Historically Speaking

APRIL 30, 2002

Published on the 10th, 20th and 30th of each month (USUALLY)

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So Many Names

In the early 1940's children who were hyperactive, distractible, impulsive and/or had learning difficulties were given the label Minimal Brain Damage. It was soon discovered that there was little confirmation of any brain damage and the problems of these children seemed to be more a difficulty with the brain working correctly. It was thought that the "circuits" of the brain were mis-connected &/or functioning differently than the "normal" brain. Thus, the label was changed to Minimal Brain Dysfunction. Another label used was Minimal Cerebral Dysfunction.

Later , the academic difficulties of such labeled children were assigned their own labels as educators and researchers started to figure out that these children weren't all showing the same types of difficulties. Thus the additional labels of Dyslexia (reading), Dysgraphia (writing), and Dyscalculia (math) were added to the stack of labels. Other professionals decided that the term Specific Learning Disabilities was a better description. Difficulties were then labeled as perceptual, integrative, sequencing memory, motor or language disabilities. Children were also referred to as Neurologically Impaired and/or Perceptually Impaired. Other labels that emerged to try to give a picture of these children were Hyperactive, Hyperkinetic, Distractible and Hypoactive

Which label is right? That really depends more on the training of the diagnostician than any other factor. If you are trained to identify dyslexia, that label will fit when certain criteria are seen. Another diagnostician might label the same child as having an integrative, perceptually impaired, language disability.

Other areas identified as causing learning and attention difficulties have also been given their own label. Input disability, auditory perception disability, visual perception disability, visual figure ground disability, integration disability, memory disability, abstraction disability, short term memory disability, long term memory disability, sequencing disability, output disability ----- and others.

Positive labels

It is helpful to know the strengths of ADDers. Through testing, it can sometimes be determined what a person's strongest learning modality is: Visual Learner, Verbal Learner, Kinesthetic Learner. With that information, a teacher can be sure to design lessons to emphasize the proper learning mode for the learner.

Howard Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences:

Verbal-Linguistic Intelligence -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words

Mathematical-Logical Intelligence -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns

Musical Intelligence -- ability to produce and appreciate rhythm, pitch and timber

Visual-Spatial Intelligence -- capacity to think in images and pictures, to visualize accurately and abstractly

Bodily-Kinesthetic Intelligence -- ability to control one's body movements and to handle objects skillfully

Interpersonal Intelligence -- capacity to detect and respond appropriately to the moods, motivations and desires of others.

Intrapersonal Intelligence -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

Naturalist Intelligence -- ability to recognize and categorize plants, animals and other objects in nature

Existential Intelligence -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

Why all these labels? Before a problem can be solved, it needs to be defined. Just as in medicine, you must find the "root" of the problem before you can treat it.

For instance

a patient comes in complaining of excessive tiredness
the doctor takes his temp, feels his lymph nods etc.
the diagnosis is DEPRESSION -
doctor writes a prescription for Prozac and sends the patient on his way

WHAT IF .. the problem was actually DIABETES ? Similar presenting problem but the wrong diagnosis = the wrong treatment.

That's why we have so many names and labels to describe students with learning difficulties. It's an attempt to accurately diagnosis the problem so it can be treated properly.

So .... if an ADDer has additional labels added to the diagnosis, consider that as a positive thing. Knowing the problem is the first step leading appropriate treatment.

I find many of the above labels are difficult to understand and figure out what teaching modality is best. I find it more helpful if I can ascertain if a child is primarily a visual, auditory or kinesthetic learner. Armed with that information, it is easier to design a program and 'TEACH TO THE CHILD'S STRENGTHS'.

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DISCLAIMER

This information is for educational purposes only. Much of the information is from classes and workshops I’ve taken during my 30+ years of working with ADD & ADHD students – sprinkled with my own comments, thoughts and insights.

Some information has been acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment.

Additionally, much of this information is a direct result of research done for workshops I've presented (or have been asked to present). CLICK TO SEE MY WORKSHOP OFFERINGS.

This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child’s (or your own) doctor for additional input.

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Editor: BJ Madewell

Wichita, KS area

316-733-9532

FAX not available

www.ADDchoices.com

Email ADDchoices@aol.com or ADDchoices@yahoo.com

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BJ Madewell