title: Learning disorders.
abstract: Three broad areas of LDs are recognized in the DSM-IV (RD, mathematics disorder, and disorder of written expression), and many atypical LDs (such as NVLD) also may be found in children with academic underachievement. These disorders are defined by a significant discrepancy between a child's intellectual (learning) ability and specific area of academic achievement, based on individual psychologic testing. Interventions for these disorders begin with careful evaluation and testing, followed by meetings at the school and development of an IEP. The recommendations of the IEP are performed in the school setting, whereas additional interventions may be sought at private learning clinics. Specific treatments for RD have been well defined, whereas those for other LDs must be tailored to match the strengths and weaknesses of the child. Although it is rare for individuals to completely outgrow the academic weaknesses characteristic of an LD, their performance in the area of weakness often can be improved markedly with appropriate interventions.
authors.affiliation: Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA. wkronenb@iupui.edu
authors.forename: William G
authors.initials: WG
authors.lastname: Kronenberger
authors.forename: David W
authors.initials: DW
authors.lastname: Dunn
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology; D002648:Child; D006801:Humans; D007859:Learning Disabilities / Q000145:classification / Q000175:diagnosis* / Q000453:epidemiology