Born of a “growing frustration over the lack of evidence available to guide interventions for children with disabilities” (p. xiii), this volume was undertaken to address a major gap in the literature. Its editors attempt to end the frustration both for themselves and their colleagues. Moreover, they enlist the aid of well-known figures in neuropsychology to assist them in this effort and contribute some of their own important conceptualizations. The volume is divided into three parts: (I) Overview, (II) Psychological and Social Aspects of Childhood Disability, and (III) Innovative Treatment Strategies. The text is organized well and its clarity and easy to read format makes it ideal for professionals looking for concisely written chapters that highlight current research. Each chapter smoothly transitions to the next despite the broad coverage inherent to the topic of neurodevelopmental disabilities. Excellent use of graphs and charts illustrate central research points, pertinent ideas, and core treatment elements. Although one might expect a neurodevelopmental disabilities text to focus primarily on children and the significant impact on the family system, this volume does not neglect the impact of these disabilities in adults.
In Part II, Chapter 2, Traumatic Brain Injury, Donders addresses the criticism that neuropsychological assessment does not adequately assess “real life” social outcomes (i.e., the ecological validity of our assessments) and discusses measures developed to dispel this opinion while also addressing myths about neurodevelopmental recovery and age of onset of disability or injury. His recommendations intended to improve the quality of a neuropsychological evaluation are especially worthwhile. A similar pattern emerges throughout the volume (i.e., each author clearly explaining current practices), current theory related to the respective disability they are covering, current research, and the limitations of the aforementioned while making suggestions to improve or resolve those limitations. Subsequent chapters in Part II cover spinal cord injury (Anderson and Vogel), early medical risks (Aylward), physical impairments (Warschausky), chronic illness (Brown), hearing impairment (Hauser et al.), and visual impairment (Hunter et al.).
In Part III, Innovative Treatment Strategies, a number of cogent comments are made. Naar-King and Donders write in Chapter 9, Pediatric Family-Centered Rehabilitation, “rather than blaming or excluding family members, health care professionals need to explore all factors that reduce the efficacy and efficiency of the rehabilitation process, and address barriers that prevent family members from being active team members” (p. 165). In Chapter 11, Cognitive and Behavioral Rehabilitation, Butler, writes that “while directly applying adult methods and techniques to the pediatric population is an inherently risky process … many can be used with children and adolescents” (p. 189). In Chapter 12, Students with Acquired Brain Injury, Hibbard et al. recommend frequent “re-assessment that includes both standardized and informal qualitative assessment” (p. 214) instead of the typical practice of one evaluation at re-entry into the academic system or soon after injury. They include a table with detailed, researched based instructional strategies for students with acquired brain injury. Farmer and Drewel in Chapter 15, Systems Interventions for Comprehensive Care, suggest that psychologists “must consider expanding the scope of their intervention paradigms to include strategies that modify contextual barriers to care” (p. 281). There are also important chapters devoted to interventions that support families (Wade), social integration (Thomas and Warschausky), interventions for children with autism (Clark et al.), and cultural perspectives (Echemendia and Westerveld). Readers will especially appreciate the tables in Part III that provide useful reminders of key factors related to various recommended treatments.
Readers will find the overview afforded by this volume very informative, especially those who more rarely encounter individuals with these disabilities in their own practice. Professionals with limited knowledge of the particular condition are likely to gain greater insight about the patient's perspective as the authors discuss the etiology of each disability, its effects on the individual, and its effects on the family. For example, an adolescent with spinal cord injury may wrestle with independence versus dependence issues when confronted with toileting and/or self-care needs, and these may secondarily impact the individual's self-concept and adjustment, performance on assessment measures, and treatment compliance. Such specific insights were particularly valuable and should enable the clinician to devise more appropriate and beneficial treatment recommendations for individuals and additionally aid and benefit their caregivers with greater sensitivity to the wide-ranging problems that will be encountered. Although more seasoned professionals may find the text somewhat cursory, each chapter's references will help one delve deeper into relevant subject matter. The text also provides important insights into health care integration patterns with regard to treatment planning and recommendations.
As Baron points out in Chapter 17, Epilogue, neurodevelopmental disabilities encompass a broad range of conditions. Consequently, as this volume makes clear, it can be difficult to tease apart the symptoms of specific neurodevelopmental disorders from those of other associated conditions and subsequently derive appropriate and specific treatment plans while also monitoring the efficacy of those plans. Additionally, the manifestations of these disabilities are as varied as the individuals who have them, a further complication. A recurring theme in Treating Neurodevelopmental Disabilities is that our methods must be broader than merely standardized assessments and our treatment plans must also necessarily be more inclusive of other systems (e.g., family, school, and medical). The axiom “none of us is an island unto ourselves” is never more applicable than with children and adolescents who must depend on caregivers and face the challenge of their disability along with the challenges associated with normal social, emotional, and cognitive development.
In summary, the preface of this volume promises readers a comprehensive, practical, evidence-based text on neurodevelopmental disabilities. It delivers what it promises. This volume challenges readers to think outside the box regarding evaluation and treatment. Specifically, the authors challenge readers to expand their concept of the neuropsychologist's role in integrated care from the time of injury to recovery and onward. The book provides essential information on many of the most common neurodevelopmental disorders and illnesses, current research in these specific areas, and comprehensive treatment and assessment strategies. Most of all, it challenges practitioners to consider their patients in a broader context of school, medical, and social (family and peer group) systems with regard to evaluation and treatment—an integrated or multi-system approach to care. The concise chapters facilitate easy use of this text both for the very experienced professional and for early career professionals or paraprofessionals. The merit of this book exceeds the monetary value placed upon it. You will find yourself referring to it often in the course of your practice. It will not collect dust on your bookshelf.
