Temperament and Attention as Components of a Transactional Approach to Development: Implications for Research and Clinical Services for the Atypical Child

  • Craig B. Liden
  • Thomas A. Clingan
  • Theresa E. Laurie
Part of the Springer Series in Cognitive Development book series (SSCOG)


Children with “atypical” patterns of learning and behavior pose a singular challenge to professionals in a variety of disciplines. Such children often experience significant life dysfunctions. They tend to manifest symptoms which fall into three broad categories: inefficient academic achievement; ineffective social interactions; and difficulties with independent functioning (i.e., age-appropriate self-help skills, including the ability to perform daily tasks without excessive adult supervision or structuring). Despite this outward behavioral commonality, it appears that these children demonstrate marked heterogeneity with respect to underlying biological and environmental factors that may contribute to their life dysfunctions (Carey, 1981; Sameroff & Chandler, 1975; Taylor & Fletcher, 1983).


Selective Attention Reductionistic Approach Learn Disability Independent Functioning Hyperactive Child 
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© Springer-Verlag New York Inc. 1985

Authors and Affiliations

  • Craig B. Liden
  • Thomas A. Clingan
  • Theresa E. Laurie

There are no affiliations available

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