Counseling Exceptional People (review)

Reviews voiced need and with these materials, perhaps some of the fear and hesitation will melt into enthusiastic, Spirit-filled joy in spreading the Word of God and God's Good News to those with a hearing impairment. Sister Nora Letoumeau, S.S.J., Ph.D. Superintendent St. Mary's School for the Deaf Buffalo, Ε .Ύ. 14214 Counseling Exceptional People, edited by Libby Benjamin and Gary R. WaIz, 261 pp., ERIC/CAPS, School of Education, The University of Michigan, Ann Arbor, Mich., 48109, 1980. Counseling Exceptional People should prove to be an excellent resource for counselors employed in public schools. For the counselor with special training in the area of hearing impairment, the book holds particular promise as a provider of broad yet significant insight into the needs of children with other disabilities. In fact, some rather detailed information is relayed regarding characteristics of mentally retarded, emotionally disturbed, visually handicapped, and gifted (in addition to hearing impaired) students. Of interest to this reader was the chapter on emotionally disturbed children. If one accepts the premise that of the five disabilities discussed , emotional disturbance is unique in that it can be triggered by less than positive interactions with family, peers, etc., then this chapter should be on the "must read" list for any counselor of disabled children. For children in the mainstream this concern is particularly strong. Gina A. Olivia, M.A. National Academy Gallaudet College Washington, D.C. 10002 Treatment of Hyperactive and Learning Disordered Children, Current Research, Robert M. Knights, Ph.D. and Dirk J. Bakker, Ph.D. (Eds.), 419 pp. University Park Press, 233 East Redwood Street, Baltimore , Md. 21202,1980. This compilation of experimental studies on the effectiveness of various training and treatment techniques for the hyperkinetic and learning disordered child adheres to its title which includes the term "current research." The text is logically divided into seven parts which includes self-control techniques, diet manipulation , drug treatment, language-training techniques , theoretical approaches, early identification and prevention, as well as special training techniques which address memory training in learning disorders as well as perceptualmotor programs. All sections were presented in a comprehensive fashion with approximately seventy five percent of the studies having been completed within the past decade. The cited studies were quite representative of the current state of the art and assist the reader in evaluating the various modalities now utilized in the educational management of individuals with hyperactivity and other learning disorders. The authors present the research pitfalls of individual studies which included such common problems as lack of control groups, questionability of measurements, and representativeness of samples. All seven parts of the text appear to accurately and objectively communicate the current status of the respective subject area with the exception of psychopharmacological treatment of hyperactivity, which neglected to include some of the recently released longitudinal effects of prolonged usage of stimulants with children. In total, the book Treatment of Hyperactive and Learning Disordered Children, Current Research presents a comprehensive and representative summary of all areas currently endorsed by psychologists , pediatricians and child psychiatrists , and special educators for assisting in training, treating, and educating the hyperkinetic or learning disordered child. This book is a good investment for any person genuinely concerned with the efficacy of differing modalities of programming for these populations. In addition, the book can be an invaluable tool for the busy professional who does not have the time to remain abreast of all of the current developments and research in the field. Rita M. Baker, MA., M.P.A. Psychologist, Colorado School for the Deaf Colorado Springs, Colorado 80903 A.A.D. I October 1981 797 ...