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Pediatric neuropsychology
Archrves ofC/inm/ Neuropsychology, Vol. 4. PP. 399-400, 1989 Copyright Printed in the USA. All rights reserved.
% 1989 Nafmnal
0887.6177189 $3.00 + .Ml Academy of Neuropsychologists
Book and Test Reviews Cecil R. Reynolds, Associate Editor TexasA&M
University
Pediatric Neuropsychology, Stratton,
by G. W. Hynd and W. G. Willis, New York: Grune & 1988. 344 pp. + index & illus.
Pediatric Neuropsychofogy
is an excellent and nearly entirely successful effort at providing a balanced presentation of the relationship between our neurology and our behavior. The volume has an excellent foundation in developmental neurology and devotes an entire section (and nearly one-third of the work) to the development of neuroanatomical systems within the brain. This section provides an excellent foundation for anyone interested in developing skills in the application of neuropsychological principles to children. Neuropsychologists seem to place too great an emphasis on abnormal development and this volume’s early stressing of normal neurological development is a welcome event. After a brief chapter introducing the volume and the professional field of pediatric neuropsychology (which comprises all of section 1 of the work), we are treated to the section (2 of 4) covering neurological and neuropsychological development. It contains four lengthy, tedious, but information packed chapters covering: structural development of the nervous system (c.2), motor and sensory functional systems, (c.3), anomalies of neurological development (c.4), and theories of neuropsychological organization in children (c.5). These chapters are thorough for the neuropsychologist and are illustrated generously if in a rather tedious, pro forma fashion. The anatomical discussions in these chapters need better illustration to achieve clarity for anyone not already reasonably knowledgeable of neuroanatomy. The entire section is presented at a reference level useful and understandable to the practicing neuropsychologist but unfortunately remote in utility to the student. While this problem peaks in the opening sections of the work, the level of writing, particularly the lack of explanation and vocabulary development, is inappropriate for beginning and perhaps even intermediate level graduate students throughout the entire text. Section three of the work is devoted to “neurodiagnostic” procedures, which are conceptualized to include the traditional neurological exam and a host of medical procedures (including most neuro-imaging techniques, myelography, EEG, and evoked potential studies) as well as traditional neuropsychological examination. The brief treatment of neuropsychological assessment (22 pages) will be disappointing to 399
400
C. R. Reynolds
most clinicians but then, this is not a book for learning assessment procedures. The chapter on neuroradiological, electrophysiological, and other neurodiagnostic techniques is well organized, informative, and packed with information but will be well over the heads of most students. The final section of the volume deals with pediatric neurological diseases and disorders. The first chapter of the section deals with genetic and chromosomal disorders. This chapter proceeds quickly through the basic genetic problems encountered but without explanation of mitosis, meiosis, and normal karyotypes. The form of development of chromosomal abnormalities, particularly aneuploidies (the most common abnormality) is not explained and would have been useful in the introductory material to the work. This chapter does provide a good overview of what to anticipate with individuals having these various disorders. The next chapter, dealing with seizures, does an excellent job presenting general medical and neurological data regarding seizure disorders however the psychology portion of this chapter is severely limited despite the availability of a substantial literature in this area, especially concerning psychosocial aspects of seizure disorders. The chapter that follows on behavioral and developmental learning disorders is one of the best in the volume and deserves reading by anyone who works with children although those without knowledge of neuroanatomy and medical jargon will again be at a heavy disadvantage. The remaining five chapters provide excellent coverage, particularly from the neurological perspective, of intracranial injury, space-occupying lesions, infections, muscular disease, and the various neurocutaneous syndromes. These chapters are invariably information intensive and each presents a wealth of information in a short space. Overall, Pediatric Neuropsychology, by Hynd and Willis receives high marks as a reference work for the practicing clinician, the researcher, or the professor. It is not a student-oriented text. The volume is steeped in medical jargon, unnecessarily in many instances, and emphasizes the neuro tc the outright exclusion of the psychology in some chapters. This is particularly surprising given that the authors are originally school psychologists who have trained extensively in neuropsychology. Perhaps playing up the medical side of our knowledge in such works has become a rite of passage for it does heavily plague other volumes in the field. Nevertheless, for neuropsychologists who see children and adolescents, the book is highly recommended. It contains much good, concise reference material and, outside of test manuals, is likely to become one of the most well worn volumes on your shelf. Cecil R. Reynolds, PhD Texas A&A4 University
% 1989 Nafmnal
0887.6177189 $3.00 + .Ml Academy of Neuropsychologists
Book and Test Reviews Cecil R. Reynolds, Associate Editor TexasA&M
University
Pediatric Neuropsychology, Stratton,
by G. W. Hynd and W. G. Willis, New York: Grune & 1988. 344 pp. + index & illus.
Pediatric Neuropsychofogy
is an excellent and nearly entirely successful effort at providing a balanced presentation of the relationship between our neurology and our behavior. The volume has an excellent foundation in developmental neurology and devotes an entire section (and nearly one-third of the work) to the development of neuroanatomical systems within the brain. This section provides an excellent foundation for anyone interested in developing skills in the application of neuropsychological principles to children. Neuropsychologists seem to place too great an emphasis on abnormal development and this volume’s early stressing of normal neurological development is a welcome event. After a brief chapter introducing the volume and the professional field of pediatric neuropsychology (which comprises all of section 1 of the work), we are treated to the section (2 of 4) covering neurological and neuropsychological development. It contains four lengthy, tedious, but information packed chapters covering: structural development of the nervous system (c.2), motor and sensory functional systems, (c.3), anomalies of neurological development (c.4), and theories of neuropsychological organization in children (c.5). These chapters are thorough for the neuropsychologist and are illustrated generously if in a rather tedious, pro forma fashion. The anatomical discussions in these chapters need better illustration to achieve clarity for anyone not already reasonably knowledgeable of neuroanatomy. The entire section is presented at a reference level useful and understandable to the practicing neuropsychologist but unfortunately remote in utility to the student. While this problem peaks in the opening sections of the work, the level of writing, particularly the lack of explanation and vocabulary development, is inappropriate for beginning and perhaps even intermediate level graduate students throughout the entire text. Section three of the work is devoted to “neurodiagnostic” procedures, which are conceptualized to include the traditional neurological exam and a host of medical procedures (including most neuro-imaging techniques, myelography, EEG, and evoked potential studies) as well as traditional neuropsychological examination. The brief treatment of neuropsychological assessment (22 pages) will be disappointing to 399
400
C. R. Reynolds
most clinicians but then, this is not a book for learning assessment procedures. The chapter on neuroradiological, electrophysiological, and other neurodiagnostic techniques is well organized, informative, and packed with information but will be well over the heads of most students. The final section of the volume deals with pediatric neurological diseases and disorders. The first chapter of the section deals with genetic and chromosomal disorders. This chapter proceeds quickly through the basic genetic problems encountered but without explanation of mitosis, meiosis, and normal karyotypes. The form of development of chromosomal abnormalities, particularly aneuploidies (the most common abnormality) is not explained and would have been useful in the introductory material to the work. This chapter does provide a good overview of what to anticipate with individuals having these various disorders. The next chapter, dealing with seizures, does an excellent job presenting general medical and neurological data regarding seizure disorders however the psychology portion of this chapter is severely limited despite the availability of a substantial literature in this area, especially concerning psychosocial aspects of seizure disorders. The chapter that follows on behavioral and developmental learning disorders is one of the best in the volume and deserves reading by anyone who works with children although those without knowledge of neuroanatomy and medical jargon will again be at a heavy disadvantage. The remaining five chapters provide excellent coverage, particularly from the neurological perspective, of intracranial injury, space-occupying lesions, infections, muscular disease, and the various neurocutaneous syndromes. These chapters are invariably information intensive and each presents a wealth of information in a short space. Overall, Pediatric Neuropsychology, by Hynd and Willis receives high marks as a reference work for the practicing clinician, the researcher, or the professor. It is not a student-oriented text. The volume is steeped in medical jargon, unnecessarily in many instances, and emphasizes the neuro tc the outright exclusion of the psychology in some chapters. This is particularly surprising given that the authors are originally school psychologists who have trained extensively in neuropsychology. Perhaps playing up the medical side of our knowledge in such works has become a rite of passage for it does heavily plague other volumes in the field. Nevertheless, for neuropsychologists who see children and adolescents, the book is highly recommended. It contains much good, concise reference material and, outside of test manuals, is likely to become one of the most well worn volumes on your shelf. Cecil R. Reynolds, PhD Texas A&A4 University