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February 1964

Educational Therapy in Learning Difficulties: The Role of the Pediatrician in Prevention, Diagnosis, and Therapy

Author Affiliations

Russell Sands, MD, Kennedy Child Study Center, 1339 20th St, Santa Monica, Calif.; Chief, Medical and Pediatric Services, Kennedy Child Study Center, Associate Clinical Professor (Emeritus), University of Southern California Medical School, and Research Consultant, Frostig School (Dr. Sands); Director (Dr. Frostig) and Research Assistant (Mr. Horne), Marianne Frostig School of Educational Therapy.; From the Children's Hospital of Los Angeles and the Department of Pediatrics, University of Southern California.

Am J Dis Child. 1964;107(2):155-159. doi:10.1001/archpedi.1964.02080060157008

In recent years a shift has taken place in the practice of pediatrics, which now tends to be concerned not only with the physical illnesses of young patients but also with their total development and adjustment. The advice of the pediatrician is increasingly sought by parents whose children show a maturational delay in one or more of their psychological functions, or who have learning difficulties or exhibit behavior disorders. Sometimes the pediatrician himself is the first to become aware of such a difficulty. He may notice that a child has difficulty in distinguishing between similar sounds, for instance, which could indicate a disability in auditory perception or articulation, or observe a child to be hyperkinetic, highly distractible, or tense. The burden of deciding whether or not the symptoms are due to defects in the child's general health is laid on the pediatrician. If they are, he will treat the defects

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