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By using individual case studies, this chapter aims to cover some of the main areas which commonly fall under the hammer of “missed” or “mis”- diagnosis, illustrating how underlying physical factors can impact on learning outcomes and behavior and building a case for: routine developmental testing of neuromotor skills at the time of school entry and at key stages through the education system; improved communication and inter-disciplinary cooperation between professional services involved in the identification, treatment, and management of special needs; improved recognition among the medical profession of the importance of identifying physical factors; and improved training of teachers in the role of physical as well as social development in supporting cognitive learning. The chapter presents case studies for autistic spectrum disorder (ASD) and studies how extended time ambulatory electroencephalogram (EEG) monitoring helped to identify the underlying problems and when clinically correlated with the brain behavior symptom complex.
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