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Neurocognitive Interventions for Childhood and Adolescent Disorders

A Transactional Model

  • Chapter
Handbook of Clinical Child Neuropsychology

Part of the book series: Critical Issues in Neuropsychology ((CINP))

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Abstract

Interest in the neuropsychological basis of childhood and adolescent disorders continues to grow (Gaddes & Edgell, 1994; Obrzut & Hynd, 1991; Rourke, 1991), and neurocognitive models for designing effective interventions for treating various disorders show promise (Teeter & Semrud-Clikeman, in press). Technological innovations in computed tomography (CT), magnetic resonance imaging (MRI), single-photon emission computer tomography (SPECT), positron emission tomography (PET), regional cerebral blood flow (rCBF) (Yudofsky & Hales, 1992), and functional magnetic resonance imaging (FMRI) (Binder, personal communication) have transformed our understanding of numerous neuropsychiatric disorders (e.g., attention deficit hyperactivity disorder) and learning disabilities (e.g., dyslexia).

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Authors and Affiliations

  1. Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, 53201, USA

    Phyllis Anne Teeter

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  1. Phyllis Anne Teeter
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  1. Department of Educational Psychology, Texas A&M University, 77843, College Station, Texas, USA

    Cecil R. Reynolds

  2. The Brown Schools of West Texas, 79706, Midland, Texas, USA

    Elaine Fletcher-Janzen

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© 1997 Springer Science+Business Media New York

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Teeter, P.A. (1997). Neurocognitive Interventions for Childhood and Adolescent Disorders. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5351-6_20

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  • DOI: https://doi.org/10.1007/978-1-4757-5351-6_20

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