Über den Autor
Margaret Semrud-Clikeman, Ph.D., received her doctorate from the University of Georgia in 1990. She completed and internship and postdoctoral fellowship at the Massachusetts General Hospital/Harvard Medical school and received a post-doctoral neuroscience fellowship at MGH from NIH to study neuropsychological and brain morphology in children with ADHD. Her dissertation was awarded the Outstanding Dissertation of the Year Award from the Orton Dyslexia Society. She has authored four books and numerous articles and continues her research interests in the areas of ADHD and brain morphology using 3-dimensional MRI scans. She is currently working on research in ADHD, 18q- syndrome, and nonverbal learning disabilities. With Dr. Plizska at UTHSCSA, Margaret was awarded a NIH grant to study the effects of stimulant medication on neuropsychological functioning. Dr. Semrud-Clikeman and her students have developed a social competence intervention that has been successfully piloted at UT. Dr. Semrud-Clikeman was recently awarded the 1999 Early Career Contributions award from the National Academy of Neuropsychology. She has published more than 30 articles, 40 chapters and three books. Dr. Semrud-Clikeman is currently a professor at Michigan State University with a joint appointment in Psychology and Psychiatry.
Social Competence in Children.- Development of Social Competence in Children.- Assessment of Social Competence in Children.- Social Competence in Children with Attention Deficit Hyperactivity Disorder.- Social Competence in Children with Learning Disabilities.- Social Competence in Children with Nonverbal Learning Disabilities.- Social Competence in Children with Autism Spectrum Disorders.- Social Competence in Mentally Handicapped Children.- Social Competence in Children who are Gifted and Talented.- Social Competence in Children with Externalizing Disorders.- Social Competence in Children with Internalizing Disorders.- Social Competence in Children with Acquired and Chronic Disorders.
In this book, readers will discover a developmental view of social functioning in children at different stages. Chapters are based in transactional theory in that the environment plays a role in the development of social competence skills as well as the biological contributions the child brings to his/her experiences. The familial and school contributions to social understanding are discussed in this volume.
This book presents a developmental view of social functioning in children at different stages, with an emphasis on clinical conditions that may confound this development. It provides detailed information on theories of social competence and the contexts in which core skills are learned. In addition, the book examines specific challenges to competence and features case examples that illustrate typical patterns of deficits. Coverage presents the latest data on the topic, including: assessment practices; parenting and family issues; social competence problems specific to children and adolescents in this population; effective and promising interventions; treatment guidelines; and areas deserving future study.