Subtypes of learning disabilities: neuropsychological and behavioural functioning of 495 children referred for multidisciplinary assessment.

摘要: Aim of the present study was two fold: (1) to evaluate course referring and diagnosing Learning Disabilities (LD) contribution multidisciplinary assessment (2) describe characteristics three LD subtypes: Attention with or without Motor function (AMD), Verbal (VLD) Non-Verbal (NVLD). Diagnostics, behavioural neuropsychological data from 495 children aged 6-17 years were described. First, AMD VLD most frequent LD. Multidisciplinary could contribute diagnostic process LD, especially in uncommon comorbidities. Secondly, ratings, information processing, attention regularity visual-motor integration proved be sensitive discriminating between subtypes. However, NVLD requires additional developmental information. Multiple discriminant analysis correctly classified 61.7% a selection sample into subtypes as diagnosed by team. It is believed that are clinically relevant suggestions made test classification functions an independent sample, preferably using structured interview.