Textbook of developmental pediatrics
著者
書誌事項
Textbook of developmental pediatrics
Plenum Medical Book Co., c1987
大学図書館所蔵 全10件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographies and index
内容説明・目次
内容説明
Child/adolescent development and behavior have been a traditional "concern" of prima ry health care providers. However, it was not until the mid-1960s that attempts were made to consolidate developmental-behavioral issues into an identifiably distinct fund of medi cal knowledge. During the ensuing two decades, developmental-behavioral pediatrics was recognized as a clinical and research subspecialty, within the framework of compre hensive health care for children. The influence of public advocacy groups, topic-dedicated journals, national professional specialty societies, subject-related continuing education programs, and federal legislation (PL94-142) has served to crystallize developmen tal-behavioral pediatrics as a specialized field of study. As a consequence, during the past ten years significant modifications have restructured medical student and pediatric resi dent education, providing an emphasis on developmental-behavioral issues. The focus on neurodevelopmental, educational, and psychosocial issues reflects changing priorities in traditional health care for children. The postgraduate training of pediatric fellows, in two and three-year training programs, was initiated to accommodate professional manpower needs in both academic and practice settings. Many of the problems in childhood development and behavior frequently span the traditional areas of child neurology, child psychiatry, and general pediatrics. As a result there has been some confusion in demarcating professional responsibilities in diagnosis and management, as well as poorly defined terminology and classification schemas. With the birth of developmental pediatrics as a pediatric specialty, a more cohesive fund of knowledge has been accumulated and more meaningful strategies have beendesigned for prevention, diagnosis, and management.
目次
I. Neurological Aspects of Developmental Pediatrics.- 1. Developmental Disabilities: A Pediatrician’s Perspective.- 2. Cerebral Palsy: History and State of the Art.- 3. Common Neuromotor Disorders.- 4. Common Seizure Disorders.- II. Psychoeducational Aspects of Developmental Pediatrics.- 5. Specific Learning Disabilities and Attention-Deficit Disorder with Hyperactivity.- 6. Dyslexia: An Ophthalmologist’s Perspective.- 7. Learning Disabilities: New Perspectives from an Educational Specialist.- 8. Psychological Testing.- 9. Major Variations in Intelligence.- III. Speech and Language Disorders.- 10. Neurological Correlates of Speech.- 11. Receptive and Expressive Language Disorders.- 12. Overview of Articulation and Fluency Disorders.- 13. Behavioral/Psychiatric Aspects of Children with Speech and Language Disorders.- IV. Behavioral Disorders.- 14. Common Behavioral Disorders of Childhood.- 15. Emotional Disorders of Childhood.- 16. Juvenile Delinquency.- 17. The Hyperactive Child.- V. Office Management of Developmental Disabilities.- 18. Visual Problems in Childhood.- 19. Hearing Problems in Childhood.- 20. Role of the Physician in the School Life of the Child.- 21. Educational Strategies for Children with Developmental Disorders.- 22. Guidelines for Physicians.- 23. Controversial Therapy.- Appendixes.- A. Psychoeducational Testing.- B. Speech/Language and Hearing.- C. The Physician and the School.- D. Learning Disabilities.- E. Behavioral Issues.- F. Syndromes.- G. Office Management of Developmental Disabilities.- H. Controversies in Management.- I. Miscellaneous Information.
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