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facilitation of family and child friendly Occupational Therapy for Several formatting changes make this

communication, which is particularly Physical Dysfunction, 5th edition edition easier on the readers eyes and
important when the current pediatric cli- brain. The use of a second color empha-
Catherine Trombly, ScD, OTR, FAOTA
mate is so intensely focused on natural sizes teaching points and gives the text a
and Mary Vining Radomski, MA, OTR,
environment and inclusion. new look. Each chapter begins with learn-
FAOTA, Editors (2002)
An asterisked note below the invento- ing objectives and ends with summary
Lippincott Williams & Wilkins,
ry chart states that The Foundational review questions. Tables and boxes high-
351 West Camden Street, Baltimore, MD
Skills Inventory is based on a developmen- light assumptions, safety issues, research
21201-2436
tal sequence; young children will not go notes, clinical reasoning questions, proce-
1155 pp., $71.95, hard cover
beyond the first levels. Very few items dures for practice, and glossaries. The
ISBN 0-7187-2461-9
(even within level 2) apply accurately to boxed Research Notes that appear in many
infants or toddlers, but since young chil-
dren is not defined, we do not know
whether the inventory is intended to be
W hen I taught my first course in physi-
cal dysfunction in 1976, a suitable text
did not exist and my students were referred
chapters bring selected studies into the
spotlight. Each gives an abstract of a rele-
vant research project and summarizes its
used with this age group. In addition, with- to a series of articles on reserve in the implications for practice. This format will
out specific references to the mastery ages library. My prayers were answered in 1977 encourage the reader to look more in
for some of the developmental items, par- with the publication of the first edition of depth at other research projects referred to
ents and educators may not readily know Occupational Therapy for Physical Dysfunc- in the text. A realistic Case Example, pro-
when a preschooler understands same/dif- tion. This beautifully organized book, now
vided in each treatment chapter, identifies
ferent, and related concepts. It is an ongo- in its fifth edition, continues to be a classic
problems and goals, suggests an individu-
ing challenge in pediatrics to develop cus- textbook in the field and has improved with
alized treatment plan, and analyzes the rea-
tomized forms and tools that target each new edition. New coeditor, Mary
problems affecting all age groups (such as soning behind it without using a cook-
Vining Radomski, adds her clinical practice
sensory motor and sensory integration dif- book approach. Although this edition is
and clinical research expertise to Catherine
ficulties), while simultaneously addressing more than 200 pages longer than the
Tromblys impressive academic credentials
the developmental uniqueness of each age fourth edition, it is slimmer, making it sig-
in research and teaching. The individual
group. chapters are consistently well written and nificantly easier to pick up, read, and fit in
Apart from the revisions to the inven- referenced and have been updated to ones briefcase.
tory suggested above, the content of this include the most current information and A Conversion Guide designed to help
book appropriately targets its intended to reflect current practice trends. This high educators update their course outlines to
audience. It is reasonably priced and a good quality textbook is a tribute not only to the coincide with the new edition can be
resource for therapy practitioners to keep writing skills of the 54 contributing downloaded from the publishers Web site.
on hand for explaining sensory related authors, but also to the meticulous editing As a veteran user of the four previous edi-
issues to parents, educators, and staff who of the coeditors. tions, I am sure that this innovation will
are new to pediatrics or who need to review The conceptual model for the book, be a welcome timesaver for busy faculty
the basics. The seasoned pediatric occupa- the Occupational Functioning Model members.
tional therapist will not necessarily find (OFM), is clearly defined in chapter 1 and Occupational Therapy for Physical Dys-
new information in this book, but like its usefulness in the occupational therapy function, 5th edition, is an essential refer-
cleaning out the toy closet you will be assessment and treatment planning process ence for occupational therapy practitioners
reminded of activities that work well, that is explained. The OFM provides organiza- who work in this practice area, for aca-
just may have gotten pushed to the back tion to the content and a schematic algo- demic educators who teach this subject,
shelf. rithm at the beginning of each chapter and for entry level and advanced students
shows the reader where that content fits in mastering this content area.
Stephanie C. Spinelli, OTR/L, BCP the OFM. It works far better than the mul-
Pediatric Occupational Therapist tiple conceptual models of practice used in Patricia B. Trossman, EdD, OTR, FAOTA
Orlando, Florida the fourth edition. Associate Editor for Book Reviews

The American Journal of Occupational Therapy 357


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