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Cortical dysfunction as an aetiological factor in learning disability.

P M Leary, K Batho

    South African Medical Journal = Suid-Afrikaanse Tydskrif Vir Geneeskunde
    |September 22, 1984
    PubMed
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    Children with learning disabilities often show abnormal EEG results and have a higher incidence of prenatal and neonatal complications, suggesting brain insults contribute to cortical dysfunction.

    Area of Science:

    • Neuroscience
    • Developmental Psychology
    • Pediatrics

    Background:

    • Learning disability is a complex condition affecting academic achievement.
    • Electroencephalogram (EEG) studies can reveal cortical dysfunction.
    • Prenatal and neonatal factors may impact brain development.

    Purpose of the Study:

    • To investigate the relationship between learning disability, EEG abnormalities, and adverse life events.
    • To identify potential causes of cortical dysfunction in children with learning disabilities.

    Main Methods:

    • Comparison of 100 learning-disabled children with 100 matched controls.
    • Routine electroencephalogram (EEG) studies for all participants.
    • Review of medical histories for prenatal, neonatal, and early childhood events.

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    Main Results:

    • 71% of learning-disabled children had abnormal EEGs versus 29% of controls.
    • Higher rates of abnormal pregnancy (31% vs 10%) and neonatal complications (29 vs 13) in the learning-disabled group.
    • Increased history of seizures, meningitis, and severe illness in children with learning disabilities.

    Conclusions:

    • A significant association exists between learning disability and adverse events impacting the immature brain.
    • These early life insults likely contribute to the cortical dysfunction observed in learning disabilities.
    • EEG findings support the link between brain insults and learning disabilities.