Learning disorders are “deficits in specific academic skills
compared to what would be expected given a child’s age, schooling, and
intelligence” (Hansell & Damour, 2008 p. 508). Reading disorder, mathematics disorder and
disorder of written expression are the three learning disorders identified in
the DSM-IV-TR. Abnormalities in the
brain and genetic influences are biological components in learning disorders. Irregular brain functioning is said to be a
contributing factor in learning disorders developing because those
irregularities “trigger impairments in the region of the brain that control
visual and language processing and attention and planning” (Ford-Martin &
Frey, 2011). Children who are suffering
from learning disorders normally experience anxiety and depression that can
result in them misbehaving in school because they are upset about their
academics. Cognitive-behavioral
components involve helping them with their education by breaking down their
academics into particular sections for better understanding.
Pervasive developmental disorders are a group of disorders that
are “characterized by delays in the development of socialization and
communication skills” (National Institute of Neurological Disorders and Stroke,
2013). Autism, Rett’s disorder,
childhood disintegrative disorder and Asperger’s disorders are considered
pervasive developmental disorders. Biological
components of pervasive developmental disorders include “brain structure
abnormalities, genetic mutation and alterations in brain functions” (Odle,
Barstow, & Cataldo, 2011). An
operant-conditioning theory in behavioral programs is the behavioral component
for pervasive developmental disorders and is said to be the most effective way
to teach “language, communication skills, and self-care and community
adaptation” (Hansell & Damour, 2008 p. 519).
Attention deficit/hyperactivity disorder, oppositional defiant
disorder, and conduct disorder are categorized as attention deficit and
disruptive behavior disorders. Children
that suffer from these disorders “often have academic difficulties, poor social
skills, and impulsivity (i.e., a tendency to act without thinking through
potential consequences)” (Childhood Mental Disorders and Illnesses, 2008). Biological components of deficit and
disruptive behavior disorders involve brain abnormalities and genetics. Deficiency of the brain’s behavioral
inhibition may be the main contribution to aggressive and impulsive
behaviors. Cognitive-Behavioral
components involve family therapy, interventions and role playing exercises to
help children alter the thought process that create disruptive behaviors.
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