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Diagnosis and Treatment

Stephen I. Sulzbacher, PhD

JAMA. 1975;234(9):938-941.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

IT IS an unfortunate truism that most of the diagnostic procedures used with children who have learning disabilities and hyperactivity are not helpful in deciding on treatment. Although at least 92 diagnostic terms have been used to describe behavior and learning disorders in children with average intelligence,¹ the terms "learning disability," "minimal brain dysfunction" (MBD), and "hyperactivity" seem to have gained widespread acceptance. The term "MBD" is most frequently used in medical literature, while "learning disability" and "hyperactivity" are most frequently used by educators and psychologists.

Peters et al² have suggested that "MBD" be used as the term to describe children who have both a learning disability and hyperactivity, that "learning disability" be reserved for children with academic difficulty but no signs of overactivity, and that "hyperactivity" be applied to overactive or impulsive children who nevertheless are performing satisfactorily academically. The children with both symptom complexes—MBD—are the largest . . . [Full Text PDF of this Article]

Author Affiliations
From the Department of Pediatrics, University of Washington, Seattle.

Footnotes
Reprint requests to Pediatrics Department (WJ-10), University of Washington, Seattle, WA 98195 (Dr. Sulzbacher).

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