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“The book is well written, and its introductory-level presentations are appropriate to the handbook genre in their attempts to convey and illustrate basic concepts and principles....Most useful to the time-pressed helping professional who seeks to gain a quick and clear overview of common and rare syndromes, their genetic and neuropathological bases, and the implications of current scientific knowledge for the appropriate diagnosis and treatment of individuals with these disorders.”

—PsycCRITIQUES


“A beautifully crafted volume spanning a wide range of neurological and genetic disorders in adults, and representing the state of the science on these disorders. Giving special attention to the psychological and social impact of these disorders, the editors and authors have concisely presented information that will be maximally useful to both clinicians and researchers. This book will surely become the standard on this subject against which others will be measured.”

—Russell A. Barkley, PhD, Department of Psychiatry, State University of New York Upstate Medical University at Syracuse


“A 'must read' for clinicians and researchers alike. This straightforward, well-written volume offers breadth and depth on important topics that affect learning and behavior—such as adult learning disabilities, ADHD, autistic spectrum disorders, and anxiety disorders—as well as disorders with broader effects, including fragile X, Rett syndrome, and Prader-Willi syndrome. The Handbook provides a comprehensive, authoritative discussion of the neurological underpinnings of developmental and genetic disorders, and is an excellent companion to the Handbook of Neurodevelopmental and Genetic Disorders in Children.”

—Jack A. Naglieri, PhD, Department of Psychology, George Mason University


“This book serves as an excellent guide for the clinical neuropsychologist. The editors provide a ready reference for practitioners in need of up-to-date knowledge on a host of disorders often seen in practice. Covering a broad spectrum of disorders, each well-organized chapter is thorough yet concise. Highly recommended.”

—Robert A. Leark, PhD, Forensic Psychology Doctoral Program, Alliant International University

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Table of Contents

I. Basic Principles and Applications

1. Introduction, Cecil R. Reynolds and Sam Goldstein

2. Neuropsychological Assessment in Genetically Linked Neurodevelopmental Disorders, Cecil R. Reynolds and Joan W. Mayfield

3. Neurodevelopmental Disorders and Medical Genetics: An Overview, Bonnie J. Baty, John C. Carey, and William M. McMahon

4. Neuroimaging and Genetic Disorders, Sherri L. Provencal and Erin D. Bigler

II. Disorders Primarily Affecting Learning and Behavior

5. Learning Disabilities, Sam Goldstein and Kordell Kennemer

6. Attention-Deficit/Hyperactivity Disorder, Sam Goldstein and Adam Schwebach

7. Gilles de la Tourette Syndrome, Laura M. Arnstein and Ronald T. Brown

8. Anxiety Disorders, Alicia E. Meuret and Stefan G. Hofmann

9. Depressive Disorders, Dawn H. S. Reinemann and Susan M. Swearer

10. Autistic Spectrum Disorders, Elaine Clark, William R. Jenson, and Judith N. Miller

11. Substance Use and Abuse, Arthur MacNeill Horton, Jr., and Arthur MacNeill Horton III

III. Disorders with Broader-Spectrum Effects

12. Turner Syndrome, M. Paige Powell and Kimberly R. Snapp

13. Fragile X Syndrome, Robin L. Hansen and Randi J. Hagerman

14. Williams Syndrome, Richard Rider

15. Noonan Syndrome, Jacqueline Anne Noonan

16. Neurofibromatosis, Dorothee L. Serpas

17. Sickle Cell Disease, Julien T. Smith

18. Down Syndrome, Heather Cody Hazlett

19. Klinefelter Syndrome, Heather Cody Hazlett

20. Rett Syndrome, Robert T. Brown, Kathleen K. McMillan, and Alexis Herschthal

21. Lesch-Nyhan Disease, Jasper E. Visser, David J. Schretlen, James C. Harris, and H.A. Jinnah

22. Prader-Willi Syndrome, Elisabeth M. Dykens, Karen Summar, and Elizabeth Roof

23. Progeroid Syndromes, Susan Homack, Crystal Reneé Hill, and Cecil R. Reynolds

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About the Editors

Sam Goldstein, PhD, is a member of the faculty at the University of Utah School of Medicine and practices at the Neurology, Learning, and Behavior Center in Salt Lake City, where he provides assessment, case management, and treatment for individuals experiencing diverse neuropsychological impairments throughout the lifespan. He has authored or edited 20 books and many book chapters and research studies. Dr. Goldstein serves as the Editor of the Journal of Attention Disorders and sits on six editorial boards. He also serves as editor of a series of books on resilience.

• Author's website
• All titles by Sam Goldstein

Cecil R. Reynolds, PhD, is Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A&M University. He is the author of more than 300 scholarly publications and author or editor of 39 books, as well as several widely used tests of personality and behavior. Recognized for his excellence in research and his distinguished contributions to the field of neuropsychology, Dr. Reynolds serves on a number of editorial boards. He maintained a clinical practice treating trauma victims and individuals with traumatic brain injury for 25 years before retiring from clinical work in 2003.

• All titles by Cecil R. Reynolds

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Contributors

Laura M. Arnstein, PhD, Department of Pediatrics, Medical University of South Carolina, Charleston, SC

Bonnie J. Baty, MS, Department of Pediatrics, Division of Medical Genetics, University of Utah, Salt Lake City, UT

Erin D. Bigler, PhD, Departments of Psychology and Neuroscience, Brigham Young University, Provo, UT

Robert T. Brown, PhD, Department of Psychology, University of North Carolina at Wilmington, Wilmington, NC

Ronald T. Brown, PhD, Department of Public Health, Temple University, Philadelphia, PA

John C. Carey, MD, Department of Genetics, University of Utah Hospital, Salt Lake City, UT

Elaine Clark, PhD, Department of Educational Psychology, University of Utah, Salt Lake City, UT

Elizabeth M. Dykens, PhD, Department of Psychology and Human Development and Kennedy Center Institute, Vanderbilt University, Nashville, TN

Sam Goldstein, PhD, Neurology, Learning, and Behavior Center and University of Utah, Salt Lake City, UT

Randi J. Hagerman, PhD, MIND Institute, University of California at Davis, Sacramento, CA

Robin L. Hansen, MD, Department of Pediatrics and MIND Institute, University of California at Davis, Sacramento, CA

James C. Harris, MD, Department of Psychiatry, Johns Hopkins School of Medicine, Baltimore, MD

Heather Cody Hazlett, PhD, Department of Psychiatry, University of North Carolina, Chapel Hill, NC

Alexis Herschthal, BA, Department of Social Work, Catholic University, Washington, DC

Crystal Reneé Hill, MS, Department of Educational Psychology, College of Education, Texas A&M University, College Station, TX

Stefan G. Hofmann, PhD, Department of Psychology, Boston University, Boston, MA

Susan Homack, MA, Department of Educational Psychology, College of Education, Texas A&M University, College Station, TX

Arthur MacNeill Horton, Jr., EdD, Psych Associates, Bethesda, MD

Arthur MacNeill Horton III, BS, St. Luke’s House, Inc., Falls Church, VA

H. A. Jinnah, MD, Department of Neurology, Johns Hopkins School of Medicine, Baltimore, MD

William R. Jenson, PhD, Department of Educational Psychology, University of Utah, Salt Lake City, UT

Kordell Kennemer, PsyD, Forensic Evaluation Service, Oregon State Hospital, Salem, OR

Joan W. Mayfield, PhD, Our Children’s House at Baylor, Dallas, TX

William M. McMahon, MD, Department of Child and Adolescent Psychiatry, University of Utah Hospital, Salt Lake City, UT

Kathleen K. McMillan, MEd, Summersill Elementary School, Jacksonville, NC

Alicia E. Meuret, PhD, Center for Anxiety and Related Disorders, Boston University, Boston, MA

Judith N. Miller, PhD, Department of Child and Adolescent Psychiatry, University of Utah, Salt Lake City, UT

Jacqueline Anne Noonan, MD, Department of Pediatrics, University of Kentucky Health Care, Lexington, KY

M. Paige Powell, PhD, Bluegrass Regional Mental Health Center, Lexington, KY

Sherri L. Provencal, PhD, Rhode Island Hospital and Department of Psychiatry and Human Behavior, Brown University Medical School, Providence, RI

Dawn H. S. Reinemann, PhD, Department of Educational Psychology, University of Wisconsin, Milwaukee, WI

Cecil R. Reynolds, PhD, Department of Educational Psychology, College of Education, Texas A&M University, College Station, TX

Richard Rider, PsyD, Neurology, Learning, and Behavior Center and University of Utah, Salt Lake City, UT

Elizabeth Roof, MA, Department of Psychology and Human Development and Kennedy Center Institute, Vanderbilt University, Nashville, TN

David J. Schretlen, PhD, Departments of Psychiatry and Radiology, Johns Hopkins School of Medicine, MD

Adam Schwebach, MS, Neurology, Learning, and Behavior Center and University of Utah, Salt Lake City, UT

Dorothee L. Serpas, PhD, Neurology, Learning, and Behavior Center and University of Utah, Salt Lake City, UT

Julien T. Smith, PhD, Department of Neurology, Primary Children’s Medical Center, Salt Lake City, UT

Kimberly R. Snapp, MSW, Departments of Social Work and Early Childhood Education, Lexington Community College, Paris, KY

Karen Summar, MD, Department of Psychology and Human Development and Kennedy Center Institute, Vanderbilt University, Nashville, TN

Susan M. Swearer, PhD, Department of Educational Psychology, University of Nebraska, Lincoln, NE

Jasper E. Visser, MD, Department of Neurology, Radboud University Nijmegen Medical Centre, Nijmegen, Netherlands

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Audience

Mental health professionals and researchers, including neuropsychologists, clinical psychologists, psychiatrists, and others working with adults with developmental disabilities; advanced students in these areas.

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Course Use

May serve as a supplemental text in graduate-level courses.