Handbook of minimal brain dysfunctions : a critical view

목차 (Table of Contents)

• CONTENTS
• PART Ⅰ THE CONCEPT OF MINIMAL BRAIN DYSFUNCTIONS = 1
• 1. Definitional Problems / Herbert E. Rie = 3
• A Popular Definition = 3
• MBD Symptoms and Brain Dysfunction = 5
• Minimal Dysfunction = 7
• Specificity of Dysfunction = 8
• MBD without Effect on Intellectual Functioning = 10
• Variety of Determinants = 11
• Minimal Brain Dysfunction as Syndrome = 12
• Conclusion = 13
• 2. History of Minimal Brain Dysfunctions / Jane W. Kessler = 18
• The Period Prior to 1941 - The Medical Era = 18
• Postencephalitis = 18
• Head Injury = 20
• Birth Trauma = 20
• After-Effects of Brain Injuries in War = 21
• Hyperactivity = 22
• Specific Learning Difficulties = 23
• Maturational Lag = 24
• Contributions from Psychologists and Educators : 1941 - 1960 = 26
• Werner-Strauss Syndrome = 26
• Further Developments in Perceptual-Motor Theories = 29
• Language Theorists = 30
• Educational Impact = 31
• Critique = 32
• 1960 - 1968 The Widening World : from "Brain Damage" to "Minimal Cerebral Dysfunction" = 34
• The Problem with "Brain Damage" = 34
• Minimal Brain Damage = 36
• Minimal Brain Dysfunction = 38
• Landmark Conferences = 42
• Political Resolution : Emergence of Learning Disability = 43
• PART Ⅱ DEMOGRAPHY OF MINIMAL BRAIN DYSFUNCTIONS = 53
• 3. Epidemiology / Lillian Belmont = 55
• Definitions = 55
• Epidemiology = 55
• Minimal Brain Dysfunction = 56
• Selection of Studies for Review = 57
• Prevalence of Minimal Brain Dysfunction = 58
• Prevalence of Learning Disability = 62
• Prevalence of Hyperactivity = 66
• Summary = 69
• General Findings = 69
• Demographic Variables = 69
• Unresolved Issues = 70
• "Cause" = 70
• Same or Different Condition? = 70
• Postscript = 72
• 4. Follow-up of Children with Minimal Brain Dysfunctions : Outcomes and Predictors / Malcolm M. Helper = 75
• Selection and Presentation of Studies = 75
• Tabulation of Data = 77
• Methodological Aspects of Follow-Up Studies = 77
• Subject Characteristics = 77
• Outcome = 87
• Functioning versus Status = 87
• Summary of Outcomes = 102
• Prediction of Individual Outcome = 103
• Academic Achievement = 103
• Prediction of Status and Adjustment = 107
• Summary of Predictive Effects = 109
• Conclusions = 110
• PART Ⅲ NEURAL SUBSTRATUM = 115
• 5. Theories of Brain Mechanisms in Minimal Brain Dysfunctions / Herbert Lansdell = 117
• Introduction = 117
• Anatomy, Physiology, and Chemistry = 118
• The Developing Brain = 118
• Neural Pathways to and from the Brain = 120
• Synapses and Other Neural Junctions = 123
• Functions of Limbic Lobe and Hypothalamus = 124
• Neurotransmitters and Drug Action = 127
• Hemispheric Asymmetry = 130
• Sex Differences in Hemispheric Asymmetry = 131
• Neural Theories of Childhood Minimal Brain Dysfunctions = 132
• Dysfunctions in Monoamine Metabolism = 133
• Developmental Deviations in the Brain = 134
• Developmental Sexual Dimorphism = 136
• Canalization of Arousal = 137
• Implications of Neural Theories of MBDs = 138
• The Dangers of Psychosurgery = 139
• Areas for MBD Research = 140
• Summary and Conclusions = 141
• PART Ⅳ DETERMINANTS OF MINIMAL BRAIN DYSFUNCTIONS = 153
• 6. Genetic, Perinatal, and Constitutional Factors in Minimal Brain Dysfunctions / Mark A. Stewart = 155
• Family Studies of Hyperactivity = 155
• Direct Evidence of Genetic Influence = 157
• Conclusions = 159
• Future Research in Genetics = 160
• Temperament = 161
• Brain Damage and Interference with Development of the Brain = 162
• Conclusions = 165
• 7. Nutrition, Injury, Illness, and Minimal Brain Dysfunction / Harold P. Martin = 169
• Nutrition = 171
• Controversial Nutritional Issues = 175
• Injury = 176
• Accidents in Children = 177
• Inflicted Injury = 178
• Illness = 180
• Summary = 181
• 8. Neuropathologic Factors in Minimal Brain Dysfunction / Abraham Towbin = 185
• Minimal Nature of the Symptoms = 185
• Neuropathologic Correlation = 189
• Acute Cerebral Hypoxic Damage = 190
• Chronic Cerebral Lesions = 191
• Subacute Lesions = 193
• Causal Mechanisms = 196
• Germinal Matrix = 197
• Organogenesis = 198
• Vascular Development = 198
• Minimal Cerebral Lesions = 198
• Minimal Deep Cerebral Lesions : Premature Newborn = 199
• Minimal Cortical Cerebral Lesions : Term Newborn = 200
• Mechanical Injury in the Newborn = 202
• Sequels of Perinatal Nervous System Injury : Clinical-Pathologic Patterns = 204
• Mechanical Injury = 204
• Hypoxic Injury = 205
• 9. Environmental Interaction in Minimal Brain Dysfunctions / Emmy E. Werner = 210
• The Multifaceted Concept of MBD = 210
• Sources of Evidence = 211
• Prospective Studies = 211
• Studies of Clinic Populations = 213
• Studies of Children in Special Education Programs = 213
• A Note on the Assessment of Environmental Variables = 214
• The Evidence = 215
• Socioeconomic Status = 215
• The Physical Environment = 217
• Parental Malaise = 218
• Father Absence = 218
• Family Stability and the Emotional Climate of the Home = 219
• Caregiver-Child Interaction = 220
• Siblings and Birth Order Effects = 224
• Extrafamilial Influences : Peers and Teachers = 224
• Cultural Expectations = 225
• Sex Differences and Sex Role Expectations = 225
• Summary and Conclusions = 226
• PART Ⅴ EFFECTS OF MINIMAL BRAIN DYSFUNCTIONS = 233
• 10. Muscular Control and Coordination in Minimal Brain Dysfunctions / Alexander R. Lucas = 235
• Muscular Control and Coordination = 236
• Anatomic Basis = 237
• Neurochemical Basis = 238
• Neurophysiologic Mechanisms = 238
• Normal Children = 239
• Age = 239
• Individual Variability = 240
• Talent = 241
• Environmental Influences = 241
• Brain Damage in Children = 242
• Multiple Influences = 242
• Multiple Forms = 243
• Minimal Conditions = 243
• Relationship between Motor Dysfunction and Brain Disorders = 245
• Clinical Implications = 249
• Conclusions = 249
• 11. Perceptual Organization and Minimal Brain Dysfunctions / Ira Belmont = 253
• Perceptual Disorders and School Failure = 253
• Testing for Perceptual Deficiencies = 254
• Other Widely Used Perceptual Tests = 255
• Perceptual Dysfunction and MBD = 256
• The Effectiveness of Perceptual Training = 256
• Perception, Multiple Syndromes, and Development = 257
• Different Syndromes of MBD Children = 257
• Age-Related Deficiencies or Lags = 259
• Needed : New Approaches to the Study of Perceptual Dysfunction = 260
• Definition of Perception = 260
• Perception and Interacting Systems = 260
• Perceptual-Motor Tasks and lnteracting Systems = 262
• Perception and the Development of Directed Action = 264
• Perception and Reading = 264
• Perceptual Modes of Thought = 266
• 12. Effects of MBD on Learning, Intellective Functions, and Achievement / Ellen D. Rie = 272
• Introductory Comments = 272
• Rationale = 273
• Etiological Considerations = 275
• Historical Thrust = 275
• Diagnostic Issues = 276
• Hyperactivity and MBD = 277
• Distinction Among the Three Constructs = 277
• Learning = 278
• Intelligence = 280
• Level of WISC Performance = 281
• Pattern of WISC Performance = 288
• WISC Variation = 289
• Intelligence and Sensory Processing = 290
• Intelligence and the Cortex = 290
• Special Considerations = 291
• Achievement = 292
• Review of Pertinent Literature = 293
• Overview = 294
• 13. Developmental Language Disorders / Paul S. Weiner = 298
• Introduction = 298
• The Nature of Language Disorders = 299
• Structural Deficits (Delay or Deviance) = 300
• The Unity of Language Disorders = 301
• The Classification of Language Disorders = 302
• Duration = 303
• Deficits of Function = 303
• The Causes of Language Disorders = 305
• Biological Factors = 305
• Environmental Factors = 306
• Perceptual Factors = 307
• Hearing = 309
• Cognitive Factors = 309
• Consequences of Developmental Language Disorders = 311
• Language Disorders and Thought = 311
• Language Disorders and Reading = 312
• Language Disorders and Social-Emotional Adjustment = 313
• Discussion = 315
• 14. Personality and Behavior / Kenneth Berry ; Valerie J. Cook = 324
• Emotional Stability = 326
• Self-Control = 327
• Reflection-Impulsivity = 327
• Distractibility = 328
• Social Behavior = 333
• Aggression = 333
• Antisocial Behavior = 334
• Other Characteristics = 336
• Need Achievement = 336
• Anxiousness-Fearfulness = 337
• Poor Self-Concept = 337
• Discussion = 338
• PART Ⅵ EVALUATION OF MINIMAL BRAIN DYSFUNCTIONS = 345
• 15. MBD : Critical Diagnostic Issues / Gabrielle Weiss = 347
• Introduction : Have We Been "Counting Jars of Raspberry Jam"? = 347
• Historical Aspects : A Series of Illogical Conclusions = 348
• Problems of Diagnosis = 351
• Conceptual Problems = 351
• Conclusions : The Application of a Biopsychosocial Model for Understanding MBD children = 355
• 16. Psychological and Psychoeducational Assessment Techniques / Theodore H. Wohl = 362
• Diagnostic Considerations = 363
• Education and Special Education = 365
• Clinical Methodology = 365
• Formal Standardized Methods = 366
• Illustrative Findings = 371
• Psychoeducational Assessment Contributions of Academe = 372
• Projective and Psychodynamic Assessment = 375
• Behaviorism and Task Analysis = 379
• Summary = 382
• 17. Medical and Neurological Differential Diagnosis / Richard J. Schain = 388
• Brain-Damage Behavioral Syndromes = 388
• Low Birth Weight = 389
• Birth Injuries = 389
• Postencephalitic and Posttraumatic Syndromes = 390
• Lead Poisoning = 391
• Other Causes of Brain Damage = 391
• Seizure Disorders = 391
• Mental Retardation = 393
• Cerebral Palsy = 394
• Definition and Manifestations = 394
• Ocular, Auditory, and Speech Disorders = 397
• Ocular Disorders = 397
• Auditory Disorders = 397
• Progressive Neurological or Metabolic Disorders = 398
• Degenerative Brain Disorders = 398
• Hyperthyroidism = 401
• Childhood Psychosis = 401
• Developmental Hyperactivity = 402
• Summary = 403
• 18. Other Assessment Techniques / Theodore H. Wohl = 407
• Diagnostic Considerations = 408
• Brain and Behavioral Relationships : Neuropsychological Procedures = 409
• Brain Function and Dysfunction = 410
• Measurement Techniques = 413
• Representative Studies = 416
• Language = 419
• The Porch Index of Communicative Ability(PICA) = 421
• The Minnesota Test for Differential Diagnosis of Aphasia = 421
• Sensory-Motor Integration and Developmental Patterning = 423
• Summary = 427
• PART Ⅶ RELATIONSHIP OF MBD TO OTHER CONCEPTS OF DYSFUNCTION = 435
• 19. Hyperactivity / Thomas J. Kenny = 437
• The Neurologic Tradition in Hyperkinesis = 438
• Brain Damage versus Brain Dysfunction = 439
• Hyperkinesis as a Syndrome = 440
• The Evaluation of the Hyperactive Child = 442
• The Neurologic Examination = 442
• The Electroencephalogram = 444
• The Medical History = 445
• Psychological Assessment = 445
• Educational Assessment = 447
• A Multifactorial Approach to Hyperkinesis = 448
• The Interactive Model = 451
• Needed Research = 452
• 20. Learning Disorders / Tanis Bryan and James H. Bryan = 456
• Introduction = 456
• Historical Influences = 457
• Models of Learning Disorders = 458
• The Medical Model = 459
• The Education Model = 4
• Defining Learning Disabilities = 460
• Federal Guidelines for Definitions = 461
• Review of Related Research = 462
• Methodological Problems in Learning-Disabilities Research = 463
• Information Processing = 464
• Attention = 464
• Auditory Perception and Information Processing = 466
• Visual Perception and Information Processing = 468
• Cross-Modal Information Processing = 470
• Language Deficits = 472
• Hyperactivity = 474
• Social Relationships = 476
• Summary, Opinions, and Speculations = 477
• 21. Emotional Disorders / S. Thomas Cummings ; D. Craig Finger = 483
• Introduction = 483
• Emotional Disorders of Children : An Overview = 483
• Incidence and Prevalence of Children's Emotional Disorders = 484
• Classification of Children's Emotional Disorders = 485
• Patterns of Variation In Two Ego Functions in Emotional Disorders = 486
• Genesis of Children's Emotional Disorders : Constructs, Determinants, Models, Caveats = 487
• Developmental Stage Concepts = 487
• Relevant Environmental Determinants = 488
• Models for Conceptualizing Effects = 488
• Developmental Caveats = 489
• Psychoneuroses in Children(Internalization Disorders) = 490
• Neurotic Trait Reactions = 491
• Neurotic Syndromes = 491
• Neurotic Personality Patterns = 496
• Symptomatology Common to Neuroses and MBD = 497
• Conduct Disorders in Children(Externalization Disorders) = 499
• Conduct Disorder, Aggressive Type = 499
• Conduct Disorder, Unaggressive Type = 500
• Other Conduct Disorders = 501
• The Genesis of Externalization Behaviors and Disorders = 502
• Symptomatology Common to Conduct Disorders and MBD = 505
• Childhood Psychoses （Reality Testing Disorders） = 506
• Early Infantile Autism = 507
• Symbiotic Psychosis = 509
• Childhood Schizophrenia = 509
• Symptomatology Common to Childhood Psychoses and MBD = 511
• The Problem of Differential Diagnosis : Asking the Right Questions = 511
• MBD or Emotional Disorder? = 511
• Towards A Realistic Model of Effects = 513
• Asking the Right Questions = 515
• 22. Developmental Variations in Relation to Minimal Brain Dysfunction / Ronald S. Illingworth = 522
• Developmental Variations and Minimal Brain Dysfunction = 522
• Relevant Prenatal and Perinatal Factors = 523
• Low Birth Weight = 523
• Anoxia = 528
• Birth Injury = 528
• Neonatal Convulsions = 529
• Hypoglycemia = 530
• Postmaturity = 530
• Infant-Mother Bonding = 530
• Some Postnatal Factors = 531
• The Quality of the Home : Environmental Factors, Nutrition = 531
• The Sensitive or Critical Period = 532
• Biochemical Factors = 533
• The Relationship of Certain Handicaps to Developmental Delay = 534
• Developmental Delays = 535
• General Retardation = 535
• Cerebral Palsy = 537
• Sucking and Swallowing Delays : Dysphagia in the Newborn = 539
• Delayed Smiling = 540
• Delayed Visual Maturation = 541
• Blindness = 542
• Delayed Auditory Maturation = 543
• Delay in Gross Motor Development - Sitting and Walking = 543
• Hypotonia = 545
• Delayed Sphincter Control = 545
• Speech Delay = 546
• Delay in Other Fields = 548
• Retardation in More than One Field of Development = 549
• Minimal Brain Dysfunction = 549
• Overactivity = 549
• Clumsiness = 551
• Defective Concentration and Day-Dreaming = 553
• Delayed Reading and Other Learning Problems = 553
• Some Other Symptoms of the MBD Syndrome = 555
• Discussion = 556
• PART Ⅷ INTERVENTION = 567
• 23. Educational Intervention / Selma G. Sapir = 569
• Current Trends in MBD Educational Programs = 572
• The Clinical-Diagnostic Teaching Model = 578
• 24. Drugs and Medical Intervention / Dennis P. Cantwell = 590
• Introduction = 590
• The Medical Model in Psychiatric Disorders of Childhood = 590
• A Medical Model for Clinical and Investigative Work with the Psychiatric Disorders of Childhood = 591
• Clinical Description = 591
• Physical and Neurologic Factors = 591
• Laboratory Studies = 592
• Family Studies = 592
• Longitudinal Natural History Studies = 592
• Treatment Studies = 592
• Application of the Medical Model to the MBD Syndrome = 592
• Clinical Picture = 592
• Natural History of the ADDH Syndrome = 595
• Treatment Studies = 596
• Clinical Predictors = 598
• Physical and Neurologic Predictors = 599
• Laboratory Predictors = 600
• The Role of the Physician with the ADDH Child = 604
• Summary and Conclusions = 611
• 25. Psychological and Environmental Intervention : Toward Social Competence / Donald K. Routh ; Gary B. Mesibov = 618
• Follow-Up Studies = 618
• Hyperactive Children = 619
• Reading Disability = 619
• Arithmetic Disabilities = 620
• Visual-Motor Problems = 620
• Deficits in Fine Motor Skills = 620
• Speech and Language Problems = 621
• Summary = 621
• Social Competence = 622
• Intelligence versus Skill Deficits = 622
• Responsible Behavior versus Conduct Problems and Social Participation versus Personality Problems = 622
• Application of Social Competence Concepts to MBD = 626
• Intelligence versus Skill Deficits = 626
• Responsible Behavior versus Conduct Problems = 626
• Social Participation versus Personality Problems = 626
• Psychological Intervention : Behavior Modification = 626
• Out-of-Seat Behavior = 627
• Disruptive Behavior in the Classroom = 627
• Attention or On-Task Behavior = 629
• Impulsiveness = 629
• Performance on Academic Tasks = 630
• Generalization of Treatment Effects across Responses = 631
• Behavior Modification By Parents = 632
• What Types of Reinforcement and Punishment Should Be Used? = 633
• Summary = 636
• Environmental Intervention = 637
• The Over-Stimulation Hypothesis = 637
• The Under-Stimulation Hypothesis = 637
• Reconciling Opposites = 638
• Structure versus Openness in the Classroom = 638
• Parent Counseling = 639
• 26. Coordinating Multiple Interventions / Thomas J. Kenny ; Aden Burka = 645
• Diagnosis versus Intervention = 646
• Medical Management = 647
• Physiotherapy and Occupational Therapy = 649
• Psychotherapy with MBD Children = 650
• Behavior Therapy = 650
• Parent Counseling-Parent Training = 651
• Group Therapy and Recreational Therapy = 652
• Family Therapy = 652
• Educational Interventions = 653
• The Multidisciplinary Approach = 654
• Training the Intervention Coordinator = 655
• Medical Professionals = 656
• Psychology and Social Work = 657
• Educationally Related Specialists = 659
• Factors Affecting Coordination = 661
• An Overview of the Problem = 662
• PART Ⅸ RESEARCH METHODS AND PROBLEMS = 667
• 27. Minimal Brain Dysfunctions : An Appraisal of Research Concepts and Methods / Paul Satz ; Jack M. Fletcher = 669
• MBD : Myth or Fact? = 670
• Hyperactivity／Learning Disabilities = 675
• Definition Problems = 675
• Maturation Problems = 678
• Neurological Studies = 679
• Electrophysiological Studies = 681
• Critique of Neurological and Electrophysiological Studies = 682
• Reading and Learning Disabilities = 685
• Definition and Epidemiology = 685
• Major Research Thrusts = 687
• Conclusions : Developmental Change = 700
• Future Directions For Research : A Summary = 702
• Single Syndrome Paradigm = 702
• Making Inferences and Building Theories = 7O4
• Multiple Syndrome Paradigm = 705
• Author Index = 715
• Subject Index = 735