S u m m a r y

Ahonen T, Aro M, Närhi V & Räsänen P (1996)

Diagnosing learning disabilities: new directions after MBD?

Psykologia 31/5(316-323). Rauma ISSN 0355-1067.

 

The concept "Minimal Brain Dysfunction" (MBD) and its inherent assumption of neurological factors behind the disorder directed the research of learning disabilities to the neuropsychology of developmental disorders. However, the concept of MBD proved to be problematic, mainly because the diagnosed children form a heterogenous group in terms of problem areas and suitable treatment methods. This led to more narrowly defined diagnoses (attention deficit disorders, different kinds of learning disabilities) and to studying these diagnostically separated problem areas and their neurocognitive background factors. One line of research has aimed at defining subgroups within these diagnostic categories. However, the comorbidity of these disorders is commonly observed, as was acknowledged with MBD diagnosis. Possible common causes and explanations for different comorbid constellations of developmental problems are now one of the foci in learning disability research.

 

Timo Ahonen, Ph.D, Mikko Aro, Lic.Psych., Vesa Närhi, M.A. & Pekka Räsänen, Lic.Psych.

Niilo Mäki Institute, University of Jyväskylä, PO Box 35, FIN-40351 Jyväskylä, Finland.