Synthesizing cutting-edge knowledge from multiple disciplines, this book explores the impact of acquired brain injury and developmental disabilities on children's emerging social skills. The editors present an innovative framework for understanding how brain processes interact with social development in both typically developing children and clinical populations. Key issues in assessment are addressed, including ways to measure both social function and brain function using developmentally sound tools. Balancing theoretical and clinical concerns, the book describes promising interventions for promoting children's adjustment and helping them participate more fully in the social world. Illustrations include six color plates.
"Among the most common and devastating effects of early brain insult are impairments in social perception and cognition. However, the literature on this topic remains scattered and fragmentary. Finally, we have a volume that brings together research on different disorders and from multiple disciplines, within a single, coherent theoretical framework. I highly recommend this book for clinicians, instructors, students, and scientists alike."--Mark H. Johnson, PhD, Professor and Director, Centre for Brain and Cognitive Development, Birkbeck College, University of London, United Kingdom
"This informative, innovative volume proposes a framework for understanding how social skills typically develop and why children with brain disorders often have problems in this area. The book addresses both theoretical and practical considerations in conceptualizing and measuring social skills disturbances in children and providing rehabilitative interventions. The developmental social neuroscience perspective introduced here will be valuable for anyone involved in neuropsychological rehabilitation of children with brain disorders."--George P. Prigatano, PhD, Newsome Chair, Department of Clinical Neuropsychology, Barrow Neurological Institute
"The editors have put together an authoritative volume at the expanding edge of the exciting new field of developmental social neuroscience. Grounded in Anderson and Beauchamp’s comprehensive theory of the neural, cognitive, and environmental predictors of social skills, the chapters skillfully weave together theory and empirical research on the social consequences of childhood brain insult, with a strong emphasis on assessment and intervention. This fresh, thought-provoking volume will inform my own work and is a terrific resource for researchers, educators, clinicians, and graduate students seeking to integrate neuroscience and social development."--Stephanie M. Carlson, PhD, Institute of Child Development, University of Minnesota
