The Learning-Disabled or Hyperactive Child

Abstract

IT IS an unfortunate truism that most of the diagnostic procedures used with children who have learning disabilities and hyperactivity are not helpful in deciding on treatment. Although at least 92 diagnostic terms have been used to describe behavior and learning disorders in children with average intelligence,¹the terms "learning disability," "minimal brain dysfunction" (MBD), and "hyperactivity" seem to have gained widespread acceptance. The term "MBD" is most frequently used in medical literature, while "learning disability" and "hyperactivity" are most frequently used by educators and psychologists. Peters et al²have suggested that "MBD" be used as the term to describe children who have both a learning disability and hyperactivity, that "learning disability" be reserved for children with academic difficulty but no signs of overactivity, and that "hyperactivity" be applied to overactive or impulsive children who nevertheless are performing satisfactorily academically. The children with both symptom complexes—MBD—are the largest