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Developmental Social Neuroscience and Childhood Brain Insult
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Table of Contents

I. Introduction1. SOCIAL: A Theoretical Model of Developmental Social Neuroscience, Vicki Anderson and Miriam H. BeauchampII. Theoretical Contributions2. Peer Relations and Social Competence in Childhood, Kenneth H. Rubin, Annie Schulz Begle, and Kristina L. McDonald3. Brain Development and the Emergence of Social Function, Stephanie Burnett Heyes, Catherine L. Sebastian, and Kathrin Cohen Kadosh4. Social and Moral Functioning: A Cognitive Neuroscience Perspective, Bradley C. Taber-Thomas and Daniel Tranel5. Environmental Contributions to the Development of Social Competence: Focus on Parents, Amy E. Root, Paul D. Hastings, and Kari L. MaxwellIII. Assessing Social Function6. Measuring Social Skills with Questionnaires and Rating Scales, Frank Muscara and Louise Crowe7. Measuring the Different Components of Social Cognition in Children and Adolescents, Rosee Bruneau-Bherer, Amelie M. Achim, and Philip L. Jackson8. Theory-Driven Imaging Paradigms and Social Functions: Implications for Management Strategies, Julian J. Dooley, Stefanie Rosema, and Miriam H. Beauchamp9. Measurement of Social Participation, Gary BedellIV. Disrupted Social Function10. Theoretical Approaches to Understanding Social Function in Childhood Brain Insults: Toward the Integration of Social Neuroscience and Developmental Psychology, Keith Owen Yeates, Erin D. Bigler, Cynthia A. Gerhardt, Kenneth H. Rubin, Terry Stancin, H. Gerry Taylor, and Kathryn Vannatta11. Impact of Early Brain Insult on the Development of Social Competence, Vicki Anderson, Stefanie Rosema, Alison Gomes, and Cathy Catroppa12. Social Development and Traumatic Brain Injury in Children and Adolescents, Gerri Hanten, Harvey S. Levin, Mary R. Newsome, and Randy S. Scheibel13. Genetic Disorders and Social Problems, Kylie M. Gray and Kim Cornish14. Pediatric Brain-Injury-Related Psychiatric Disorders and Social Function, Jeffrey E. Max15. Social Cognition in Autism, Baudouin Forgeot d'Arc and Laurent MottronV. Social Interventions16. Pragmatic Language Impairment after Brain Injury: Social Implications and Treatment Models, Skye McDonald, Lyn S. Turkstra, and Leanne Togher17. Family-Centered and Parent-Based Models for Treating Socio-Behavioral Problems in Children with Acquired Brain Injury, Damith T. Woods, Cathy Catroppa, and Vicki Anderson18. Social Anxiety and Its Treatment in Children and Adolescents with Acquired Brain Injury, Cheryl Soo, Robyn L. Tate, and Ronald M. Rapee

About the Author

Vicki Anderson, PhD, is Director of Psychology at the Royal Children's Hospital in Melbourne, Australia; Director of Critical Care and Neuroscience Research at the Murdoch Childrens Research Institute; and Professor of Pediatrics and Psychology at the University of Melbourne. Dr. Anderson's work focuses on the outcomes of developmental and acquired brain disorders in children, particularly traumatic brain injury. She has served on the Board of Governors of the International Neuropsychological Society and is past president of the Australian Society for the Study of Brain Impairment. Miriam H. Beauchamp, PhD, is Assistant Professor in the Department of Psychology, University of Montreal, Quebec, Canada, where she leads the ABCs Developmental Neuropsychology Laboratory. She is also a researcher at the Sainte-Justine Hospital Research Center and Adjunct Professor in the Department of Neurology and Neurosurgery at McGill University. Dr. Beauchamp's work focuses on investigating the environmental, cognitive, and neural substrates of social functioning in children and adolescents using both behavioral and neuroimaging methodologies.

Reviews

"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

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