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Brain-damaged children
Book Briefs
231
Goodenough, Machover, Buck, Koppitz and others all ask children to draw a person, or a house - tree - person or a family, that such instructions are akinetic, and that akinetic instructions usually result in relatively static, rigid drawings, the authors have asked children to "draw a picture of everyone in your family, including you, doing something." The text, lavishly illustrated with photographs of such drawings, draws u p o n 11 years of experience using these instructions with disturbed children and adolescents and upon experience with more than 10,000 drawings. This book offers school psychologists a promising technique to explore in the diagnosis of school-age children and adolescents. CLARIZIO, H. F., & McCOY, G. F. Behavior disorders in school-aged children. Scranton, Pa.: Chandler, 1970. Pp. xiv + 519. This book is aimed at a broad population ranging from clinical psychologists-in-training to classroom teachers, with the resultant danger that it may be too general for the former and too technical for the latter. It does, however, provide us with a text on childhood disorders which is psychoeducationally oriented and which looks at psychopathology in the context of the classroom. Thus we find less than usual on enuresis and psychosomatic disorders, and more coverage of learning disabilities and the socially disadvantaged. The book is written from an eclectic but critical point of view: psychodynamic, psychoneurological, and psychoeducational approaches are offered for the etiology of learning disorders and Freudian, learning, constitutional, and sociocultural factors considered for the etiology of psychoneurotic problems. Intervention strategies similarly include a variety of theoretical approaches to psychotherapy, behavior modification, environmental manipulation, classroom management, and prevention strategies. The authors also attempt to appraise critically the variety of approaches they describe. DEUTSCH, C. P., & SCHUMER, F. Brain-damaged children. New York: Brunner/Mazel, 1970. Pp. viii + 162. $7.95. This is a detailed account of an intensive research study of the performance of 39 brain-injured and 39 intact children, ages six to 12, of normal intelligence, living at home and attending public school. The purpose of the study "was to evaluate the functional strengths and weaknesses of the brain-damaged sample in modality, input terms, on the general assumption that the many behavioral disabilities of such children could be related to difficulties in integrating intersensory, multimodal information, and that unimodal performance (in visual, auditory, and tactual areas) could be shown to fall on a level equal to that of the matched group of intact peers." Expectations were generally confirmed, and it is posited that many brain-damaged children could profit more from training if the learning could be made specific to the child's particular disabilities and impairments defined in terms of modality and complexity of stimulus. The authors have pulled together an extensive battery of tests, devising many of their own modality-specific tasks; they offer a wealth of leads for further research. Journal of S c h o o l P s y c h o l o g y , V o l u m e 9, 1 9 7 1
232
Books Received
Teachers and psychologists working with brain-damaged children will find the extensive review of literature and the discussion of inferences to be drawn from the data quite provocative. Proceedings o f The 1 9 6 9 Invitational Conference on Testing Problems. Princeton, New Jersey: Educational Testing Service, 1969. Pp. vii + 1 17. $2.00. (paper) Traditionally, this annual conference serves as a forum for the discussion of new theories and trends in measurement and related areas. The 1969 conference focused on some of the issues of achievement measurement that are still unresolved. Three sessions were organized, and the Proceedings present papers and discussions in each area. The first session, concerned with the nature of educational achievement, included papers on concepts of achievement and the functions, uses, and social consequences of educational measurement. The second session dealt with various aspects of test construction and ~/alidation. The third session, concerned with measuring the performance of systems and programs, included papers on systems analysis, the effectiveness of evaluative research, and the need for new instruments to implement the concept of accountability.
BOOKS RECEIVED CHESS, S., & THOMAS, A. (Eds.) Annual progress in child psychiatry and child development. New York: Brunner/Mazel, 1970. Pp. xii + 585. $15.00. CLARK, M. M. Reading difficulties in schools. Baltimore: Penguin Books, 1970. Pp. 114. $1.45. (paper) CLEGG, A., & MEGSON, B. Children in distress. Baltimore: Penguin Books, 1969. Pp. 175. $.95. (paper) CRATTY, B. J. Perceptual and motor development in infants and children. New York: Macmillan, 1970. Pp. xii + 306. $4.95. (paper) FABUN, D. Three roads to awareness. Beverly Hills: Glencoe, 1970. Pp. 129. $4.95. (paper) GORDON, D. C. Overcoming the fear o f death. New York: Macmillan, 1970. Pp. 115. $3.95. GUSTAFSON, J. M., PETERS, R. S. et al. Moral education: Five lectures. Cambridge: Harvard University Press, 1970. Pp. 136. $4.95. GUTHRIE, R. V. Being black: Psychological-sociological dilemmas. San Francisco: Canfield Press, 1970. Pp. vii + 223. $3.50. (paper) HELLMUTH J. (Ed.) Disadvantaged child. Vol. 3: Compensatory education: A national debate. New York: Brunner/Mazel, 1970. Pp. vii + 466. $12.50. HOWE, M. J. A. In~oduction to human memory: A psychological approach. New York: Harper & Row, 1970. Pp. 113. $2.95. (paper) HUDSON, L. The ecology of human intelligence. Baltimore: Penguin Books, 1970. Pp. 368. $2.45. (paper) MARGOLIUS, S. The responsible consumer. New York: Public Affairs Committee, 1970. Pp. 20. $.25. (paper) McMAHON, J. H. Social policy-improving the human condition. New York: Public Affairs Committee, 1970. Pp. 28. $.25. (paper) McNEIL, E. Neuroses and personality disorder. Englewood Cliffs: Prentice-Hall, 1970. Pp. 176. $6.95. Journal of School Psychology, Volume 9, 1971
231
Goodenough, Machover, Buck, Koppitz and others all ask children to draw a person, or a house - tree - person or a family, that such instructions are akinetic, and that akinetic instructions usually result in relatively static, rigid drawings, the authors have asked children to "draw a picture of everyone in your family, including you, doing something." The text, lavishly illustrated with photographs of such drawings, draws u p o n 11 years of experience using these instructions with disturbed children and adolescents and upon experience with more than 10,000 drawings. This book offers school psychologists a promising technique to explore in the diagnosis of school-age children and adolescents. CLARIZIO, H. F., & McCOY, G. F. Behavior disorders in school-aged children. Scranton, Pa.: Chandler, 1970. Pp. xiv + 519. This book is aimed at a broad population ranging from clinical psychologists-in-training to classroom teachers, with the resultant danger that it may be too general for the former and too technical for the latter. It does, however, provide us with a text on childhood disorders which is psychoeducationally oriented and which looks at psychopathology in the context of the classroom. Thus we find less than usual on enuresis and psychosomatic disorders, and more coverage of learning disabilities and the socially disadvantaged. The book is written from an eclectic but critical point of view: psychodynamic, psychoneurological, and psychoeducational approaches are offered for the etiology of learning disorders and Freudian, learning, constitutional, and sociocultural factors considered for the etiology of psychoneurotic problems. Intervention strategies similarly include a variety of theoretical approaches to psychotherapy, behavior modification, environmental manipulation, classroom management, and prevention strategies. The authors also attempt to appraise critically the variety of approaches they describe. DEUTSCH, C. P., & SCHUMER, F. Brain-damaged children. New York: Brunner/Mazel, 1970. Pp. viii + 162. $7.95. This is a detailed account of an intensive research study of the performance of 39 brain-injured and 39 intact children, ages six to 12, of normal intelligence, living at home and attending public school. The purpose of the study "was to evaluate the functional strengths and weaknesses of the brain-damaged sample in modality, input terms, on the general assumption that the many behavioral disabilities of such children could be related to difficulties in integrating intersensory, multimodal information, and that unimodal performance (in visual, auditory, and tactual areas) could be shown to fall on a level equal to that of the matched group of intact peers." Expectations were generally confirmed, and it is posited that many brain-damaged children could profit more from training if the learning could be made specific to the child's particular disabilities and impairments defined in terms of modality and complexity of stimulus. The authors have pulled together an extensive battery of tests, devising many of their own modality-specific tasks; they offer a wealth of leads for further research. Journal of S c h o o l P s y c h o l o g y , V o l u m e 9, 1 9 7 1
232
Books Received
Teachers and psychologists working with brain-damaged children will find the extensive review of literature and the discussion of inferences to be drawn from the data quite provocative. Proceedings o f The 1 9 6 9 Invitational Conference on Testing Problems. Princeton, New Jersey: Educational Testing Service, 1969. Pp. vii + 1 17. $2.00. (paper) Traditionally, this annual conference serves as a forum for the discussion of new theories and trends in measurement and related areas. The 1969 conference focused on some of the issues of achievement measurement that are still unresolved. Three sessions were organized, and the Proceedings present papers and discussions in each area. The first session, concerned with the nature of educational achievement, included papers on concepts of achievement and the functions, uses, and social consequences of educational measurement. The second session dealt with various aspects of test construction and ~/alidation. The third session, concerned with measuring the performance of systems and programs, included papers on systems analysis, the effectiveness of evaluative research, and the need for new instruments to implement the concept of accountability.
BOOKS RECEIVED CHESS, S., & THOMAS, A. (Eds.) Annual progress in child psychiatry and child development. New York: Brunner/Mazel, 1970. Pp. xii + 585. $15.00. CLARK, M. M. Reading difficulties in schools. Baltimore: Penguin Books, 1970. Pp. 114. $1.45. (paper) CLEGG, A., & MEGSON, B. Children in distress. Baltimore: Penguin Books, 1969. Pp. 175. $.95. (paper) CRATTY, B. J. Perceptual and motor development in infants and children. New York: Macmillan, 1970. Pp. xii + 306. $4.95. (paper) FABUN, D. Three roads to awareness. Beverly Hills: Glencoe, 1970. Pp. 129. $4.95. (paper) GORDON, D. C. Overcoming the fear o f death. New York: Macmillan, 1970. Pp. 115. $3.95. GUSTAFSON, J. M., PETERS, R. S. et al. Moral education: Five lectures. Cambridge: Harvard University Press, 1970. Pp. 136. $4.95. GUTHRIE, R. V. Being black: Psychological-sociological dilemmas. San Francisco: Canfield Press, 1970. Pp. vii + 223. $3.50. (paper) HELLMUTH J. (Ed.) Disadvantaged child. Vol. 3: Compensatory education: A national debate. New York: Brunner/Mazel, 1970. Pp. vii + 466. $12.50. HOWE, M. J. A. In~oduction to human memory: A psychological approach. New York: Harper & Row, 1970. Pp. 113. $2.95. (paper) HUDSON, L. The ecology of human intelligence. Baltimore: Penguin Books, 1970. Pp. 368. $2.45. (paper) MARGOLIUS, S. The responsible consumer. New York: Public Affairs Committee, 1970. Pp. 20. $.25. (paper) McMAHON, J. H. Social policy-improving the human condition. New York: Public Affairs Committee, 1970. Pp. 28. $.25. (paper) McNEIL, E. Neuroses and personality disorder. Englewood Cliffs: Prentice-Hall, 1970. Pp. 176. $6.95. Journal of School Psychology, Volume 9, 1971