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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Learning disabilities and school failure.

Sheryl L Rimrodt1, Paul H Lipkin

  • 1Division of Developmental Medicine and the Center for Child Development, Vanderbilt University School of Medicine, Nashville, TN, USA.

Pediatrics in Review
|August 3, 2011
PubMed
Summary
This summary is machine-generated.

This article guides medical professionals in evaluating children with school failure or suspected learning disabilities. It covers diagnosis, differential conditions, developmental history, community resources, and management plans for effective care.

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Area of Science:

  • Pediatric Medicine
  • Developmental Pediatrics
  • Educational Psychology

Background:

  • School failure and learning disabilities significantly impact child development and academic success.
  • A systematic approach is crucial for accurate diagnosis and effective intervention.
  • Early identification and support can mitigate long-term challenges.

Purpose of the Study:

  • To provide a comprehensive medical framework for assessing children with school failure or suspected learning disabilities.
  • To differentiate learning disabilities from other conditions affecting school function.
  • To equip healthcare providers with resources and management strategies for affected children and their families.

Main Methods:

  • Systematic review of medical literature on learning disabilities.
  • Analysis of developmental surveillance guidelines.
  • Compilation of resources for evaluation, treatment, and prognosis.
  • Development of a medical home management plan framework.

Main Results:

  • A structured medical approach enables effective evaluation of school failure.
  • Distinguishing learning disabilities from other conditions requires careful assessment of historical and developmental factors.
  • Key historical factors in developmental surveillance aid in identifying at-risk children.
  • Access to school and community resources is vital for comprehensive care.
  • A medical home management plan facilitates coordinated support for children with learning disabilities.

Conclusions:

  • Healthcare providers can effectively manage children with learning disabilities through a systematic medical approach.
  • Understanding differential diagnoses and leveraging community resources improves patient outcomes.
  • The medical home plays a central role in coordinating care and supporting families of children with learning disabilities.