Multidimensional Problems and Findings in Developmentally Disabled Children

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Abstract
The background factors, problems, findings, and recommendations emerging from the interdisciplinary evaluation of 301 children referred to the Duke Developmental Evaluation Center for assessment of suspected developmental disabilities are analyzed. The perspective on developmental disabilities gained from utilization of a problem-oriented clinical record and a functional rather than a categorical approach is discussed. Particular attention is directed toward the frequency of findings in various dimensions of functioning and the implications arising from this comprehensive analysis for the roles of pediatricians, parents, and teachers in case management.

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