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Specific Learning Disorders, Motor Disorders, and Communication Disorders

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Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder

Abstract

This chapter includes developmental learning, communication, and motor disorders, which affect persons with intellectual disability (ID), autism spectrum disorders (ASD), and/or other neurodevelopmental disorders more often than neurotypical persons, and have a significant influence on the emotional and adaptive development as well as on overall functioning and personality throughout the whole lifespan of the person.

Specific learning disorders (SLDs) occur early during the first years of formal schooling, with difficulty in learning, reading, writing, and arithmetic. They occur in the absence of a global impairment of intelligence and intellectual capability, although these disorders are prevalent among children and adults with cognitive impairments within the range of ID. These disorders originate in childhood and often continue into adulthood among many. Various treatments are available showing a varied rate of success for SLDs.

Motor disorders such as motor coordination difficulties, tic, and Tourette’s syndrome are common in children and adults with ID. Children and adults with ID also manifest various types of communication disorders including speech sound disorder, speech fluency disorder (stuttering), and social (pragmatic) communication disorder. Social communication disorder is common among children and adults with ASD.

There are significant gaps in current knowledge of phenomenology, categorization, aetiology, and natural history of communication, and motor disorders in persons with ID and/or ASD. It is also difficult to decipher the many causal links between these conditions and the frequently associated psychiatric disorders.

Although the outcomes of many therapeutic programmes are still ambiguous and underdocumented, treatment of communication and motor disorders, as well as prevention of associated psychiatric problems, seems to be more effective when based on a coordinated multidisciplinary approach.

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Authors and Affiliations

  1. Imperial College, London, UK

    Shoumitro Shoumi Deb

  2. Faculty of Medicine, Department of Brain Sciences, Imperial College London, London, UK

    Shoumitro Shoumi Deb

  3. Worcestershire Health and Care NHS Trust, Birmingham, UK

    Meera Roy

  4. Centro Risorse, Prato, Italy

    Christina Bachmann

  5. CREA (Research and Clinical Centre), Fondazione San Sebastiano, Misericordia di Firenze, Florence, Italy

    Marco O. Bertelli

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Editors and Affiliations

  1. CREA (Research and ClinicalCentre), Fondazione San Sebastiano, Misericordia di Firenze, Florence, Italy

    Marco O. Bertelli

  2. Faculty of Medicine, Department of Brain Sciences, Imperial College London, London, UK

    Shoumitro (Shoumi) Deb

  3. Developmental Medicine Centre, Boston Children’s Hospital, Harvard Medical School, Boston, MA, USA

    Kerim Munir

  4. Division of Psychiatry, University College London and Camden & Islington Foundation Trust, London, UK

    Angela Hassiotis

  5. Health Research Institute, Faculty of Health, University of Canberra, Canberra, Australia

    Luis Salvador-Carulla

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Deb, S.S., Roy, M., Bachmann, C., Bertelli, M.O. (2022). Specific Learning Disorders, Motor Disorders, and Communication Disorders. In: Bertelli, M.O., Deb, S.(., Munir, K., Hassiotis, A., Salvador-Carulla, L. (eds) Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder. Springer, Cham. https://doi.org/10.1007/978-3-319-95720-3_18

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