Unlike specific learning disabilities and neurodevelopmental disorders that have been more extensively studied, there is no gold standard for diagnosing<unk> . This is likely due to writing systems often differing substantially between countries & languages and there being considerable heterogeneity among the therapists who are charged with diagnosing<unk> . Consequently, there are several tests that are used to diagnose<unk>  like Ajuriaguerra scale, BHK for children or teenagers, the Minnesota Handwriting Assessment, ETCH, SCRIPT, DASH and HHE scale. With devices like drawing tablets, it is now possible to measure the position, tilt, and pressure in real time. From these features, it is possible to compute automatic features like speed and shaking and train a classifier to diagnose automatically children with atypical writing. The features extracted have different importances in the classification through development and allow to characterize different subtypes of<unk>  that could have different origins, outcomes and could require different remediation strategies. It’s not uncommon for<unk>  individuals to be intellectually gifted, possess a rich vocabulary and have strong comprehension of language when speaking or reading, though their disorder is often not detected or treated; which may also be in part to developmental dyslexia receiving far more academic and medical attention than developmental<unk> . In addition, gifted children with transcription disabilities seldom receive programming for their intellectual talents due to their difficulties in completing written assignments.
Dysgraphia
Dyslexia
Hypersexuality
Developmental coordination disorder
Musical anhedonia
Paraphilia
Acrodynia
Misophonia