Auditory/Perceptual assessment (receptive
and expressive language);
Sensory Motor assessment (handwriting,
coordinated activity);
Cognitive function (comprehension,
memory, recall, and focused learning) assessment;
Study of all functioning as part of
C.P.S.M. deficit and in the advanced form of learning
disability (LD) within the provision of appropriate
services;
Study of various emotional, developmental,
anxiety-depression and anger-rage reaction; and
Review and study of the various aspects
of stressors identified earlier in child’s educational,
cultural, developmental, family, and social life.
We must simultaneously avoid the following:
False reference
and reliance on the discrepancy differential
of the #21 that exists between Verbal IQ and Performance
IQ.
We believe any discrepancy
between the #5-20 is important and needs to be addressed; also
Medicalizing
the diagnosis of youngsters as ADHD by inferences and
quick use of medication; and
Camouflaging the knowledge about Cognitive/
Perceptual/ Sensory Motor delay and Learning
Disability.
