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This is one of the first books exclusively devoted to applying the theories, findings, and approaches used in work with nonretarded children to several types of retarded individual. The editors and contributors define the developmental approach and explore theoretical issues as they relate to retarded populations. Problems involving similar sequences of development, cross-domain relations, the environment, and motivation are all discussed. This significant volume demonstrates how data from nonretarded development relates to retarded populations and how findings from children with mental retardation enrich developmental theory.
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Table of Contents

Preface; 1. The developmental perspective in the field of mental retardation Robert M. Hodapp, Jacob A. Burack and Edward Zigler; 2. Differentiating mental retardation: the two-group approach and beyond Jacob A. Burack; 3. One road or many? Issues in the similar sequence hypothesis Robert M. Hodapp; 4. The similar-structure hypothesis and differential rate of development in mental retardation Peter Munday and Connie Kasari; 5. Neo-environmental perspectives on developmental theory Arnold Sameroff; 6. The role of motivational factors in the functioning of mentally retarded individuals Joseph Merighi, Mark Edison and Edward Zigler; 7. Cultural-familial mental retardation: a developmental perspective on cognitive performance and 'helpless' behavior John R. Weisz; 8. The organization and coherence of developmental processes in infants and children with Down syndrome Dante Cicchetti and Jody Ganiban; 9. Developmental issues in fragile X syndrome Elisabeth Dykens and James Leckman; 10. Deviance and developmental approaches in the study of autism Fred R. Volkmar, Jacob A. Burack and Donald J. Cohen; 11. The issues of multiple pathways in the development of handicapped children Claire B. Kopp and Susan L. Recchia; 12. Summing up and going forward: new directions in the developmental approach to mental retardation Robert M. Hodapp, Jacob A. Burack and Edward Zigler.

Reviews

'This is a book of only strengths! It will obviously be 'must' reading for every professional and graduate student in developmental psychology. It should also have that status for every serious student and professional in the field of mental retardation, especially those who are involved in the preparation of professional personnel.' Mental Retardation

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