[Early indications for partial learning disorders--anamnestic and diagnostic strategies].
A surprisingly small amount of information exists about early symptoms of learning disorders becoming evident during the first years at school. Only one relation seems to carry some degree of reliability: Early language deficits and/or retardation of language acquisition and later learning disorders including dyslexia. Because of these limitations, a more pragmatic approach is recommended. Questionnaires can be used asking for specific and age-related skills, involving the existence and good functioning of strategically working and concept-building central structures. Children with deficits in these structures will develop and experience dysfunctions in their cognitive, social and motor abilities. Consequently, they present behavioural problems. Children whose questionnaires offer suspicion in respect of specific dysfunctions should be tested by means of structured play tests or by appropriate developmental tests, to determine their individual patterns of talents and specific shortcomings. An early therapeutic intervention, aimed at the child's specific and individual deficits, may prevent or reduce learning problems at school.
Michaelis
R
R
Abteilung Neuropädiatrie, Entwicklungsneurologie, Sozialpädiatrie Universitätskinderklinik Tübingen.
Niemann
G
G
Schöning
M
M
D002648:Child; D002675:Child, Preschool; D002658:Developmental Disabilities / Q000175:diagnosis* / Q000517:prevention & control; D004410:Dyslexia / Q000175:diagnosis / Q000517:prevention & control; D005260:Female; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis / Q000517:prevention & control; D007859:Learning Disabilities / Q000175:diagnosis* / Q000517:prevention & control; D008297:Male; D008487:Medical History Taking; D009483:Neuropsychological Tests; D010988:Play and Playthings; D012307:Risk Factors