Movement and Action in Learning and Development: Clinical Implications for Pervasive Developmental Disorders

Hardcover (Print)
Buy New
Buy New from BN.com
$84.84
Used and New from Other Sellers
Used and New from Other Sellers
from $26.45
Usually ships in 1-2 business days
(Save 73%)
Other sellers (Hardcover)
  • All (5) from $26.45   
  • New (3) from $57.75   
  • Used (2) from $26.45   

Overview

This book presents theories and clinical practices for dealing with children diagnosed with pervasive developmental disability or PDD. These are children who have a wide range of disabilities that affect their participation in even the most routine events of daily life, such as eating, dressing, bathing, and so on. Unlike many who are diagnosed with classic autism, however, these children seem to have normal social behavior, normal physical appearance, the ability to learn, hear, see, and move their bodies at will—in other words, none of the well-known reasons that cause autistic and other children to develop differently. These children have the use of all their senses, but their brains are unable to process the information that is fed through them. While much new research is being done in genetics and neurobiology to explain why something in these children has gone fundamentally wrong with their development, clinicians and therapists who deal with them on a daily basis have needed to develop practical therapies based on how the children react to their environments.

Movement and Action in Learning and Development suggests that when therapists plan treatment strategies, children's experiences and interactions with the world should be given the same consideration as the limits of their biological makeups. Too often children diagnosed with PDD are lumped into therapy groups for the classically autistic, where the focus tends to be on the distance senses—hearing and vision. Case studies presented in the first half of the book suggest that for children with PDD, there is a disconnect between the brain and the tactile-kinesthetic senses that involve body movement and physical interaction with the world. Movement, in turn, seems to be connected to perception, interpretation of the world around, and ultimately, the acquisition of knowledge. For children with PDD, "normal" learning seems to be limited not only by their tactile-kinesthetic sense but also by the lack of collaboration between all the senses. The second half of the book demonstrates how these new theories translate into clinical practices.

Audience: Speech-language pathologists, occupational and physical therapists, psychologists, special education teachers, as well as other education and medical professionals who deal with children and adults with pervasive developmental disabilities.

Read More Show Less

Editorial Reviews

From the Publisher
"Strengths include the focus on the integrated learning process and the use of everyday events as training experiences."
-DOODY ENTERPRISES, INC.

"The book provides a perspective that will interest both clinicians and investigators."
—Patricia Broen, Professor Emeritus, University of Minnesota

"This book is a "must read" for clinicians involved in neuro-habilitation and rehabilitation as well as for researchers and theoreticians..."
—Paula A. Square, PhD, Professor, University of Toronto

"This book should be required reading for any professional working with the PDD population."
—Karin Bonfils-Kleinhans, OTR/L, Neuro-Rehab, Grass Valley, California and Sierra Nevada Memorial Hospital Out-Pt Center; Occupational Therapy, Grass Valley, California

"This volume establishes a very beneficial framework of reference..."
—Ami Klin, Harris Associate Professor of Child Psychology and Psychiatry, Yale Child Study Center, Yale University School of Medicine

Doody's Review Service
Reviewer: Patricia Brockman, MD (Ochsner Clinic Foundation)
Description: This book presents a cross-disciplinary perspective on movement and the role it plays in learning and development. Various theoretical perspectives in contemporary developmental psychology are described as well as how they apply to movement-oriented interventions for children with global delays and/or Pervasive Developmental Disorders (PDD).
Purpose: The purpose is to provide a functional theoretical framework to guide the development of effective interventions for children with PDD who present a unique challenge for their parents and the professionals who work with them. This book uses process-oriented theories of development to define how everyday movement and interaction produce important learning experiences for children with PDD.
Audience: This book is designed for academic and clinical professionals who work with children with Pervasive Developmental Disorder (PDD). It documents a year-long course on clinical practice with PDD that included parents and professionals from a number of different disciplines including psychology, special education, physical therapy, occupational therapy, and speech-language therapy.
Features: The first part of this book presents eight theoretical perspectives of development that have evolved from the study of normal development. By combining these views, the author asserts that we can better understand the multifaceted nature of experience and its role in the development of complex behavior. The second part of the book emphasizes the application of these theoretical principles to clinical assessment and interventions. In Part III, the author reviews how these frameworks can be used to challenge current intervention practices and research ideas.
Assessment: To complement the various theoretical perspectives, this book provides detailed descriptions of the GIT (Guided Interaction Therapy) and PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets), two systems-oriented interventions for children and adults with PDD and other nonverbal and verbal disorders. These system-based approaches differ from more traditional interventions used for children with developmental delays and disorders in terms of their focus on the learning process and the sensory experiences used to achieving the desired learning outcomes. This book would be most useful to allied health professionals, particularly occupational therapists and speech therapists, in their work with nontraditional learners, such as children and adults with PDD. Strengths include the focus on the integrated learning process and the use of everyday events as training experiences. A major weakness is the lack of empirical support to predict which touch and movement experiences are most favorable to stimulate nonverbal and verbal development.
From The Critics
Reviewer: Patricia Brockman, MD(Ochsner Clinic Foundation)
Description: This book presents a cross-disciplinary perspective on movement and the role it plays in learning and development. Various theoretical perspectives in contemporary developmental psychology are described as well as how they apply to movement-oriented interventions for children with global delays and/or Pervasive Developmental Disorders (PDD).
Purpose: The purpose is to provide a functional theoretical framework to guide the development of effective interventions for children with PDD who present a unique challenge for their parents and the professionals who work with them. This book uses process-oriented theories of development to define how everyday movement and interaction produce important learning experiences for children with PDD.
Audience: This book is designed for academic and clinical professionals who work with children with Pervasive Developmental Disorder (PDD). It documents a year-long course on clinical practice with PDD that included parents and professionals from a number of different disciplines including psychology, special education, physical therapy, occupational therapy, and speech-language therapy.
Features: The first part of this book presents eight theoretical perspectives of development that have evolved from the study of normal development. By combining these views, the author asserts that we can better understand the multifaceted nature of experience and its role in the development of complex behavior. The second part of the book emphasizes the application of these theoretical principles to clinical assessment and interventions. In Part III, the author reviews how these frameworks can be used to challenge current intervention practices and research ideas.
Assessment: "To complement the various theoretical perspectives, this book provides detailed descriptions of the GIT (Guided Interaction Therapy) and PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets), two systems-oriented interventions for children and adults with PDD and other nonverbal and verbal disorders. These system-based approaches differ from more traditional interventions used for children with developmental delays and disorders in terms of their focus on the learning process and the sensory experiences used to achieving the desired learning outcomes. This book would be most useful to allied health professionals, particularly occupational therapists and speech therapists, in their work with nontraditional learners, such as children and adults with PDD. Strengths include the focus on the integrated learning process and the use of everyday events as training experiences. A major weakness is the lack of empirical support to predict which touch and movement experiences are most favorable to stimulate nonverbal and verbal development. "

3 Stars from Doody
Read More Show Less

Product Details

  • ISBN-13: 9780126718607
  • Publisher: Elsevier Science
  • Publication date: 8/27/2004
  • Edition description: New Edition
  • Pages: 400
  • Product dimensions: 6.00 (w) x 9.00 (h) x 1.00 (d)

Meet the Author

Ida J. Stockman, Ph.D., is a professor in the Department of Audiology & Speech Sciences at Michigan State Univeristy. She is a certified speech-language pathologist and Fellow of the American Speech-Language-Hearing Association. She has been affiliated with the Affolter clinical research team since the early 70's. The Michigan State University Symposium on Movement and Action in 1995-96 were among the professional service contributions that led to Distinguished faculty awards from Michigan State University and the Michigan Association for Governing Boards of Institutions of Higher Learning.

Read More Show Less

Table of Contents

Introductory Commentary: A Theoretical Frameworks for Intervention with Pervasive Developmental Disorders. Interrelation of Action, Perception, and Cognition in Development: An Historical Perspective. The Central Role of Action in Typical and Atypical Development. Plasticity of Somatosensory and Motor Systems in Developing and Mature Primate Brains. Constructive Manipulatory Action and the Origin of Cognition in Human and Nonhuman Primates. The Event Basis of Conceptual and Language Development. The Integration of Expression into the Stream of Everyday Activity. From Action to Interaction as Primary Root of Development. Guided Interaction Therapy: Principles of Clinical Intervention. PROMPT: A Tactually Grounded Treatment Approach to Speech Production Disorders. The Multiple Faces of Clinical Efficacy. Potential Challenges to Clinical Practices and Research.

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)