Atypical Brain Development: A Conceptual Framework for Understanding Developmental Learning Disabilities

Abstract

This article presents ideas that are, in part, a response to the ambiguity in the neurological research on learning disorders, the growing awareness that developmental disabilities are typically nonspecific and heterogeneous, and the growing scientific literature showing that comorbidity of symptoms and syndromes is the rule rather than the exception. This article proposes the term atypical brain development (ABD) as a unifying concept to assist researchers and educators trying to come to terms with these dilemmas. ABD is meant to serve as an integrative concept of etiology, the expression of which is variable within and across individuals. ABD does not itself represent a specific disorder or disease. It is a term that can be used to address the full range of developmental disorders that are found to be overlapping much of the time in any sample of children. Although similar in spirit to the older term of minimal brain dysfunction (MBD), in that it closely links neurology with behavioral difficulties, ABD as proposed here differs in several ways. In support of the ABD conceptual framework, first, we consider the ABD concept in terms of its superiority to the older notion of MBD. Second, we provide a brief review of the burgeoning literature on the overlap of the various developmental disabilities. Third, we review some of the scientific literature that supports the ABD concept. Our sole purpose in proposing this concept is to initiate dialogue and debate on several critical issues across a wide variety disciplines. Hence, this article is not intended to be a definitive statement of a rigid perspective. It reflects neither a nonmalleable philosophical position, nor any type of condemnation of other perspectives. It does, however, reflect a data-based and philosophical trend visible in the field of learning disabilities, as well as the broader area of childhood developmental disorders.

Motor Deficits in Children With Autism Spectrum Disorder: A Cross‐Syndrome Study

“…It was beyond the scope of the present study to determine if within-syndrome variability represented particular sub-groupings within each group or to what extent the variations highlight the dimensional nature of developmental disorders as suggested by neuroconstructivist developmental models [e.g. Gilger & Kaplan, 2001;Karmiloff-Smith, 2012], which emphasise the interaction of multiple developmental processes over time.…”

“…Furthermore, the concept of 'atypical brain development' [ABD] [Gilger & Kaplan, 2001], suggests that neurodevelopmental profiles are likely to overlap, which implies that neurodevelopmental disorders may not represent discrete categories.…”

Clinical and psychoeducational profile of children with specific learning disability and co-occurring attention-deficit hyperactivity disorder

“…[1][2][3][4] Some researchers believe that each of these disorders has an independent etiology, while others believe that their frequent co-occurrence is the result of a 'generalized atypical brain development.' [9][10][11] Both SpLD and ADHD are known to impair educational achievement and/ or social functioning. [1][2][3][4] We conducted the present study to document and analyze the clinical proÞ le and academic history of children with 'SpLD and cooccurring ADHD (SpLD/ ADHD).…”

Neuropsychologie développementale et dyslexie

“…Comment interpréter ces troubles associés ? Une des notions inté-ressantes que nous livre la neuropsychologie développementale est celle de « développement atypique du cerveau » (Gilger & Kaplan, 2001). Dans le cadre du modèle à 3 niveaux évoqué en début d'article, on peut envisager que différents génotypes puissent être sous-jacents à la manifestation de troubles d'apprentissage du langage écrit.…”