Textbook of Developmental Pediatrics

  • Marvin I. Gottlieb
  • John E. Williams

Table of contents

  1. Front Matter
    Pages i-xi
  2. Neurological Aspects of Developmental Pediatrics

    1. Front Matter
      Pages 1-1
    2. Bruce K. Shapiro, Frederick B. Palmer, Arnold J. Capute
      Pages 11-25
    3. Gerald S. Golden
      Pages 27-40
    4. Gerald S. Golden
      Pages 41-50
  3. Psychoeducational Aspects of Developmental Pediatrics

    1. Front Matter
      Pages 51-51
    2. Roger L. Hiatt
      Pages 85-92
    3. Dorothy Kletzkin
      Pages 93-111
    4. Peter W. Zinkus
      Pages 113-126
    5. Marvin I. Gottlieb
      Pages 127-150
  4. Speech and Language Disorders

    1. Front Matter
      Pages 151-151
    2. Emily A. Tobey, Donald L. Rampp
      Pages 153-166
    3. Rachel E. Stark
      Pages 167-187
    4. Sylvia M. Davis, Donald L. Rampp
      Pages 189-209
  5. Behavioral Disorders

    1. Front Matter
      Pages 233-233
    2. Abby L. Wasserman
      Pages 235-253
    3. William C. Adamson
      Pages 255-287
    4. Peter W. Zinkus, Paul King
      Pages 289-302
    5. Marvin I. Gottlieb
      Pages 303-329
  6. Office Management of Developmental Disabilities

    1. Front Matter
      Pages 331-331
    2. Roger L. Hiatt
      Pages 333-348
    3. Marion P. Downs
      Pages 349-356
    4. Craig B. Liden, Theresa E. Laurie
      Pages 357-384
    5. John E. Williams
      Pages 399-429
    6. George W. Brown
      Pages 431-450
  7. Back Matter
    Pages 451-555

About this book


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 been designed for prevention, diagnosis, and management.


care childhood development diagnosis dyslexia education health care intelligence management neurology pediatrics psychiatry syndromes therapy urology

Editors and affiliations

  • Marvin I. Gottlieb
    • 1
    • 2
  • John E. Williams
    • 1
    • 2
    • 3
  1. 1.Institute for Child DevelopmentHackensack Medical CenterHackensackUSA
  2. 2.Department of PediatricsUniversity of Medicine and Dentistry of New Jersey-New Jersey Medical SchoolHackensackUSA
  3. 3.Section of Developmental PediatricsHackensack Medical CenterHackensackUSA

Bibliographic information