It is often difficult to decide whether a preschool child who does not communicate effectively has a developmental disorder limited to language, has behaviours that indicate autism with or without mental deficiency, or across-the-board mental deficiency without autistic features. All of these disorders denote abnormal brain development, but standard medical and neurologic examinations and tests such as brain imaging, EEGs, chromosome and chemical tests rarely provide an answer. Careful attention to the child’s language and behaviour, ability to play creatively, and analysis of neuropsychologic tests and language are much more informative for arriving at a correct diagnosis. This is one of the largest multidisciplinary studies which has considered the problem of making a diagnosis among these often confusing and difficult to test young children and considers explicitly the practical consequences of using different criteria for making a diagnosis.
Clinics in Developmental Medicine No. 139
1. Introduction to the study – R. Morris, and I. Rapin.
2. Classification of developmental language disorders – N. Hall, and D. M. Aram.
3. Classification of autistic disorders – L. Waterhouse.
4. Methodology R. Morris; 5. Historical data I. Rapin.
6. Neurological examination – I. Rapin.
7. Neuropsychologic and language data – D. Fein, and M. Dunn.
8. Behavioural data – L. Waterhouse, and D. A. Allen.
9. Play – L. Wainwright, and D. Fein.
10. Classification issues – I. Rapin.
11. Overview and conclusions – D. Fein.
'This is truly a state-of-the-art reference with a level of detail not found elsewhere. The book would be an invaluable addition to the library of those researching children's language disorders.'
Elizabeth Burroughs, PhD, Bowling Green State University
'Provides a wealth of information to guide evaluation and proper diagnosis.'
Journal of Pediatric Nursing
'Highly recommended for all academic professionals involved in evaluation of children with delayed or deviant communication. It is 'a must' for clinical researchers in the field. I think it will prove to be one of the highlights in the 'red series'. '
Peder Rasmussen, European Child and Adolescent Psychiatry
'The authors have done an excellent job of presenting the results from a complex project, providing cogent summaries of the findings in each area of analysis, and interpreting the implications of the findings for clinical evaluation and intervention.'
Linda R. Watson, Physical and Occupational Therapy in Pediatrics
'While the monograph raised some very interesting aetiological questions and discussions regarding proposed classificatory systems, it was for the wealth of informative clinical detail and potential this may have for making one's assessments and therapeutic interventions that I found this text most valuable.'
Marian Perkins, Archives of Disease in Childhood
'An impressive array of research findings regarding the diagnosis and classification of communication problems in preschool children. There is little to fault in this scholarly treatise which thoroughly addresses the diagnostic issues of preschool children with impaired communication and provides a jumping-off point, both for future research endeavors and for more accurate diagnosis of impaired communication in preschool children by all professionals involved in their care.'
Julia M. Robertson, Journal of the American Academy of Child and Adolescent Psychiatry