Child Neuropsychology. Clinical Practice by John E. Obrzut and George W. Hynd (Eds.)

By John E. Obrzut and George W. Hynd (Eds.)

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Moore, 1971). Although the child neuropsychologist should be familiar with the various types of voice disorders, this category of speech problems in and of itself has minimal implications for a child's learning. The third category of speech problems is speech dysfluency. Speech dysfluency refers to any behavior, such as repetitions or prolongation of sounds, syllables, or words, that disrupts the rhythm and flow of speech. Abnormally long pauses, or blocks, also are included as contributing to speech dysfluency.

1983). An analysis of learning and attentional processes in mentally handicapped individuals. Internationaljournal of Rehabilitative Research, 6, 369-370. American Psychiatric Association. (1980). ). Washington, DC: Author. , Feyer, A. , & Neilson, M. (1983). Stuttering: A review of research findings and theories circa 1982. Journal of Speech and Hearing Disorders, 48, 226-246. , Quinn, P. , & Sorby, W. A. (1972). Stuttering: An investigation into cerebral dominance for speech. Journal of Neurology, Neurosurgery, and Psychiatry, 35, 414-418.

Boyd This definition widens the scope of the learning-disability concept. Specifically, the definition acknowledges the heterogeneous nature of learning disabilities and opens the door for subtype analysis for this group of disorders. Further, placing the term within a neurological framework implicates the need for neuropsychological investigation of this population, not to mention a greater need for practitioners working with learningdisabled children to have at least a basic working knowledge of CNS functioning.

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