This capacity is necessary for the coordination, modulation and interpretation of emotions. The following problems occur when this capacity is impaired.
The person has difficulty registering and interpreting his own emotions. The person's emotions are less refined and differentiated. The person's capacity for being emotionally reactive or responsive is impaired.
The person cannot interpret non-verbal information such as facial expressions and body language and as a result he can't change his behaviour according to the signals people are sending him. For example the person cannot read his boss so he is unaware of whether the boss thinks he is doing a good job or not. Similarly the person is unable to interpret a teacher's reactions which can interfere with the learning process. Also the person does not always act appropriately in social situations because he does not perceive the significance of the non-verbal information.
The person tends to talk about something excessively not picking up the cues that other people are not interested in listening and want him to stop.
The person has trouble resisting impulses and can become dominated by them. One example is excessive impulse buying.
There is a lack anticipatory planning and of developing long term strategies to deal with situations.
The person does not get worried in situations when he should worry.
There is a failure of active surveying of visual details to get the allover picture of a situation. The person prematurely stops looking before taking in all the visual information and hence comes to the wrong conclusion about the situation.
'Arrosmith Program's Description of Learning Dysfuctions'
Reprinted with permission from: www.arrowsmithschool.org
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