Jason Aronson, Inc.
Pages: 520
•
978-0-7657-0184-8 • Hardback • April 1999 • $161.00 • (£125.00)
978-1-4616-3239-9 • eBook • April 1999 • $153.00 • (£119.00)
James A. Incorvaia, Ph.D., is Director of the Reiss-Davis Child Study Center, where he started as an NIMH fellow twenty-five years ago after completing his doctorate in clinical child psychology at Case-Western Reserve University. A former secondary school teacher and licensed school psychologist, Dr. Incorvaia has also worked in the area of learning disabilities and has taught at the Wright Institute/Los Angeles, the Cambridge Graduate Institute, and at UCLA as Assistant Professor in the Department of Psychiatry. He co-edited the first and second volumes in this series, and maintains a private practice in the Brentwood area of Los Angeles.
Bonnie S. Mark-Goldstein, Ph.D., is a clinical psychologist treating children, adolescents, and families in West Los Angeles. Trained in psychology and education at UCLA and Harvard University, she is co-editor of the first and second volumes in this series. Dr. Mark-Goldstein is the author of I'll Know What to Do: A Kid's Guide to Natural Disasters, a text which helps parents address their children's anxieties. She is an instructor at the American Behavioral Science Institute and at UCLA Extension.
Donald Tessmer, Ph.D., is Director of Psychoeducational Services at the Center for Early Education in West Hollywood, California. Previously he was at the Reiss-Davis Child Study Center for thirteen years, where he was Director of the Learning Disabilities Clinic and Co-Director of the Attention Deficit Disorder Clinic. Special interests include diagnosing and treating the comorbid learning and emotional issues associated with attention deficit disorder. Dr. Tessmer maintains a private practice in Los Angeles.
The three editors cast a wide net into the sea of inquiry regarding child and adolescent AD/HD. Their catch is a bounty of essays from a broad array of perspectives. They serve up a volume of important and relevant discussions that is diverse yet balanced and well integrated. The eighteen chapters cover a general review and introduction to the field, methods, and instruments for diagnosis and assessment, various treatment approaches, co-existing learning disabilities, and current and future trends in research and practice. The list of contributors includes seasoned clinicians who are expert scholars of child and adolescent AD/HD. The reader with a taste for a deeper and more eclectic flavor will enjoy this feast.
— H. Joseph Horacek, M.D., president and medical director, Center for Neurological Health in Learning, Charlotte, North Carolina
This fascinating collection of chapters covers a range of topics as diverse as the challenges that children with attentional problems face for themselves and offer to those who care for them. The contributors range from world-renowned researchers to experienced clinicians who each provide a unique and important perspective on this complex topic. The book is a timely and helpful compilation that will be useful to teachers, clinicians, and researchers interested in a cutting-edge, comprehensive approach to evaluation and treatment.
— Danial J. Siegel, M.D., UCLA School of Medicine