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Strengthen the Evidence for Maternal and Child Health Programs

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Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.

Displaying records 1 through 1 (1 total).

Capute A. 1987. Neurodevelopmental Precursors of Learning Disability [Final report]. Baltimore, MD: John F. Kennedy Institute for Handicapped Children,

Annotation: The purpose of this study was to evaluate the predictive validity (and clinical utility) of selected aspects of infant development in relationship to later specific learning disability. The study sought to determine whether the neurodevelopmental substrate for learning disorders could be detected prior to academic underachievement. 240 children participated in the study. The findings of the study supported the original premise: Early deviations in the pattern of development are associated with developmental dysfunctions in other areas. Such deviations are detectable by techniques that can be employed in the course of well-child care. If replicated, the data give primary care providers a means of placing infants "at risk" for learning dysfunction that is based on performance instead of history. [Funded by the Maternal and Child Health Bureau]

Contact: National Technical Information Service, O.S. Department of Commerce, 5301 Shawnee Road, Alexandria, VA 22312, Telephone: (703) 605-6050 Secondary Telephone: (888) 584-8332 E-mail: [email protected] Web Site: http://www.ntis.gov Document Number: NTIS PB88-173828.

Keywords: Learning disabilities, Nervous system diseases, Preschool children, School-age children, Specific learning disability (SLD)
   

The MCH Digital Library is one of six special collections at Geogetown University, the nation's oldest Jesuit institution of higher education. It is supported in part by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under award number U02MC31613, MCH Advanced Education Policy with an award of $700,000/year. The library is also supported through foundation and univerity funding. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.