Infants and Young Children's Series, vol. 8, Identification and Assessment in Early Intervention.

Blackman JA, ed. Gaithersburg, MD 20878, Aspen Publishers Inc, 1995, illus, paperback 292 pp, $29; $174 set.

The focus of this review is on volumes 7 and 8 of the Infants and Young Children's Series. This series of eight volumes is a compilation of current practice and theory models for the treatment of the young child. The series is a collection of articles extracted from the journal entitled Infants and Young Children.

Each volume presents a different aspect of early intervention, with the complete set comprising a spectrum of topics and perspectives, ranging from specific treatment methods to models of care. The reader will glean valuable information from these articles presenting the approaches of hundreds of multidisciplinary early intervention specialists.

The series consists of the following volumes: (1) Innovations in Practice in Early Intervention, (2) Training and Continuing Education in Early Intervention, (3) Technology in Early Intervention, (4) Medical Aspects of Early Intervention, (5) Infant Development and Mental Health in Early Intervention, (6) Working with Families in Early Intervention, (7) Treatment Options in Early Intervention, and (8) Identification and Assessment in Early Intervention. Volume 8 is an eclectic compilation of methods by which one may assess and identify children in need of early intervention services. The original journal citation is provided as a reference. The span of articles covers the spectrum of early childhood development, with themes ranging from nutritional methods and sensory and auditory assessment to the assessment of psychosocial and interactional skills. Several articles are diagnosis specific, such as "Nutritional Assessment of the Young Child With Cerebral Palsy" or "The Syndrome of Autism: Update and Guidelines for Diagnosis." Selections are current, with the majority originally published in 1993. All articles are well referenced, with the validity and reliability of information documented. In essence, the book series is comparable to a topical review of the journal series, while providing easy access and a time-saving advantage for consumers.

Authors were not following the same editorial guidelines when writing individual articles; therefore, there is no continuity of style throughout the text. Yet, all articles are well organized and topically consistent in relaying current or emerging identification and assessment concepts. Several articles contain figures and tables, in addition to features, such as case studies and appendixes.

All of the selections in this volume would be of value to early intervention professionals. Of particular value to physical therapists are several chapters addressing issues of motor outcome, adaptive motor function, and the neurodevelopmental perspective. This volume would serve as an excellent reference in an academic or clinical environment.

Volume 7 of this series, Treatment Options in Early Intervention, is organized exactly as volume 8 is organized. The editor has selected a wide range of articles, all of which focus on the central theme of treatment. One apparent difference is that the original articles date from an earlier time frame, with many original citations from 1989. This in no way negates the currency of the topics or the validity of information. The articles range in focus from communication and behavioral approaches to interventions for children exposed to drugs in utero. Several articles relate to timely topics such as early intervention service intensity, consultation models, and quality control. This volume is equally relevant for wide range of professional disciplines. Of particular interest to physical therapists are articles focusing on the efficacy of the neurodevelopmental treatment approach and on neonatal intensive care unit movement research.

Each volume provides several unique advantages for the consumer: consistency of topic, and information and variable perspectives. This series would be an excellent source for the reflective early intervention specialist.

Angela McCaffrey Easley, PT Ithaca College and the University of Rochester Rochester, NY

Ms Easley specializes in maternal and child health issues, with research interests in the areas of pediatric assessment, early intervention public policy, and international maternal/child health care. She is currently enrolled in the Doctor of Public Health Leadership Program at the University of North Carolina, specializing in maternal and child health care leadership and policy issues.