Developmental-Behavioral Disorders

"e;Child development"e; has always been a traditional component of well- child care and a particular area of interest for pediatricians, child neu- rologists, and psychologists. However, it was not until the early 1960s that children with developmental disabilities (i. e. , chronic handicapping disorders) became a major focus of public and professional attention. During this period, children with "e;special needs"e; were dramatically catapulted into the limelight and "e;exceptional"e; became the buzzword of the day. Public and professional awareness of these issues reached new peaks and recognition of the potential psychosocial impairments of chil- dren with developmental disabilities created national anxiety. A variety of factors contributed to an unprecedented societal advocacy for chil- dren with developmental problems: (1) a national concern generated by President Kennedy'S particular interest in mental retardation; (2) in- creased activity and visibility of parent advocacy/lobbying groups (e. g. , the Association for Children with Learning Disabilities); (3) the enact- ment of federal legislation designed to protect the rights of the handi- capped (e. g. , PL94-142); and (4) the popularization of developmental- behavioral disabilities by the various communications media. Cumulatively these events precipitated a redefinition of the real mean- ing of "e;comprehensive health care for children,"e; resulting in an empha- sis on the child's neurodevelopmental, educational, psychological, and social needs. For the pediatrician, a myriad of new management respon- sibilities were mandated, in addition to the traditional health care con- cerns.

"e;Child development"e; has always been a traditional component of well- child care and a particular area of interest for pediatricians, child neu- rologists, and psychologists. However, it was not until the early 1960s that children with developmental disabilities (i. e. , chronic handicapping disorders) became a major focus of public and professional attention. During this period, children with "e;special needs"e; were dramatically catapulted into the limelight and "e;exceptional"e; became the buzzword of the day. Public and professional awareness of these issues reached new peaks and recognition of the potential psychosocial impairments of chil- dren with developmental disabilities created national anxiety. A variety of factors contributed to an unprecedented societal advocacy for chil- dren with developmental problems: (1) a national concern generated by President Kennedy'S particular interest in mental retardation; (2) in- creased activity and visibility of parent advocacy/lobbying groups (e. g. , the Association for Children with Learning Disabilities); (3) the enact- ment of federal legislation designed to protect the rights of the handi- capped (e. g. , PL94-142); and (4) the popularization of developmental- behavioral disabilities by the various communications media. Cumulatively these events precipitated a redefinition of the real mean- ing of "e;comprehensive health care for children,"e; resulting in an empha- sis on the child's neurodevelopmental, educational, psychological, and social needs. For the pediatrician, a myriad of new management respon- sibilities were mandated, in addition to the traditional health care con- cerns.