a diagnosable mental illness than can impact learning and school functioning. Intervention for children experiencing such challenges supports a positive developmental trajectory, and a comprehensive assessment to better understand the etiology of the learning challenge and to inform the intervention choices is essential. This book enlists the help of experts in the field of child assessment and treatment to provide child psychiatrists with knowledge in evaluation and special education programming. This book provides a review of the latest sci- ence behind common learning disabilities and psychiatric conditions that present in childhood and also includes best practices in the assessment of these conditions and the school-based interventions that are indicated. With this knowledge, the reader can be a more informed consumer of assessment reports and can help to advocate for their patients’ school-based needs more effectively. The book is divided into four parts. The first part is comprised of a single chapter that provides the reader with background behind the principles of standardized assessment. The second part, which includes eight chapters on neurodevelopmental disorders like learning disabilities and ADHD, and the third part, which includes three chapters on other common psychiatric disor- ders in childhood that impact school functioning, provide a review of the science of the disorder, best practices for assessment of the disorder, and interventions that are commonly indicated for the disorder at school; these chapters also include a case example to highlight issues in the assessment of these conditions. Finally, the fourth part is comprised of two chapters that cover issues relevant across disorders including a chapter on managing the needs of transitional age youth and another chapter detailing special educa- tion laws and procedures. We believe this book will be a valuable reference for all child psychiatrists as well as other professionals who treat children on an outpatient basis who encounter school-related difficulty. We hope that the book will help support more efficient/effective use of assessment for understanding and managing learning challenges. We would like to acknowledge the authors for their contribution to this project as well as the staff and our patients at MGH; being trusted with the assessment of someone’s child is an honor, and through this work we learn v vi Preface how to more effectively support a child’s development. We would like also to acknowledge and thank the Springer Editors, specifically Nadina Persaud and Karthik Periyasamy, for their patience and support from the inception to the completion of this project. Boston, MA, USA H. Kent Wilson, PhD Boston, MA, USA Ellen B. Braaten, PhD Contents Part I I ntroduction to Assessment 1 An Introduction to Assessment .......................... 3 H. Kent Wilson and Ellen B. Braaten Part II N eurodevelopmental Disorders 2 Reading Disorders/Dyslexia ............................. 21 Amanda Ward, Hillary Bush, and Ellen B. Braaten 3 Mathematics Disorders ................................. 39 Ellen H. O’Donnell 4 Disorders of Written Expression ......................... 59 Ellen H. O’Donnell and Mary K. Colvin 5 Language Disorders ................................... 79 Drew C. Coman and Nicholas D. Mian 6 Nonverbal Learning Disability ........................... 103 Nathan Doty 7 Intellectual Disabilities ................................. 119 Brian L. B. Willoughby 8 Attention-Deficit/Hyperactivity Disorder and Executive Dysfunction .............................. 133 Nathan E. Cook and Gina A. Forchelli 9 Autism Spectrum Disorders ............................. 149 Drew C. Coman Part III Common Psychiatric Disorders in Childhood 10 Mood Disorders ....................................... 173 Julie A. Grieco and Mary K. Colvin 11 Anxiety Disorders ..................................... 195 Jamie A. Micco, Julie Edmunds, Sophie Baron, Christian Hoover, and Jennifer M. Park 12 Disruptive Behavior Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Alisha R. Pollastri, Cecilia Rosenbaum, and J. Stuart Ablon vii viii Contents Part IV S pecial Considerations 13 Special Education: Laws and Procedures .................. 223 H. Kent Wilson and Eileen M. Hagerty 14 Managing the Needs of Transition Age Youth .............. 245 Nathan Doty and Johanna Nielsen Index .................................................... 261 Contributors J. Stuart Ablon, PhD Think:Kids at Massachusetts General Hospital, Boston, MA, USA Sophie Baron Child and Adolescent OCD Institute, McLean Hospital, Belmont, MA, USA Ellen B. Braaten, PhD Learning and Emotional Assessment Program (LEAP), Massachusetts General Hospital, Boston, MA, USA Harvard Medical School, Boston, MA, USA The Clay Center for Young Healthy Minds, Boston, MA, USA Hillary Bush, PhD Learning and Emotional Assessment Program (LEAP), Massachusetts General Hospital, Boston, MA, USA Harvard Medical School, Boston, MA, USA Mary K. Colvin, PhD, ABPP-CN Harvard Medical School, Boston, MA, USA Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA Drew C. Coman, PhD Massachusetts General Hospital/Harvard Medical School, Boston, MA, USA Nathan E. Cook, PhD Department of Psychiatry, Harvard Medical School, Boston, MA, USA Learning and Emotional Assessment Program, Massachusetts General Hospital, Boston, MA, USA Sports Concussion Clinic, MassGeneral Hospital for Children™, Boston, MA, USA Nathan Doty, PhD Achieve New England, Concord, MA, USA Julie Edmunds Child CBT Program, Massachusetts General Hospital, and Harvard Medical School, Boston, MA, USA Gina A. Forchelli, PhD, NCSP Department of Psychiatry, Harvard Medical School, Boston, MA, USA Learning and Emotional Assessment Program, Massachusetts General Hospital, Boston, MA, USA ix
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