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Learning Difficulties: Neuropsychological Interpretations and Interventions

Published online by Cambridge University Press:  29 October 2015

Vicki Anderson
Vicki Anderson*
Affiliation:
Department of Psychology, Royal Children's Hospital, Melbourne
*
Department of Psychology, Royal Children's Hospital, Flemington Road, Parkeville, Victoria 3052
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Abstract

Learning difficulties affect up to 20 percent of school-aged children. While many children “grow out” of their disability, a significant proportion experience ongoing problems which can hinder academic, social, and emotional development.

Neuropsychological models suggest that these children may suffer from subtle deficits in memory and organizational abilities, which make them vulnerable within a classroom environment. Understanding the specific neuropsychological strengths and weaknesses of children with learning difficulties may provide information regarding the most appropriate form of intervention and the likelihood of its success.

In recent study at the Royal Children's Hospital, Melbourne, 160 learning disabled children were evaluated. Findings from the group suggested a high frequency of general health problems as well as mild episodes of central nervous system dysfunction. Neuropsychological data showed that the sample, as a whole, performed within the average range on standardized intellectual measures, but achieved poor results on measures of new learning and executive function. Furthermore, data supported the presence of a number of patterns of learning disability, including linguistic deficit, non-verbal deficit, and information processing deficit. These subtypes are discussed with reference to educational characteristics, and models of intervention are suggested.

Information

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 9 , Issue 1 , May 1992, pp. 16 - 27
Copyright
Copyright © Australian Psychological Society 1992

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References

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