Neurological Assessment

Abstract

Children, parents, and professionals in the field have been justifiably perplexed when a child with signs of learning and attention disabilities is seen by a number of physicians and considered to be “all boy who will outgrow it,” “perfectly normal,” “a late bloomer,” “learning disabled,” “unmotivated,” “attentionally deficient,” “emotionally disturbed,” or “brain damaged.” All these impressions come from generally competent physicians who, because of differences in training, interest, and time, see the problem and the way it should be assessed in markedly different ways.