CLINICAL AND NEUROPSYCHOLOGICAL OUTCOMES OF MINIMAL BRAIN DYSFUNCTION IN SCHOOL-AGED CHILDREN
Keywords:
Minimal brain dysfunction, school-aged children, neuropsychological outcomes, attention deficits, learning difficulties, cognitive developmentAbstract
Minimal brain dysfunction (MBD) is a common neurodevelopmental condition observed in school-aged children and is characterized by subtle neurological abnormalities accompanied by cognitive, behavioral, and emotional difficulties. Although structural brain damage is usually absent, functional immaturity of the central nervous system leads to significant impairments in academic performance and social adaptation. This article analyzes the clinical and neuropsychological outcomes of minimal brain dysfunction in school-aged children. Special attention is given to attention regulation, executive functions, learning abilities, and behavioral manifestations. The findings demonstrate that MBD is associated with persistent cognitive deficits and psychosocial challenges that require early identification and multidisciplinary intervention. Understanding the clinical and neuropsychological profile of children with MBD is essential for optimizing diagnostic strategies and improving long-term educational and developmental outcomes.
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