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Atypical brain development: a conceptual framework for understanding developmental learning disabilities.

J W Gilger1, B J Kaplan

  • 1Department of Child Development, California State University, Los Angeles 90032, USA. jgilger@calstatela.edu

Developmental Neuropsychology
|March 15, 2002
PubMed
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This article introduces atypical brain development (ABD) as a unifying concept for understanding the complexities of childhood developmental disorders. ABD acknowledges the heterogeneity and comorbidity common in these conditions, offering a new framework for research and education.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Neurological research on learning disorders lacks clarity.
  • Developmental disabilities are increasingly recognized as nonspecific and heterogeneous.
  • Comorbidity of symptoms and syndromes is prevalent in childhood developmental disorders.

Purpose of the Study:

  • Propose "atypical brain development" (ABD) as a unifying concept.
  • Integrate etiology and variable expression of developmental disorders.
  • Facilitate dialogue among researchers and educators.

Main Methods:

  • Conceptual framework development.
  • Review of literature on minimal brain dysfunction (MBD) and ABD.
  • Analysis of scientific literature supporting the ABD concept.

Related Experiment Videos

  • Examination of comorbidity in developmental disabilities.

    • Main Results:

    • ABD offers a more integrative framework than MBD.
    • Significant overlap exists among various developmental disabilities.
    • Scientific literature supports the variability in expression of developmental disorders.

    Conclusions:

    • ABD is a proposed integrative concept, not a specific disorder.
    • The term aims to address the spectrum of overlapping developmental disorders.
    • Initiates dialogue on critical issues across disciplines regarding developmental disorders.