The Yale Center for the Study of Learning and Attention Disorders
Abstract
This report describes the Yale Center for the Study of Learning and Attention Disorders, which is devoted to the better understanding ofthe full rangeofinfluences thatmayinterfere with a child's ability to learn. The central focus of the Center's research is the development of a comprehensive nosology or classification system for the range of the most common disorders that can influence school performance, that is, learningand attention disorders. The clarificationofdefinitional issues repre·sents a critical first step in efforts to better understand the nature of cognitive and biological mechanisms in learning and attention disorders. Defmitions of learning disabilities (primarily reading disability) and attention disorders (ADD) and what is known about the prevalence and nature ofthe co-occurrence of these problems are reviewed. The rationale for classification systems and the research strategy used in the Yale Center to develop a comprehensive classification for both learning disabilities and ADD are discussed. It is hypothesized that there are tlrree major influences on learning-cognitive, attentional, andbehavioral. Cognitive influences are representedbyreading, math, andotherdisabilities. Attentional influences are further subdivided into ADD with and without hyperactivity subgroups. Once reading disability (or attention disorder) are differentiated from other disabilities, reading disability and attention disorder are subjected to further analytic studies for the purpose of determining specific subtypes. Once these have been delineated, defined, and validated each of the specific subtypes will be examined to determine the specific etiologies, distinct mechanisms, and appropriate interventions.
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