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Children with emotional disorders and developmental disabilities
501
Book Reviews
This book represents a much needed up-to-date comprehensive guide to classroom discipline for teachers in training as well as for the “seasoned veterans” of the classroom who might need to update their armaments of effective intervention strategies based on the most current research findings. This represents a comprehensive textbook of school-based interventions in an extremely readable disguise. This practical guidebook to classroom discipline is required reading for any serious educator.
Nathan H. Taylor Louisiana State University
Children with Emotional Disorders and Developmental Disabilities. Edited by Marian Sigman.
Grune and Stratton,
Inc., Orlando,
Florida,
1985, 346~~.
Interest in the dual diagnosis and treatment of emotional and cognitive disabilities has grown in recent years with the recognition that a definite but complex relationship exists between these two classes of disabilities. It is increasingly obvious that the maladaptive behaviors that afflict those with cognitive disabilities differ sufficiently in frequency and/or nature from those that afflict people at higher cognitive levels. Classification schemes, assessment instruments, and intervention methodologies developed to handle behaviors exhibited by the latter group are not entirely sufficient. Moreover, individuals who exhibit similar cognitive disabilities may differ substantially in the expression and intensity of various maladaptive behaviors. Given the paucity of data, and the rate at which interest in the relationship between cognitive and emotional disorders now grows, we can expect major changes in our understanding of this relationship over the next few years. Children with Emotional Disorders and Developmental Disabilities, a collection of chapters edited by Marian Sigman, conveys much of the excitement and complexity that exists today in the study of cognitive and emotional disabilities. Chapters discuss matters as wide-ranging as theoretical discussions of emotional development and treatment of specific clinical cases. Perhaps none of the insights or syntheses will prove definitive in the long run given the state of flux that the area of dual diagnosis now exists in, but the book does offer concise reviews and thoughtful commentaries on different issues and approaches to study and treatment. Overall, the book’s organization is good although one might question why a collection nominally devoted to discussion of dual disability children contains two chapters on adults. The first section covers normative developmental, social, and emotional patterns in the mentally retarded; specifically theories of development and available data. Section two is devoted to dual disabilities-emotional disorders associated with mental retardation on the one hand and cognitive and social disabilities associated with autism and schizophrenia on the other hand. Assessment and treatment of dual disabilities is covered in the third and final section of the book. Two especially strong chapters in the first section are those by Peter Vietze on emotional development and by Peter Mundy, Jeffrey Siebert, and Anne Hogan on
502
Book Reviews
communication skills. The former article briefly reviews theoretical models and studies of emotional development while the latter discusses the literature on communication skills of children with cognitive disabilities and how these skills relate to the development of emotional problems. Section two includes a chapter by Mary O’Connor on disorders associated with mental retardation. Andrew Russell’s chapter reviews the epidemiology of mental retardation and prevalence of various psychiatric disorders in children with cognitive disabilities. Both of these chapters are short but provide fairly comprehensive introductions to the literature on behavioral disorders associated with mental retardation. Judy Ungerer’s chapter specifically discusses the relationship between autism and mental retardation. Tracy Sherman and Robert Asarnow’s chapter on the cognitive disabilities of the schizophrenic child may at first glance alienate the more behaviorally oriented with its discussion of the role of attention filters and governor systems but the authors ultimately relate these concepts to measurable physiological correlates of information processing in schizophrenics. Reiss’s chapter on adults with both cognitive and behavioral disturbances presents interesting case examples of dual diagnoses that the novice clinician may find useful. This chapter also discusses practical problems in getting help to these individuals such as disputes between agencies and the problem of diagnostic overshadowing. The final section of the book on assessment and treatment offers many practical suggestions to the clinician dealing with dual disabilities. Mary O’Connor’s chapter on cognitive assessment reviews tests that may be used to assess young dual diagnosis children. Martha Jura and Marian Sigman’s chapter on projective tests is one of the most fascinating articles in the book for its many samples of test responses by dual diagnosis clients. To be sure, the reader’s perception of this chapter may vary substantially, depending on his personal attitudes towards projective testing. Sigman’s chapter on individual and group psychotherapy argues for the utility of these therapies in the treatment of dual diagnosis individuals. The evidence Sigman offers for their usefulness is somewhat limited and without further details difficult to evaluate. Given the increasing emphasis on use of behavior modification for treatment, however, some clinicians may find Sigman’s article an interesting alternative. Frankel and Forness in another chapter discuss educational and clinical behavioral approaches to treatment. In the final chapter of the book, Irene Goldenberg discusses the use of family therapy with dual diagnosis clients to treat these individuals as well as the problems that may affect other family members. In summary, Children with Emotional Disorders and Developmental Disabilities provides a broad if brief introduction to many of the primary issues in the assessment and treatment of dual diagnosis children. As expected with such a new area of interest, data presented or discussed are incomplete and often anecdotal. The reader though will come away from this book with a good understanding and appreciation for what clinicians and researchers will be focusing on over the next couple of years.
Louisiana
David Coe State University
Book Reviews
This book represents a much needed up-to-date comprehensive guide to classroom discipline for teachers in training as well as for the “seasoned veterans” of the classroom who might need to update their armaments of effective intervention strategies based on the most current research findings. This represents a comprehensive textbook of school-based interventions in an extremely readable disguise. This practical guidebook to classroom discipline is required reading for any serious educator.
Nathan H. Taylor Louisiana State University
Children with Emotional Disorders and Developmental Disabilities. Edited by Marian Sigman.
Grune and Stratton,
Inc., Orlando,
Florida,
1985, 346~~.
Interest in the dual diagnosis and treatment of emotional and cognitive disabilities has grown in recent years with the recognition that a definite but complex relationship exists between these two classes of disabilities. It is increasingly obvious that the maladaptive behaviors that afflict those with cognitive disabilities differ sufficiently in frequency and/or nature from those that afflict people at higher cognitive levels. Classification schemes, assessment instruments, and intervention methodologies developed to handle behaviors exhibited by the latter group are not entirely sufficient. Moreover, individuals who exhibit similar cognitive disabilities may differ substantially in the expression and intensity of various maladaptive behaviors. Given the paucity of data, and the rate at which interest in the relationship between cognitive and emotional disorders now grows, we can expect major changes in our understanding of this relationship over the next few years. Children with Emotional Disorders and Developmental Disabilities, a collection of chapters edited by Marian Sigman, conveys much of the excitement and complexity that exists today in the study of cognitive and emotional disabilities. Chapters discuss matters as wide-ranging as theoretical discussions of emotional development and treatment of specific clinical cases. Perhaps none of the insights or syntheses will prove definitive in the long run given the state of flux that the area of dual diagnosis now exists in, but the book does offer concise reviews and thoughtful commentaries on different issues and approaches to study and treatment. Overall, the book’s organization is good although one might question why a collection nominally devoted to discussion of dual disability children contains two chapters on adults. The first section covers normative developmental, social, and emotional patterns in the mentally retarded; specifically theories of development and available data. Section two is devoted to dual disabilities-emotional disorders associated with mental retardation on the one hand and cognitive and social disabilities associated with autism and schizophrenia on the other hand. Assessment and treatment of dual disabilities is covered in the third and final section of the book. Two especially strong chapters in the first section are those by Peter Vietze on emotional development and by Peter Mundy, Jeffrey Siebert, and Anne Hogan on
502
Book Reviews
communication skills. The former article briefly reviews theoretical models and studies of emotional development while the latter discusses the literature on communication skills of children with cognitive disabilities and how these skills relate to the development of emotional problems. Section two includes a chapter by Mary O’Connor on disorders associated with mental retardation. Andrew Russell’s chapter reviews the epidemiology of mental retardation and prevalence of various psychiatric disorders in children with cognitive disabilities. Both of these chapters are short but provide fairly comprehensive introductions to the literature on behavioral disorders associated with mental retardation. Judy Ungerer’s chapter specifically discusses the relationship between autism and mental retardation. Tracy Sherman and Robert Asarnow’s chapter on the cognitive disabilities of the schizophrenic child may at first glance alienate the more behaviorally oriented with its discussion of the role of attention filters and governor systems but the authors ultimately relate these concepts to measurable physiological correlates of information processing in schizophrenics. Reiss’s chapter on adults with both cognitive and behavioral disturbances presents interesting case examples of dual diagnoses that the novice clinician may find useful. This chapter also discusses practical problems in getting help to these individuals such as disputes between agencies and the problem of diagnostic overshadowing. The final section of the book on assessment and treatment offers many practical suggestions to the clinician dealing with dual disabilities. Mary O’Connor’s chapter on cognitive assessment reviews tests that may be used to assess young dual diagnosis children. Martha Jura and Marian Sigman’s chapter on projective tests is one of the most fascinating articles in the book for its many samples of test responses by dual diagnosis clients. To be sure, the reader’s perception of this chapter may vary substantially, depending on his personal attitudes towards projective testing. Sigman’s chapter on individual and group psychotherapy argues for the utility of these therapies in the treatment of dual diagnosis individuals. The evidence Sigman offers for their usefulness is somewhat limited and without further details difficult to evaluate. Given the increasing emphasis on use of behavior modification for treatment, however, some clinicians may find Sigman’s article an interesting alternative. Frankel and Forness in another chapter discuss educational and clinical behavioral approaches to treatment. In the final chapter of the book, Irene Goldenberg discusses the use of family therapy with dual diagnosis clients to treat these individuals as well as the problems that may affect other family members. In summary, Children with Emotional Disorders and Developmental Disabilities provides a broad if brief introduction to many of the primary issues in the assessment and treatment of dual diagnosis children. As expected with such a new area of interest, data presented or discussed are incomplete and often anecdotal. The reader though will come away from this book with a good understanding and appreciation for what clinicians and researchers will be focusing on over the next couple of years.
Louisiana
David Coe State University