Children with Disabilities / Edition 8

by Mark Batshaw

Overview

Explore what's new in the new edition!

Trusted for four decades by university faculty and relied on by thousands of professionals from diverse fields, Children with Disabilities is the gold-standard text on working effectively with children and families. Now this authoritative resource is in its eighth edition, enhanced with new chapters on critical topics, the latest evidence-based practices, updated instructor materials, and guidance on working with a wide range of professionals to address every aspect of child health and well-being.

Spearheaded by senior editor Mark Batshaw, M.D., Chief Academic Officer at Children's National Health System, this new edition is an unparalleled compendium of information about developmental, clinical, family, education, and intervention issues, from birth through adolescence. Every chapter has been meticulously peer-reviewed, and content has been updated throughout to reflect important new research and developments in diverse fields. Comprehensive coverage of contemporary issues makes this volume an indispensable reference for practicing professionals, and the student-friendly features and multimedia instructor materials make it the ultimate textbook for courses on disability.

A treasury of essential knowledge from a who's who of today's leading experts and innovators, Children with Disabilities is a cornerstone resource that professionals will use year after year to support their important work and ensure that every child and family thrives.

WHAT'S NEW

• Expanded focus on interdisciplinary care, including practical guidance on how professionals from different fields can effectively collaborate
• New chapters on key topics: sleep disorders, assessment of physical disabilities, the senses, rehabilitative services, interdisciplinary care, the role of medication, and the effect of health care disparities on child outcomes
• New Evidence-Based Practice boxes throughout the text, for easy review of recent studies and recommended practices
• Updated nomenclature based on new developments in the field and recommendations from respected organizations

STUDENT-FRIENDLY FEATURES: Students will benefit from chapter overviews, a helpful glossary, case studies that bring key concepts to life, thought questions, a test bank with more than 200 questions for faculty members, resource lists for further reading, and 200] downloadable illustrations. And with the complete package of multimedia instructor materials, instructors will use this textbook effectively in their courses and prepare students for years of successful practice.

Explore what's new in the new edition!

Product Details

ISBN-13:	9781681253206
Publisher:	Brookes Publishing
Publication date:	03/01/2019
Edition description:	8th ed.
Pages:	1000
Product dimensions:	8.80(w) x 11.00(h) x 1.90(d)

About the Author

Mark L. Batshaw, M.D., is currently the "Fight for Children" Chair of Academic Medicine and Chief Academic Officer at the Children's National Medical Center (CNMC) in Washington, D.C., and serves as Professor and Chairman of Pediatrics and Associate Dean for Academic Affairs at The George Washington University School of Medicine and Health Sciences in Washington, D.C. Dr. Batshaw is also Director of the Children's Research Institute at CNMC. Dr. Batshaw is a board-certified neurodevelopmental pediatrician who has treated children with developmental disabilities for more than 25 years. Before moving to Washington in 1998, he was Physician-in-Chief of Children's Seashore House, the child development and rehabilitation institute of The Children's Hospital of Philadelphia, and held the W.T. Grant Chair in Child Development at the University of Pennsylvania School of Medicine. Dr. Batshaw is a graduate of the University of Pennsylvania and of the University of Chicago Pritzker School of Medicine. Following pediatric residency in his native Canada at the Hospital for Sick Children in Toronto, he completed a fellowship in developmental pediatrics at the Kennedy Institute (now called the Kennedy Krieger Institute) and The Johns Hopkins Medical Institutions in Baltimore.

He remained a professor at Johns Hopkins for 13 years and won the prestigious Alexander Schaffer teaching award while there. A Joseph P. Kennedy, Jr., Scholar and recipient of major grants from the March of Dimes Birth Defects Foundation and the National Institutes of Health (NIH), Dr. Batshaw is director of the NIH-funded Mental Retardation and Developmental Disabilities Research Center at CNMC and continues to pursue his research on innovative treatments for inborn errors of metabolism, including gene therapy. Dr. Batshaw has published more than 130 articles, chapters, and reviews on his research interests and on the medical aspects of the care of children with disabilities. Dr. Batshaw was the founding editor in chief (1995 - 2001) of the journal Mental Retardation and Developmental Disabilities Research Reviews. He is also the editor of When Your Child Has a Disability: The Complete Sourcebook of Daily and Medical Care, Revised Edition (Paul H. Brookes Publishing Co., 2001), and Handbook of Developmental Disabilities (co-edited with Kurtz, Dowrick, & Levy; Aspen Publishers, 1996). Dr. Batshaw is a Fellow of the American Academy of Pediatrics and is a member of the American Pediatric Society, the Society for Inherited Metabolic Disorders, the Society for Pediatric Research, and the Society for Developmental Pediatrics. Dr. Batshaw's investment in the well-being of children was first sparked by his parents, both of whom were social workers; his father was involved in modernizing the juvenile justice system in Quebec. Dr. Batshaw's wife, Karen, is a social worker in the field of international adoptions. His children also continue this legacy of making a difference: His daughter, Elissa, is a special education teacher and co-authored the chapter on special education in this edition of Children with Disabilities; his son Michael is a social worker; and his younger son, Drew, has overcome the challenges of attention-deficit/hyperactivity disorder to graduate from Vassar College and enter business school.

Nancy J. Roizen, M.D., is the Chief of the Division of Developmental-Behavioral Pediatrics and Psychology at University Hospital of Cleveland's Rainbow Babies and Children's Hospital in Cleveland. She is certified in neurodevelopmental disabilities and developmental-behavioral pediatrics.
Dr. Roizen received her B.S. and M.D. degrees from Tufts University. After completing an internship in pediatrics at Massachusetts General Hospital, she did a residency in pediatrics at The Johnâ (TM)s Hopkins Hospital. Her fellowships were in neurodevelopmental disabilities at the Kennedy Krieger Institute and in developmental and behavioral pediatrics at University of California, San Francisco. She was then a staff physician at the Child Development Center at Oakland Childrenâ (TM)s Hospital for 8 years followed by 16 years as Chief of the Section of Developmental Pediatrics at University of Chicago. Next, at SUNY Upstate Medical University, she was the Vice-Chair for Education for the Department of Pediatrics and Chief of the Division of Neurosciences for 4 years. Next stop was the Cleveland Clinic where she was the Chief of the Department of Developmental Pediatrics, and Physiatry for 2 years. Dr. Roizen has published 125 articles, books, reviews, and chapters on research and the clinical aspects of children with developmental disabilities including those with Down syndrome, toxoplasmosis, and velocardiofacial syndrome.

Louis Pellegrino, M.D., is a pediatrician who completed subspecialty training in Neurodevelopmental Pediatrics at the University of Rochester, New York. Following his fellowship training, he joined the faculty at the University of Pennsylvania School of Medicine as an assistant professor and was Medical Director of the Cerebral Palsy Program at The Children's Hospital of Philadelphia and Children's Seashore House. He is now Assistant Professor of Clinical Pediatrics at the University of Medicine and Dentistry of New Jersey, Robert Wood Johnson Medical School. He has written extensively on the subject of cerebral palsy and maintains cerebral palsy as a primary focus in his clinical, teaching, and academic pursuits, working in a variety of medical and educational settings in collaboration with many different professionals who devote themselves to the care of children with developmental disabilities. Dr. Pellegrino is board-certified in pediatrics and is a fellow of the American Academy of Pediatrics. He is a member of the American Academy of Pediatrics, the American Academy of Cerebral Palsy and Developmental Medicine, and the Society for Developmental Pediatrics. He lives in Hillsborough, New Jersey with his wife, Joan, and daughter, Elizabeth.

Virginia W. Berninger, Ph.D., Dr. Berninger received her Ph.D. in psychology at Johns Hopkins University and has had a career informed both by translation science (bridging basic research and application to practice) and interdisciplinary contributions to assessment, diagnosis, and treatment, including instruction. As a professor at the University of Washington, Dr. Berninger has been the principal investigator of research grants on typical and disabled language learning funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development and also the co-investigator of a research grant on math development and instruction funded by the U.S. Department of Education. This interdisciplinary research has been informed by Dr. Berninger's prior teaching experience (in urban, suburban, and rural settings in general and special education and at the elementary and secondary levels); training in clinical psychology and experience as a licensed psychologist (in assessment of developmental and learning disabilities); and ongoing consultation with schools, teachers, and parents for more than 30 years. Her current efforts focus on evidence-based, treatment-relevant differential diagnosis of specific learning disabilities and professional development for teachers and other professionals in schools and outside schools who influence school practices.

Laura Gutermuth Anthony, Ph.D., is a psychologist and a Professor in the Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Colorado School of Medicine, and Children's Hospital of Colorado. Dr. Anthony completed a dual degree doctoral program in clinical and developmental psychology at the University of Illinois, Chicago, in 1997. She has focused most of her research and clinical work on children with neurodevelopmental disabilities and authored o coauthored more than 75 publications. She has also received or participated in 32 externally funded research grants. She has specialized training and research experience using Community Based Participatory Research (CBPR) methods and partnerships to develop interventions, contextualize and disseminate results and implement findings in the community. In 2021, she was appointed the inaugural Director of Research for Child and Adolescent Mental Health at the University of Colorado.

Larry W. Desch, M.D., FAAP, directs both the clinical and educational aspects of developmental pediatrics at Hope Children's Hospital, a major teaching affiliate of the University of Illinois College of Medicine, Department of Pediatrics. He completed his fellowship training in developmental disabilities at the University of Kansas Medical School and did postfellowship work for 3 years with Drs. Al Healy, Mark Wolraich, and James Blackman at the University of Iowa. Since then, Dr. Desch has served on the faculties of the University of Missouri and University of Wisconsin medical schools. He is a clinical associate professor at the University of Illinois-Chicago College of Medicine. Over the years, Dr. Desch has also assisted various state agencies that deal with children with a wide spectrum of disabilities and has served on a number of advisory boards and committees for children with disabilities of state chapters of the American Academy of Pediatrics (AAP) (including as a past chair of the committee in Missouri). He is also active in a number of national academic and professional organizations, including the AAP (the Section on Developmental and Behavioral Pediatrics and the Section on Children with Disabilities), the Society for Developmental Pediatrics, the Ambulatory Pediatrics Association, and the Midwest Society for Pediatric Research. Within the American Academy for Cerebral Palsy and Developmental Medicine, Dr. Desch serves as chair of the Continuing Education Committee.

Barbara L. Ekelman, Ph.D., CCC-SLP is a speech-language pathologist and learning specialist in private practice, adjunct associate professor in the Department of Psychological Sciences and clinical associate professor in the Department of Pediatrics, School of Medicine, Case Western Reserve University (CWRU). She established the school-aged language and literacy course at CWRU and continues to teach this graduate-level class. Dr. Ekelman has 30+ years of clinical and research experience in childhood, adolescent, and adult language and learning disorders. She has designed research, presented papers, and published articles in the areas of language-learning disabilities, childhood stroke, attention deficit hyperactivity disorder (ADHD), autism (hyperlexia), dyslexia, and developmental apraxia. Since 1993, she has developed and administered kindergarten screenings. Her screenings identify language and learning profiles that help guide classroom instruction and support early intervention. She serves on the advisory board for the Early Intervention Related Services Training Program at CWRU, which is funded by the Department of Education.

Lauren Kenworthy, Ph.D., is Professor of Neurology, Pediatrics, and Psychiatry at the George Washington University School of Medicine, Associate Chief of the Neuropsychology Division and Director of the Center for Autism Spectrum Disorders at Children's National Health System. Dr. Kenworthy received her bachelor of arts degree from Yale University and her doctoral degree from the University of Maryland. Her research interests are in describing, supporting and treating neuropsychological phenotypes in autism. She is the author of more than 85 peer-reviewed publications, three treatment manuals, and a coauthor of the Behavior Rating Inventory of Executive Function. She has participated in more than 25 funded research projects related to executive function, treatment evaluation and child development.

Cara E. Pugliese, Ph.D., is an Assistant Professor of Psychiatry, Behavioral Sciences, and Pediatrics at the George Washington University Medical School, and clinical psychologist at the Center for Autism Spectrum Disorders at Children's National Hospital. Dr. Pugliese received her bachelor of arts degree from the University of Richmond and her doctoral degree from Virginia Polytechnic Institute and State University. Dr. Pugliese specializes in the assessment and treatment of children and adolescents with autism spectrum disorders (ASD), with an emphasis on transition to adulthood. Her research interests include the development, evaluation, implementation, and dissemination of evidence-based interventions into community settings to reduce disparities in access to care and improve quality of life for autistic individuals. In this context, she values community-based participatory research methods and stakeholder partnerships to ensure that interventions are relevant, strengths-based, and engaging. Dr. Pugliese has authored or co-authored more than 20 publications and received or participated in 10 externally funded research grants.

Bruce K. Shapiro, M.D., is Professor of Pediatrics, The Johns Hopkins University School of Medicine, The Arnold J. Capute, M.D., M.P.H. Chair in Neurodevelopmental Disabilities, and Vice President of Training, The Kennedy Krieger Institute, Baltimore, Maryland.

Read an Excerpt

Download
The full resource guide from Children with Disabilities, Seventh Edition

Table of Contents

About the Online Companion Materials
Online Companion Materials for Faculty
About the Editors
Contributors
A Personal Note to the Reader
Preface
Acknowledgments
Letters from Andrew Batshaw

I As Life Begins

• 1 The Genetics Underlying Developmental Disabilities
  Mark L. Batshaw, Eyby Leon, and Monisha S. Kisling Genetic Disorders
• 2 Environmental Exposures
  Shruti N. Tewar
• 3 Birth Defects and Prenatal Diagnosis
  Rhonda L. Schonberg and Margaret B. Menzel
• 4 Newborn Screening
  Joan E. Pellegrino
• 5 Premature and Small-for-Date Infants
  Khodayar Rais-Bahrami and Billie Lou Short


II The Child's Body: Physiology


• 6 Fetal Development
  Nickie N. Andescavage
• 7 The Senses: The World We See, Hear, and Feel
  Louis Pellegrino
• 8 The Brain and Nervous System
  Joseph Scafidi and Andrea Gropman
• 9 Muscles, Bones, and Nerves
  Peter B. Kang
• 10 Nutrition
  Lina Diaz-Calderon, Virginia Gebus, and Laurie S. Conklin




III Developmental Assessment


• 11 Child Development
  Louis Pellegrino
• 12 Diagnosing Developmental Disabilities
  Scott M. Myers
• 13 Neuropsychological Assessment
  Lauren Kenworthy and Laura Gutermuth Anthony



IV Developmental Disabilities


• 14 Intellectual Disability
  Bruce K. Shapiro and Mark L. Batshaw
• 15 Down Syndrome and Fragile X Syndrome
  Elizabeth Berry-Kravis, Katherine Myers, and Nancy J. Roizen
• 16 Inborn Errors of Metabolism
  Nicholas Ah Mew, Erin MacLeod, and Mark L. Batshaw
• 17 Speech and Language Disorders
  Barbara L. Ekelman and Barbara A. Lewis
• 18 Autism Spectrum Disorder
  Deborah Potvin and Allison B. Ratto
• 19 Attention-Deficit/Hyperactivity Disorder
  Marianne M. Glanzman and Neelam Kharod Sell
• 20 Specific Learning Disabilities
  Robin P. Church and M.E.B. Lewis
• 21 Cerebral Palsy
  Tara L. Johnson, Eric M. Chin, and Alexander H. Hoon
• 22 Epilepsy
  Tesfaye Getaneh Zelleke, Dewi Frances T. Depositario-Cabacar, and William Davis Gaillard
• 23 Acquired Brain Injury
  Sarah Risen, Scott C. Schultz, and Melissa K. Trovato
• 24 Developmental Disability in Chronic Disease
  Nancy J. Roizen and Catherine Scherer



V Associated Disabilities


• 25 Visual Impairment
  Heather de Beaufort
• 26 Deaf/Hard of Hearing Plus
  Susan E. Wiley
• 27 Behavioral and Psychiatric Disorders
  Adelaide S. Robb and Gabrielle Sky Cardwell
• 28 Sleep Disorders
  Judith Owens and Miriam Weiss
• 29 Feeding and Its Disorders
  Peggy S. Eicher



VI Interventions


• 30 Interdisciplinary Education and Practice
  Lewis H. Margolis and Angela McCaffrey Rosenberg
• 31 Early Intervention Services
  Toby M. Long
• 32 Rehabilitative Services
  Melissa Fleming, Marisa Birkmeier, Mackenzie Brown, Justin M. Burton, Satvika Garg, and Sarah H. Evans
• 33 Special Education Services
  Elissa Batshaw Clair
• 34 Behavioral Therapy
  Henry S. Roane, William E. Sullivan, Brian K. Martens, and Michael E. Kelley
• 35 Oral Health
  Erik Scheifele, Mitali Y. Patel, Anupama Rao Tate, and H. Barry Waldman
• 36 Assistive Technology
  Larry W. Desch
• 37 Family Assistance
  Michaela L. Zajicek-Farber
• 38 Pharmacological Therapy
  Shogo John Miyagi and Johannes N. van den Anker
• 39 Complementary Health Approaches
  Thomas D. Challman



VII Outcomes


• 40 Transition from Adolescence to Adulthood
  Lisa Tuchman and Cara E. Pugliese
• 41 Medical Home and Health Care Systems
  Renee M. Turchi and Angelo P. Giardino
• 42 Racial and Ethnic Disparities
  Olanrewaju O. Falusi, Monika Goyal, Elissa Batshaw Clair, Catherine Larsen Coley, Susan Keller, Mary A. Hadley, and Denice Cora-Bramble


Appendix A Glossary
Appendix B Syndromes and Inborn Errors of Metabolism

• Kara L. Simpson

Appendix C Commonly Used Medications

• Dimitrios A. Savva, Shogo John Miyagi, and Johannes N. van den Anker

Index

Editorial Reviews

Reviewer: Joseph Hageman, MD (Evanston Hospital)
Description: This is the eighth edition of a definitive, comprehensive book about working with children with disabilities.
Purpose: The purpose is to provide a resource for professionals, students, and families caring for children with disabilities.
Audience: The book definitely meets the needs of the intended audience of those caring for these children. The authors and contributors are recognized experts and the book is well organized and well presented.
Features: The book begins by presenting normal embryology and the development of each of the senses. It then presents the approach to the evaluation of development and milestones for clinicians at all levels. The material is well presented, easy to understand, and enjoyable to read. The book then discusses abnormalities involving development and senses. Clinical case scenarios set the stage and the book then takes readers through diagnostic evaluation and therapy.
Assessment: This is a comprehensive, definitive, well-written, clinically relevant reference about children with disabilities meant for students, professionals, and the children's families. This updated edition has excellent clinical case scenarios, well-presented figures and tables, and references. Highly recommended!

Doody's Review Service

With the eighth edition, Children With Disabilities continues to be the one resource you need to understand the topic…[A] veritable encyclopedia in one book.

Robin McWilliam