The study examined psychological development in 250 children at the age of 6–7 and 10–12 years who had been exposed in the prenatal period at the time of the Chernobyl accident in 1986. These children were compared to a control group of 250 children of the same age from non- and slightly contaminated areas of Belarus. The examination included psychiatric examination and intellectual assessment as well as the estimation of thyroid exposure in utero. The mean value of thyroid doses from 131I 0.39 Gy was estimated for the prenatal exposed children. The children of the exposed group had a lower mean full-scale IQ compared to the control group (89.6 ± 10.2 vs 92.1 ± 10.5 at the age of 6–7 years, P = 0.007; and 94.3 ± 10.4 vs 95.8 ± 10.9 at the age of 10–12 years, P = 0.117). Average IQ for the subgroup of highly exposed children (thyroid doses more than 1 Gy) was lower in comparison with average IQ for the whole exposed group (85.7 ± 6.4 vs 89.6 ± 10.2 at the age of 6–7 years, P = 0.014; 89.1 ± 7.1 vs 94.3 ± 10.4 at age 10–12 years, P = 0.003). No statistically significant distinctions in average IQ were found between the different subgroups of children in relation to the gestational age at the time of the Chernobyl accident. We notice a positive moderate correlation between IQ of children and the educational level of their parents (in exposed group – mothers: r = 0.50, P < 0.01 and fathers: r = 0.52, P < 0.01; in control group – mothers: r = 0.41, P < 0.05 and fathers: r = 0.42, P < 0.05). There was a moderate correlation between high personal anxiety in parents and emotional disorders in children (for mothers r = 0.38, P < 0.05; for fathers r = 0.43, P < 0.01). The relative risk of mental and behavioural disorders has been estimated for emotional disorders OR = 2.67, P < 0.001. The frequency of the formation of mental retardation, hyperkinetic disorders and other mental and behavioural disorders in children from both groups was approximately the same. We conclude that in the genesis of borderline intellectual functioning and emotional disorders in the exposed group of children a significant role was probably played by unfavourable social-psychological and sociocultural factors such as a low educational level of the parents, the break of microsocial contacts and difficulties adapting, which appeared following the evacuation and relocation from the contaminated areas.

This article reports an investigation of the views and practices of 203 Australian psychologists and guidance counsellors with respect to psycho-educational assessment of students with specific learning disabilities (SLDs). Results from an online survey indicated that practitioners draw upon a wide range of theoretical perspectives when conceptualising and identifying SLDs, including both response to intervention and IQ-achievement discrepancy models. Intelligence tests (particularly the Wechsler scales) are commonly employed, with the main stated reasons for their use being ‘traditional’ perspectives (including IQ-achievement discrepancy based definitions of SLDs), to exclude a diagnosis of intellectual disability, and to guide further assessment and intervention. In contrast, participants reported using measures of academic achievement and tests of specific cognitive deficits known to predict SLDs (e.g., phonological awareness) relatively infrequently.

This study examined psychological development in 138 children at the age of 6–7 and 10–11 years, who had suffered prenatal radiation exposure at the time of the Chernobyl accident in 1986. These children were compared to a control group of 122 children of the same age from noncontaminated areas of Belarus. The examination included neurological and psychiatric examination, intellectual assessment, and clinical psychological investigation of parents as well as the estimation of thyroid exposure in utero. The exposed group manifested a relative increase in psychological impairment compared with the control group, with increased prevalence in cases of specific developmental speech-language disorders (18·1% vs. 8·2% at 6–7 years; 10·1% vs. 3.3% at 10–11 years) and emotional disorders (20.3% vs. 7.4% at 6–7 years; 18.1 vs. 7.4% at 10–11 years). The mean IQ of the exposed group was lower than that of the control group, and there were more cases of borderline IQ (IQ=70–79) (15.9% vs. 5.7% at 6–7 years; and 10.1% vs. 3.3% at 10–11 years). The mean value of thyroid doses from 131I 0.4 Gy was estimated for children exposed in utero. No correlation was found between individual thyroid doses and IQ at age 6–7 years or 10–11 years. We notice a positive moderate correlation between IQ of children and the educational level of their parents. There was a moderate correlation between high personal anxiety in parents and emotional disorders in children. We conclude that a significant role in the genesis of borderline intellectual functioning, specific developmental disorders of speech, language and scholastic skills, as well as emotional disorders in the exposed group of children was played by unfavourable social-psychological and social-cultural factors such as a low educational level of parents, the break of microsocial contacts, and adaptational difficulties, which appear following the evacuation and relocation from the contaminated areas.

Boys with Attention Deficit Hyperactivity Disorder (ADHD, N=50), Specific Learning Disorder (LD, N=45), combined Specific Learning Disorder and ADHD (LD/ADHD, N=25), and controls (N=51) completed effortful and automatic information processing tasks based on Treisman and Gelade's (1980) “information integration theory”. ADHD and LD/ADHD subjects did not differ from controls at baseline or under feedback and reward conditions, suggesting that they were investing similar levels of mental effort in the tasks. The LD group had a superior performance in the effortful task and an inferior performance in the automatic task compared with the other groups at baseline. The data suggest a potential method of distinguishing primary LD from learning difficulties that occur secondary to ADHD.