Diagnosing Learning Disabilities And Emotional and Behavioral Disorders in Real-Life Situations

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dc.contributor.advisorUnknown
dc.contributor.authorWenger-Schulman, Annie-Rosa Sara
dc.date.accessioned2012-07-25T12:27:00Z
dc.date.available2012-07-25T12:27:00Z
dc.date.issued2006
dc.description27 p.en_US
dc.description.abstractFive professionals (I neurophysiologist, 2 neuropsychologists, 2 psychotherapists), who work with children who have Learning Disabilities (LDs) or Emotional and Behavioral Disorders (E/B Ds) as defined by the Individuals with Disability Education Act (IDEA,) explain how they differentiate between these high-incidence disabilities. Their answers were compared to existing literature and the diagnostic criteria from the DSM IV, which illustrates that children with these disabilities show symptoms of multiple disorders and therefore suggests diagnosis is difficult and often ambiguous. The professionals differed in the techniques they found most effective in diagnosing children. The neurophysiologist and the neuropsychologists, relied primarily on testing, whereas the psychotherapists, found personal interviews to be more determinant in the diagnosis. These discrepancies suggest that research into standardizing the criteria for diagnosing both LDs and E/B Ds would be beneficial to the field.en_US
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10920/27014
dc.language.isoen_USen_US
dc.relation.ispartofKalamazoo College Psychology Senior Individualized Projects Collection
dc.relation.ispartofseriesSenior Individualized Projects. Psychology.;
dc.rightsU.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder. All rights reserved.
dc.titleDiagnosing Learning Disabilities And Emotional and Behavioral Disorders in Real-Life Situationsen_US
dc.typeThesisen_US
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