There's an Elephant in the Room: The Impact of Early Poverty and Neglect on Intelligence and Common Learning Disorders in Children, Adolescents, and Their Parents

Autor/in	Bigelow, Brian J.
Titel	There's an Elephant in the Room: The Impact of Early Poverty and Neglect on Intelligence and Common Learning Disorders in Children, Adolescents, and Their Parents
Quelle	In: Developmental Disabilities Bulletin, 34 (2006) 1-2, S.177-215 (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1184-0412
Schlagwörter	Poverty; Child Neglect; Mild Mental Retardation; Learning Disabilities; Children; Adolescents; Parents; Adjustment (to Environment); Attention Deficit Disorders; Attention Deficit Hyperactivity Disorder; Mental Disorders; Indigenous Populations; Fetal Alcohol Syndrome; Child Rearing; Intelligence Quotient + Suchen Sie Ihr Suchwort? Armut; Kindesvernachlässigung; Learning handicap; Lernbehinderung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Eltern; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Mental illness; Geisteskrankheit; Sinti und Roma; Fetal alcohol spectrum disorders; Alkoholembryopathie; Kindererziehung; Intelligenzquotient
Abstract	Recognition of poverty and neglect is very important in formulating a practical diagnosis of children's and adolescent's learning disorders. Early brain development forms the basis of learning, behavior and health over the entire life span. Through accumulated stressors and lack of supports, early poverty undermines competent parenting which then impairs learning and is the most common cause of mild mental retardation (MMR). Parenting interventions left until school entry do not prevent the insidious decline in IQ over the developmental period. Most types of learning disorders (e.g., ADHD, LD, FAS/FAE) are either aggravated or actually caused in the presence of chronic early poverty. Lack of functional accessibility to family, extra-familial and community resources for the poor impairs their adjustment to their children's learning disorders. Stresses due to poverty and cultural marginalization also exacerbate FAS/FAE. Poverty and despair eclipse diagnostic debates in producing hyperactivity, memory impairment, and social maladjustment. The need for early identification of at-risk infants and the provision of nurturing stimulation, cognitive training and parental support cannot be over-emphasized. (As Provided).
Anmerkungen	J.P. Das Developmental Disabilities Centre. 6-102 Education North, University of Alberta, Edmonton AB T6G 2G5, Canada. Tel: 780-492-4505; Fax: 780-492-1318; Web site: http://www.ualberta.ca/~jpdasddc/bulletin/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10