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Evaluation and Education of Children With Brain Damage.

Naomi Abrams
Arch Gen Psychiatry. 1968;19(2):244-245. doi:10.1001/archpsyc.1968.01740080116021.
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At best, cerebral dysfunction, or "brain damage" as it is commonly called, is a difficult diagnostic category. Acute dysfunction with obvious gross measures of neurological handicap is often not difficult to diagnose, but the elusive and multicategorical phenomena of minimal cerebral dysfunction are another problem. As yet there is no clearly defined diagnostic entity for this category. Rather, we find many different lists of symptoms depending on the various backgrounds and professional training of the diagnosticians. In a sense, there are heterogeneous etiologies and heterogeneous symptomatology represented in this broad generalization used for labeling of a confusing disorder. This particular book does a special service to the professional community. Instead of adding to the impressive lists of books that attempt to describe and deal with brain dysfunction as a specific diagnostic entity with specific symptoms and methods of amelioraion, it begins to raise some of the questions that need to be asked! The questions must be explored before one can begin to find


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