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Minimal Brain Dysfunction in Perspective

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Advances in Clinical Neuropsychology

Abstract

Although the term minimal brain dysfunction (MBD) recently has been supplanted by alternative nomenclature (DSM III, Spitzer, 1980), it continues to be applied in substance, if not in name. In part, this may reflect its relevance to a variety of problems (Birch, 1964; Denckla, 1977b; Touwen, 1978; Yule, 1978). Included within the rubric of MBD is a wide array of childhood disabilities, such as the failure to develop age-appropriate academic skills; attention deficits and hyperactivity; perceptual-motor, language, memory and cognitive deficiencies; difficulties in social adjustment; and, neurologic signs of EEG abnormalities (Conners, 1967; Clements, 1966; Gross & Wilson, 1974; Ochroch, 1981; Touwen & Prechtl, 1970; Wender, 1971). The incidence of these disorders varies markedly with estimates ranging as high as 50% for children seen at mental health centers, and between 5% to 20% for children in the school population (Becker, 1974; Minskoff, 1973; Schmitt, 1975; Wender, 1971).

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  1. Children’s Hospital of Pittsburgh, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA

    H. Gerry Taylor

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  1. H. Gerry Taylor
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  1. Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA

    Ralph E. Tarter  & Gerald Goldstein  & 

  2. Veterans Administration Highland Drive Medical Center, Pittsburgh, Pennsylvania, USA

    Gerald Goldstein

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© 1984 Plenum Press, New York

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Taylor, H.G. (1984). Minimal Brain Dysfunction in Perspective. In: Tarter, R.E., Goldstein, G. (eds) Advances in Clinical Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-9844-8_8

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  • DOI: https://doi.org/10.1007/978-1-4613-9844-8_8

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