A comprehensive revision of a critical resource for school-based professionals tasked with providing care for children’s disability conditions, their social-emotional health, and their educational needs. 

The volume of information on child and adolescent physical and behavioral health problems has grown and become more complex over the last several decades, making it very difficult for individual providers to have all the knowledge needed to diagnose and manage all physical and behavioral health conditions. Now in its second edition, Health-Related Disorders in Children and Adolescents discusses the educational, psychological, and behavioral challenges involved in coordinating care for the more than 15 million school-aged children experiencing medical conditions.

With chapters written by experts from a range of disciplines in psychology and featuring the latest research, the work is now focused on those conditions that occur in at least 1 in 25,000 children and is organized around major body systems. Each chapter systematically covers etiology, symptoms, outcomes, and interventions. This edition also emphasizes care coordination among parents and medical, psychological, and educational professionals.

 

Michelle M. Perfect, PhD, is an assistant professor in the School Psychology Program at the University of Arizona. Dr. Perfect received her doctorate in educational psychology (with a specialization in school psychology) from the University of Texas at Austin and her Masters degree in psychology from New York University. She completed her APA-accredited pre-doctoral psychology internship at the University of Medicine and Dentistry in Newark, NJ. Afterward, she completed postdoctoral fellowships in pediatric psychology at the University of Texas Medical Branch in Galveston, TX and in health psychology and biostatistics at Scott & White Memorial Hospital in Temple, TX. She has also taken postdoctoral coursework in psychopharmacology. Her research focuses on the intersection of physical and mental health, with a particular focus on the impact of sleep and pediatric chronic illnesses on school, mental health, and neurobehavioral functioning. Dr. Perfect also engages in research and service activities aimed at addressing the educational and behavioral health needs of youth who have been maltreated or experienced trauma, preparing school psychologists to be competent to provide school and community mental health services to children and families, and to participate in general health promotion (e.g., sleep, obesity prevention, sexual health). In particular, she applies a positive psychology framework that examines resiliency in the face of adversities and mind-body interventions (e.g. hypnosis, mindfulness-based stress reduction) that can promote the well-being in children. Dr. Perfect's teaching interests are in development, early childhood, therapy, evidence-based interventions, and school-community mental health.

Cynthia A. Riccio, PhD, is a professor and the director of Training in the School Psychology Program at Texas A&M University; she also has a faculty appointment at the Texas A&M University; she also has a faculty appointment at the Texas A&M Institute of Neuroscience (TAMIN). Dr. Riccio's primary research interests include learning disabilities, attention deficit hyperactivity disorder, neuropsychology, and individual assessment. She has authored or co-authored more than 60 articles, 26 book chapters, 2 texts, and 2 edited texts, as well as one test instrument. She also has co-authored a number of book chapters. Dr. Riccio is an active member in many professional organizations such as the American Psychological Association (Divs. 16, 40, 541, National Association of School Psychologists, the Society for the Study of School Psychology, National Academy of Neuropsychologists, and the International Neuropsychological Society. She is currently the treasurer for the Council of Directors of School Psychology Programs, and is president-elect for the Society for the Study of School Psychology. She serves as associate editor for the Journal of Psychoeducational Assessment and is on review boards for many other professional journals. Dr. Riccio is a fellow of both the American Psychological Association and the National Academy of Neuropsychology.

Melissa A. Bray, PhD, is a professor and the director of the School Psychology program within the Neag School of Education at the University of Connecticut. She is a fellow of both the American Psychological Association and the American Psychological Society. Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the State of Connecticut, holds national certification in school psychology, state certification in school psychology, and licensure in speech language pathology. Since receiving her doctorate in 1997, she has published or has in press over 200 articles, chapters, and reviews in the professional literature along with many books; further she has presented over 150 scholarly papers at national and international conferences. In several studies on faculty productivity it was determined that Dr. Bray was the first of second most prolific contributor to the 5 primary journals in school psychology. Further, she serves as associate editor of the International Journal of School and Educational Psychology and has served as an associate editor of School Psychology Quarterly. Of interest, she is the co-editor of the first Oxford Handbook of School Psychology. She has also guest edited numerous issues of Psychology in the Schools including topics on video self-modeling, behavior disorders, positive psychology, statistical reform, childhood obesity, counseling, social emotional disorders, equity-based practice, and autism spectrum disorder. As co-principal investigator, she has secured over $2 million dollars in student training contracts. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious American Psychological Association Division 16's Lightner Witmer Award, the Division's highest honor given to young scholars. She has also been involved in state, national, and international professional associations including service as vice-president, Social, Ethical Responsibility, and Ethnic Minority Affairs, and president of APA's Division 16 Executive Committee. Dr. Bray has also served as Division 16's convention chair, hospitality suite coordinator, chair of the Division's publications committee, and as a member of the conversation webinar series. She currently is D16 VP for Membership. Her research interests are in the area of interventions for communication disorders mainly stuttering and selective mutism, mind body health, integrated behavioral health care, and physical health and wellness, especially in the areas of asthma and cancer.

Preface I. Introduction
Chapter 1: Introduction to the Second Edition Chapter 2: Importance of Coordinated Care in Meeting the Needs of Children and Families II. Blood, Cardiovascular and Circulatory System Disorders
Chapter 3: Overview of Circulatory System Disorders Chapter 4: Cardiac Disorders Chapter 5: Childhood Leukemia Chapter 6: 22q11.2 Deletion Syndrome or DiGeorge Syndrome Chapter 7: Hemophilia Chapter 8: Human Immunodeficiency Virus Chapter 9: Noonan Syndrome Chapter 10: Sickle Cell and other Anemias III. Central Nervous System Disorders
Chapter 11: Overview of CNS Disorders Chapter 12: Adrenoleukodystrophy Chapter 13: Agenesis of the Corpus Callosum Chapter 14: Angelman Syndrome Chapter 15: Autism Chapter 16: Cerebral Palsy Chapter 17: Cri-du-Chat Chapter 18: Down Syndrome Chapter 19: Epilepsy Chapter 20: Hereditary Ataxia Chapter 21: Mitochondrial Disorders Chapter 22: PANDAS/PANS Chapter 23: Prader-Willi Syndrome Chapter 24: Rett Syndrome Chapter 25: Spina Bifida Chapter 26: Williams Syndrome IV. Digestive System Disorders
Chapter 27: Overview of Digestive System Disorders Chapter 28: Celiac Disease Chapter 29: Hirschsprung's Disease Chapter 30: Inflammatory Bowel Disease: Chrohn's Disease and Ulcerative Colitis Chapter 31: Phenylketonuria V. Endocrine & Reproductive System Disorders
Chapter 32: Overview of Endocrine & Reproductive System Disorders Chapter 33: Conditions Associated with Growth Chapter 34: Congenital Adrenal Hyperplasia Chapter 35: Klinefelter Syndrome Chapter 36: Thyroid Disorders Chapter 37: Turner Syndrome Chapter 38: Type 1 Diabetes Chapter 39: Type 2 Diabetes VI. Respiratory System Disorders
Chapter 40: Overview of Respiratory System Disorders Chapter 41: Asthma Chapter 42: Cystic Fibrosis Chapter 43: Cytomegalovirus Chapter 44: Sarcoidosis VII. Musculoskeletal Disorders
Chapter 45: Overview of Musculoskeletal Disorders Chapter 46: Achondroplasia Chapter 47: Charcot Marie Tooth Disease Chapter 48: Juvenile Idiopathic Arthritis Chapter 49: Marfan Syndrome Chapter 50: Muscular Dystrophies Chapter 51: Osteogenesis Imperfecta Chapter 52: Sotos Syndrome VIII. Mixed/Multisystem Disorders
Chapter 53: Overview of Multisystem Disorders Chapter 54: CHARGE Syndrome Chapter 55: Cornelia de Lange Syndrome Chapter 56: Fragile X Syndrome Chapter 57: Lysosomal Storage Disorders Chapter 58: Mucopolysacharide Disorders Chapter 59: Neurofibromatosis Chapter 60: Pediatric Cancer Chapter 61: Smith-Magenis Syndrome Chapter 62: Sturge-Weber Syndrome Chapter 63: Tuberous Sclerosis Complex Chapter 64: Conclusion: Looking Back and Forward