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Issues in the early identification of specific learning disability.
Journal of Developmental and Behavioral Pediatrics : JDBP
|February 1, 1984
Summary
Specific Learning Disability (SLD) may be diagnosed in infancy by identifying neurologic markers, predating the need for academic underachievement evidence. Early detection enables timely intervention and evaluation of therapeutic strategies.
Area of Science:
- Developmental neuroscience
- Pediatric neurology
- Learning disabilities research
Background:
- Current Specific Learning Disability (SLD) diagnosis relies on academic underachievement relative to cognitive ability.
- This diagnostic approach delays identification until school age, missing early intervention opportunities.
Purpose of the Study:
- To explore the potential for diagnosing SLD in infancy by identifying underlying neurologic differences.
- To shift the diagnostic focus from academic outcomes to early neurodevelopmental indicators.
Main Methods:
- Review of evidence from historical risk studies, newborn examinations, and infant behavioral assessments.
- Analysis of retrospective data on early development in children with SLD.
- Examination of infant motor and language development in relation to SLD.
Main Results:
- Circumstantial evidence suggests that the neurologic substrate for SLD is detectable in infancy.
- Various sources indicate that early neurodevelopmental variations can serve as precursors to SLD.
Conclusions:
- Identifying the neurologic substrate of SLD in infancy is feasible.
- Early identification facilitates timely intervention, therapeutic efficacy assessment, and evaluation of neonatal care impacts.