(I) Treatment Treatment principles: 1. Prevention-oriented (1) Prevention of specific learning skill disorders should start from maternal pregnancy, strengthen perinatal health care, and avoid factors that cause fetal brain damage as much as possible. (2) During infancy and childhood, attention should be paid to the overall development of mental activities, and when deficiencies in a particular area are detected, early consultation and professional guidance should be received to correct deviations as early as possible. 2.Integrated education training (1)After the specific type of disorder and neuropsychological defects are clarified, medical staff, instructors and parents need to work together to conduct targeted basic skills training, such as the use of sensory integration therapy, developing right brain function, accelerating the transmission and integration function of left and right brain information, promoting abstract thinking development with figurative thinking, training gross and fine motor, etc. (2) Comprehensive education and training methods should be individualized and targeted. First easy and then difficult, combined with a variety of rewards to strengthen the positive reinforcement. Parents and special educators should be extremely patient and flexible with their children. (3) Strengthen nutrition and correct poor eating habits such as partial eating and anorexia. 3.Medication For combined hyperactivity, methylphenidate (Ritalin) can be taken with behavioral therapy. Combined with mood disorders, anti-anxiety, antidepressants can be used as appropriate. 4.The treatment of dyslexia includes perceptual training, reading training, medication (piracetam), parental involvement and sensory integration training, all of the above methods have been proven effective, but the long-term efficacy needs to be tracked. (1) Medication: Piracetam can improve children’s reading, writing and certain cognitive aspects of information processing, such as improving short-term memory, accelerating reading speed and improving reading ability. There are no significant side effects. (2) Sensory integration therapy: The main activities arranged for sensory integration therapy are reading on skateboards and net cables and various hand-eye coordination skills. The main concept of this type of therapy is to provide control of sensory stimulus input, especially from the vestibular system: muscles, joints, skin, etc., so that the child can integrate these sensations and respond adaptively at the same time. The movement of the whole body of the child on the skateboard is very important for the organization of sensory and motor processes in the brain. The brain provides important information to the location and space of other relevant parts of the body, and these movements can coordinate sensory information. In addition, as children move on skateboards and net cables, the sensory information in their bodies changes with their actions, and brain processing will establish a basis for how to express or read in words. The movement of the body also provides the basis for hand and finger movements, such as writing and using tools. The sea of vestibular and proprioceptive information that comes from driving a skateboard helps the child’s sense of touch return to normal. This sensory information is what reduces the child’s exaggerated activity and also allows the nervous system to do more purposeful activities. After skateboarding, the child usually feels centered and calm. (B) Prognosis The course of dyslexia: It usually begins in infancy or childhood and is evident at the age of 6 to 7 years (in the first and second grades). Sometimes, dyslexia can be compensated for in the early grades, and only becomes significant at age 9 (fourth grade) or later. In mild cases, reading will gradually catch up after treatment and there will be no signs of dyslexia in adulthood. In severe cases, many of the signs of dyslexia will persist throughout life despite treatment. The prognosis of dyslexia is affected by many factors, such as IQ and family status. Follow-up studies have shown that the prognosis is generally poor, such as high dropout rates, low employment rates, and low socioeconomic status. The relationship between dyslexia and conduct disorder, mood disorders, and juvenile delinquency needs to be further investigated and explored.