A Symptoms Guide to Learning Disabilities & Developmental Disorders

Address the challenges of developmental disorders & learning disabilities through education and advocacy for improved outcomes.

Introduction To Developmental Disorders

When talking about disabilities, whether from health conditions or diseases, many healthcare professionals have to think about two languages crucial to the individual they are assessing. One is person-first language, and the other is identity language. In person-first language, it pertains to how a person places more importance on the individual and their uniqueness. This involves individuals young and old with ADHD or Down syndrome. This is compared to the identity-first language, which often highlights the disorder or disease more than the individual (e.g., autistic child). The goal that many healthcare professionals aim for when treating individuals with disabilities or developmental disorders is to use respectful terminology to reduce social stigma, prejudice, and discrimination.

Many young individuals have their cognitive and social skills evaluated when entering and progressing through school. These evaluations sometimes indicate that a young individual or children might need special assistance with either language or learning to interact with others. Evaluation and diagnosis are the first steps in providing many people with the tools and resources needed to function. However, there are also significant social implications regarding diagnosis and labeling. Many healthcare providers must consider that anyone, young or old, can be misdiagnosed. Once the person receives the diagnosis label, the individual and whoever is in the person’s life have to interpret the person’s actions through that label. For instance, if a child has been misdiagnosed as having a learning disability, it can influence the child’s self-concept. It may be due to difficulties in school that cause children to have trouble at their academic level. This self-fulfilling prophecy causes them to act this way, causing people to predict what will happen come true. Healthcare professionals must pay attention to the power of labels and apply them accurately when assessing patients.

It is also important to consider that people’s difficulties can change over time. An example would be a child who has problems in school that may improve later or grow up to be an adult where these problems are no longer relevant. That person, however, will still have a label for having a learning disability. Even though it is fairly common for children and young individuals to have abnormal behaviors, healthcare providers should recognize that the distinction between abnormal/atypical and normal/typical behavior is not always clear. When evaluating learning disabilities, misdiagnosis may be more of a concern.
When it comes to the diagnosis of developmental disabilities, it is required that a pediatrician, psychologist, psychiatrist, or other accredited professional should assess a child for a developmental disability, as there are many factors to consider. Many common behaviors in children, like temper tantrums, being overly active, being shy, etc., might be misinterpreted as a behavioral disorder like ADHD (attention-deficit/hyperactivity disorder). Therefore, trained professionals use multiple assessments or questionnaires completed by the parent(s) and teacher(s) in conjunction with in-person observations and case history before diagnosing.

Autism Spectrum Disorders

As a common developmental disorder, autism spectrum disorder (ASD) can affect various areas of development, such as communication and behavior, in many individuals. The spectrum is wide and varies from person to person. In the United States, it is estimated that about 1 out of every 36 children or individuals has been diagnosed with autism, covering a wide variety of abilities and symptom expression between high and low functioning. ASD is characterized by age-inappropriate, impaired social communication and may have a complex interaction between genetics, epigenetic, and environmental factors associated with cerebral dysfunction. (Mukherjee, 2017) When it comes to social skills and communication, ASD can impact a person’s language skills as it can become difficult. A person within the autism spectrum may respond to a question by repeating the question, may not respond appropriately, or may not communicate in response at all. Some symptoms for an individual within the autism spectrum may be sensitivity to touch, sound, or visual stimulation. Individuals with autism often view the world differently and learn in unique ways while preferring routines and can become upset when routines are altered. For example, moving furniture or changing the daily schedule can be very upsetting.

There is no single known cause of autism, though research has indicated a possible genetic link. This could be due to the intricate neurobiological mechanisms that correlate with the immune system and neuroinflammation, causing atypical functional connectivity and neurotransmitter alterations. (Rajabi et al., 2024) Luckily, there are holistic approaches to reducing autism symptoms to help improve a person’s quality of life within the spectrum.

Holistic Treatments For Individuals Within The Autism Spectrum

When it comes to holistic treatment approaches for individuals with autism, they can vary for the individual while not affecting their sensory issues. Physical activities and motor skill training can help their mobility and improve movement performance. (Shahane et al., 2024) Additionally, individuals within the autism spectrum could be dealing with abnormal sensitivity and gastrointestinal difficulties that can cause numerous pain-like symptoms in the body. Incorporating and allowing autistic individuals to try out anti-inflammatory foods and prebiotics can help improve the symptoms associated with ASD while reducing the inflammatory effects on their bodies. (Sivamaruthi et al., 2020)

What Are Learning Disabilities?

When a person, both young and old, has an intellectual disability or an intellectual development disability, they could have significant impairment in intellectual and adaptive functioning. This, in turn, generally results in an IQ (intelligence quotient) under 70, which is two standards below the median. This causes deficits within two or more adaptive behaviors that affect everyday general living, causing them to learn slowly in all areas of learning. This is known as learning disabilities.

A learning disability (LD) is a specific impairment of academic learning that interferes with a particular aspect of schoolwork and significantly reduces a person’s educational performance. It can be shown as a major discrepancy between a person’s ability and some achievement features, causing them to be delayed in various academic areas. Many people often confuse the difference between a learning problem and a learning disability, as a learning problem stems from physical, sensory, or motor handicaps or generalized intellectual impairment.

Dyslexia

Dyslexia, one of the most prevalent learning impairments, is characterized by difficulties with reading; fundamentally, most dyslexics struggle to learn how to decode and spell words and to be fluent via phonological representation. (Snowling and others, 2020). This is because a number of anatomical alterations in the brain impair the brain’s capacity to integrate data from various RSNs (resting state networks), which in turn lessens the neuroplasticity of the brain. Munzer et al. (2020) Reading experts are used in several therapies to assist address the patient’s trouble spots.

Dysgraphia

One writing issue that is often linked to dyslexia is dysgraphia. The phrase is often used to refer to all abnormalities of written language. Diagraphia comes in two varieties: orthographic dysgraphia and phonological dysgraphia. The inability to write words phonetically and hear them out is known as phonological dysgraphia. Conversely, those who can spell words that are routinely spelled but not irregularly spelled have orthographic dysgraphia. When using a pen or pencil, some people with dysgraphia may struggle with motor control and letter formation.

Dyscalculia

One kind of math-related handicap is dyscalculia, which includes challenges with learning math-related concepts (such amount, place value, and time), remembering math-related information, and comprehending how problems are structured on paper. As a result, many students have bad school experiences and consistently fail at arithmetic assignments, which breeds failure anxiety and lowers self-esteem. Haberstroh and Schulte-Korne (2019) When individuals are working with numbers, this leads to problems with working memory. This could be the result of smaller and less active parietal lobes, which would explain abnormal patterns of cognitive performance in mathematics. Dowker, 2024

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Attention-Deficit/Hyperactivity Disorder (ADHD)

People with attention-deficit/hyperactivity disorder (ADHD), a neurodevelopmental disease, struggle with their physical and cognitive abilities. This is caused by smaller brain structures, which may alter neurotransmitters that interfere with normal brain function and result in patterns of impulsive, hyperactive, and inattentive behaviors. (The Brain & ADHD, 2017)

The following are a few indicators of inattention:
Having trouble completing chores and avoiding them
Not doing as directed
A lack of organization
Not paying enough attention to details and becoming easily sidetracked
Ignorance.

Excessive movements are a hallmark of hyperactivity in ADHD and include:
Getting restless
Having a hard time staying still
Running and scaling objects when it’s inappropriate
Blurring out answers
Waiting is difficult.
disturbing and encroaching on other people.

Children and adults that are energetic might sometimes come across as noisy. This leads to problems throughout their lives, including social and intellectual difficulties. People with ADHD are more likely to get bad grades, perform poorly on standardized tests, be expelled more often, and drop out of school during the academic year than their peers without ADHD.

Causes of ADHD

Numerous twin and family studies have shown that heredity is a major factor in the development of ADHD. According to several research, exposure to environmental variables, gender, and the diagnosis of an ADHD subtype may all function as modifiers of the development of ADHD. Gizer and colleagues (2009) Dopamine modulation is believed to be one of the particular genes implicated in ADHD. According to some brain imaging research, people with ADHD have anomalies in the frontal lobes, which are a region of the brain with a lot of dopamine. When doing mental activities, those with ADHD will have decreased frontal brain activity since the frontal lobe regulates behavior. Therefore, part of the hyperactive, uncontrollable behavior associated with ADHD may be explained by anomalies in this area.

Sugar and artificial colors are two examples of environmental elements that have been considered to increase people’s hyperactivity. Thus, a lot of individuals choose to cut them in order to lessen the symptoms of ADHD. On the other hand, a number of research have compared the effects of cigarette smoke exposure on the development of severe ADHD symptoms in the fetus. (Linnet and others, 2003).

ADHD Treatment

When it comes to treating ADHD, the most popular methods include using stimulant medications, as well as non-surgical methods and lifestyle modifications that may mitigate symptoms. Even though many people believe that using stimulant medicine is contradictory, it may assist persons with ADHD concentrate by activating the undeveloped prefrontal and frontal lobes of the brain. Consequently, this aids in managing the adverse consequences of ADHD.

Cognitive and motor functions may be enhanced by physical exercise and non-pharmaceutical therapies. Jansen and Ziereis (2015) Cognitive behavioral therapy, on the other hand, is a popular non-surgical treatment that may assist individuals in becoming conscious of their thinking patterns and changing them from negative to positive. As part of the patient’s treatment approach, many medical providers may combine CBT with medicine. The main advantage is that the medicine speeds up behavior change, which enables the patient to learn via cognitive behavioral therapy (CBT) more rapidly and make long-lasting behavioral changes. People with cognitive impairments and developmental disorders may have a personalized treatment plan to enhance their quality of life on their path toward health and wellness by implementing minor adjustments and employing a variety of therapy choices.

Injury Medical & Functional Medicine Clinic

We associate with certified medical providers who understand the importance of the various effects of developmental disorders and learning disabilities affecting the body. While asking important questions to our associated medical providers, we advise patients to implement small changes to their daily routine to reduce the symptoms affecting their bodies. Dr. Alex Jimenez, D.C., envisions this information as an academic service. Disclaimer.

References

ADHD & The Brain. (2017).  American Academy of Child & Adolescent Psychiatry. www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/ADHD_and_the_Brain-121.aspx

Dowker, A. (2024). Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities. Children (Basel), 11(6). doi.org/10.3390/children11060623

Gizer, I. R., Ficks, C., & Waldman, I. D. (2009). Candidate gene studies of ADHD: a meta-analytic review. Hum Genet, 126(1), 51-90. doi.org/10.1007/s00439-009-0694-x

Haberstroh, S., & Schulte-Korne, G. (2019). The Diagnosis and Treatment of Dyscalculia. Dtsch Arztebl Int, 116(7), 107-114. doi.org/10.3238/arztebl.2019.0107

Linnet, K. M., Dalsgaard, S., Obel, C., Wisborg, K., Henriksen, T. B., Rodriguez, A., Kotimaa, A., Moilanen, I., Thomsen, P. H., Olsen, J., & Jarvelin, M. R. (2003). Maternal lifestyle factors in pregnancy risk of attention deficit hyperactivity disorder and associated behaviors: review of the current evidence. Am J Psychiatry, 160(6), 1028-1040. doi.org/10.1176/appi.ajp.160.6.1028

Mukherjee, S. B. (2017). Autism Spectrum Disorders – Diagnosis and Management. Indian J Pediatr, 84(4), 307-314. doi.org/10.1007/s12098-016-2272-2

Munzer, T., Hussain, K., & Soares, N. (2020). Dyslexia: neurobiology, clinical features, evaluation and management. Transl Pediatr, 9(Suppl 1), S36-S45. doi.org/10.21037/tp.2019.09.07

Rajabi, P., Noori, A. S., & Sargolzaei, J. (2024). Autism spectrum disorder and various mechanisms behind it. Pharmacol Biochem Behav, 245, 173887. doi.org/10.1016/j.pbb.2024.173887

Shahane, V., Kilyk, A., & Srinivasan, S. M. (2024). Effects of physical activity and exercise-based interventions in young adults with autism spectrum disorder: A systematic review. Autism, 28(2), 276-300. doi.org/10.1177/13623613231169058

Sivamaruthi, B. S., Suganthy, N., Kesika, P., & Chaiyasut, C. (2020). The Role of Microbiome, Dietary Supplements, and Probiotics in Autism Spectrum Disorder. Int J Environ Res Public Health, 17(8). doi.org/10.3390/ijerph17082647

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxf Rev Educ, 46(4), 501-513. doi.org/10.1080/03054985.2020.1765756

Ziereis, S., & Jansen, P. (2015). Effects of physical activity on executive function and motor performance in children with ADHD. Res Dev Disabil, 38, 181-191. doi.org/10.1016/j.ridd.2014.12.005

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