CLINICAL AND NEUROPSYCHOLOGICAL OUTCOMES OF MINIMAL BRAIN DYSFUNCTION IN SCHOOL-AGED CHILDREN

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.轻微脑功能障碍（Minimal brain dysfunction, MBD）是一种常见的神经发育病症，多见于学龄儿童群体，以隐匿的神经系统异常为核心特征，并伴随认知、行为与情绪层面的困难。尽管通常不存在结构性脑损伤，但中枢神经系统功能发育不成熟会导致学业表现与社会适应能力出现显著受损。本文针对学龄儿童的轻微脑功能障碍展开临床与神经心理学转归分析，重点关注注意力调控、执行功能、学习能力及行为表现。研究结果显示，MBD与持续性认知缺陷及社会心理挑战存在关联，此类问题亟需早期识别与多学科干预。深入了解罹患轻微脑功能障碍儿童的临床与神经心理学特征，对于优化诊断策略、改善长期教育与发育结局至关重要。