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Why
do people behave the way they do? Why do some people seem to be
"natural athletes", others gifted artists, others eloquent
speakers, others math whizzes, some swift readers or sensitive listeners?
Why is
it rare that someone is all of these but common that one is good
in one area but poor in another? Why does memory vary with time,
age and circumstance? Why do some people concentrate well and others
seem restless and inattentive? Why does our society consider some
of these problems "handicapping disorders" like developmental
aphasia, constitutional dyslexia, learning disability, congenital
maladroitness or attention deficit disorder? Why are some fraught
with anxiety or depression? How can these symptoms be managed? These
questions are the concerns of this institute.
While at Mayo
an association of colleagues in diverse locations and fields led
to an approach to assessing developmental disorders. This model
has been expanded and continues in Scottsdale as an interdisciplinary
integrated team approach to diagnosis and treatment of the above
disorders and human idiosyncrasies. Basic science linkages with
the Orton
Dyslexia Society brain bank investigation and National
Institute of Child Health and Human Development provide a theoretical
framework. Variable aptitudes in communication, attention, memory
and alertness affect school performance, academic goals, occupation
selection and job retention. Colleagues in psychology, psychotherapy,
psychiatry, speech and language, and education share their expertise
to assist students, families, schools, workers and employers in
maximizing human potential and performance.
Institute research
has been presented at the American
Academy of Neurology, American
Neurological Association, New
York Academy of Sciences, American
Association for the Advancement of Science, Association of Professional
Sleep Societies and International Academy for Research in Learning
Disabilities.
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