Neurodevelopmental Learning Disorders

Utiility of the Maternal Perinatal Scale (MPS) in Distinguishing Normal from Learning Disabled Children

“…This investigation provided additional evidence for a link between perinatal complications and children's learning disabilities (Gaddes and Edgell, 1994;Hooper and Boyd, 1986). The nature, extent, and persistence of a learning disorder can depend on a variety of factors including etiology, the developmental stage at which the disability is manifest, the significance of the disturbed functional system(s) to the learning process, and the availability of alternate functional systems to compensate for deficits Int J Neurosci Downloaded from informahealthcare.com by Mcgill University on 11/03/14…”

“…Children diagnosed with learning disorders represent a heterogeneous group who learn at a significantly slower rate in general or in specific areas than normal peers (Hooper and Boyd, 1986). Children diagnosed with learning disorders represent a heterogeneous group who learn at a significantly slower rate in general or in specific areas than normal peers (Hooper and Boyd, 1986).…”

“…Particularly during the perinatal period, the child's central nervous system is going through rapid changes, both qualitative and quantitative (Hooper and Boyd, 1986). Lateralization of function in the brain has begun to occur during fetal development.…”

“…Luria (1970Luria ( , 1973Luria ( , 1980 proposed a comprehensive theory suggesting that the brain is composed of three functional units which begin to mature at conception but do not fully develop until somewhere between ages 4-12. The result of damage has been argued to be related to attentional deficits and other learning disorders (Hooper and Boyd, 1986). Each of these units of the brain contributes to functions essential in complex action or process (e.g., reading), which are what Luria called functional systems.…”

Leading educational change using a neuropsychological Response‐to‐intervention approach: Linking our past, present, and future

“…growing evidence that behavior and neurology are inseparable, including recognition that neurological factors have been found to underlie many learning and behavior problems once assumed to be strictly behavioral (Hynd & Willis, 1988); 2. knowledge of brain development that is sequential and predictable (Willis, 2005); 3. the long-term effects of brain injury on children's behavior and ability to learn (Teeter & Semrud-Clikeman, 2007); 4. vulnerability of the developing brain to genetic and environmental conditions potentially resulting in severe childhood disorders (Riccio & Pizzitola-Jarratt, 2005); 5. the impact of neuropsychological trauma in the highly plastic developing brain, potentially impacting both damaged and functional areas of the brain as the brain reorganizes and develops (Gaddes & Edgell, 1994); 6. indications that some children who do not initially demonstrate behavioral indications of neuropsychological damage may develop problems as their brains mature (Root et al, 2005); 7. increasing numbers of children are exposed to drugs and environmental neurotoxins with known and unknown neuropsychological consequences (D'Amato et al, 2005b); 8. knowledge that a number of community problems (e.g., malnutrition) have neuropsychological consequences (D'Amato, Chittooran, & Whitten, 1992); 9. information demonstrating that neuropsychological prevention activities like perinatal education can have lifelong consequences for children (Dean & Davis, 2007); 10. evidence-based data indicating that neuropsychological interventions have changed the brain after individuals have learned to read (Shaywitz, 2003); and 11. the advent of brain-based classroom strategies and teaching approaches that connect the needs of the students to classroom organization and teaching styles (AIMSweb, 2007;Chittooran & Tait, 2005;Gaddes, 1980;Hooper & Boyd, 1986;Shaywitz, 2003;Telzrow, 1985).…”