The phrase "academic disorders" is correct and usable in written English.
It can be used to refer to various conditions that affect a person's ability to perform academically, such as learning disabilities or attention disorders.
Example: "Students with academic disorders may require additional support and resources to succeed in their studies."
Alternatives: "learning disabilities" or "educational challenges".
We therefore conducted the first clinical feasibility trial of cognitive remediation in young subjects and present a clinical case of a 6-year-old boy with attention deficit disorder and academic disorder.
One program was developed for an adolescent with anorexia nervosa and applied to the subject and her family, but the purpose of this paper is to present a CR approach for children with attention deficit disorder or academic disorder, a 6-month program based on paper-pencil tasks and board and card games.
Second, when assessing the efficiency and even the efficacy of a drug or more generally of a treatment, it is actually useful to have an outcome measurement that does not concentrate only on the academic disorder under study, but rather on the patient himself, grasped in his/her entirety.
Setting: Three academic movement disorder clinics.
Consequently, programs dedicated to young subjects were developed in English-speaking countries, and the Department of Child and Adolescent Psychiatry of Sainte Anne Hospital (Paris) developed a new CR program for children with attention deficit disorder, academic problems, or eating disorders.
Study Design and Setting: We conducted a retrospective review of a case series in a tertiary academic care voice disorders clinic.
In this posting, I drew heavily on Melanie A. Gold's and Ronald E. Dahl's chapter 38 in the anthology Behavioral Treatments for Sleep Disorders (Academic Press, 2010).
They included socio-economic characteristics, the age of onset for mental disorders, academic performance and family support.
What follows is an intellectually murky look at two children that hovers around race, class and gender and consistently fails to take the child's point of view as each faces a rigorous academic regime, demanding parents, disorders and worse.
The results emphasized that: (1) functional beliefs played a protective role for the vast majority of HRQOL aspects including well-being, resilience, exposure to risk factors, acute major disorders, and academic achievement; (2) dysfunctional beliefs were associated with higher odds of presenting diagnosed acute minor and major disorders.
