External validation of learning disability subtypes using probe evoked potential methodology



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The validity of classifying learning disabled children into subtypes based on patterns of academic achievement was tested using an electrophysiological measure of relative hemispheric activation during cognitive processing. Learning disabled children were placed into subgroups showing (1) poor computational arithmetic but average or above average skills in reading comprehension and spelling (n=ll), or (2) poor achievement primarily in reading comprehension and spelling (n=10). Control subjects were average or above average in all academic areas. Auditory probe evoked potentials were recorded from leads placed over the left and right temporal cortex (T3 & T4) while the subjects were engaged in a variety of cognitive tasks involving linguistic and non-linguistic skills. Analysis of the N1-P2 complex of the evoked potential revealed different patterns of cerebral activation depending on the type of task the subject was engaged in and the subject's group membership.



Slow learning children, Testing, Cerebral dominance