Planning for Treatment of Secondary Handicapping Conditions

The primary handicapping conditions of the child with learning disabilities (learning disabilities, speech-language disabilities, fine motor dyscoordination, and ADHD) are, as discussed in Chapters 9 and 10, “part of the child’s wiring” and are, as such, somewhat out of his or her control. The strategies discussed for dealing with these primary handicapping conditions (e. g., individualized educational programs, accommodations both at home and school to increase structure and consistency, and stimulant medication), although appropriate given our present understanding of learning disabilities, are often inadequate to resolve the primary handicaps. As a result, the child with learning disabilities may not receive the usual “strokes” that go along with school success, and is apt to resort to inappropriate attention-seeking behaviors to get the recognition that otherwise would not be received. Additionally, children with learning disabilities are cognizant of the fact that their performance does not measure up to the standard of the group, resulting in poor self-concept. Inappropriate attention-seeking behaviors and poor self-concept are examples of secondary handicapping conditions that parents and professionals must attempt to prevent or minimize. This chapter presents strategies for managing these secondary behavioral and emotional problems.