Comparison results
Add for comparison more than one drug or diagnosis.
| Results: Differences General | ✘Dysorphography | |||||
| Related research | Analogs | |||||
| ||||||
| Distinctive symptoms | ||||||
| Register, to see more distinctive signs of diseases and studies | 100% | |||||
| Register, to see more distinctive signs of diseases and studies | 65% | |||||
| makes mistakes when writing | 65% | |||||
| errors in speech | 50% | |||||
| teacher | 47% | |||||
| learning difficulties | 45% | |||||
| speech slurred | 44% | |||||
| pedagogical neglect | 44% | |||||
| agrammatism | 43% | |||||
| school immaturity | 40% | |||||
| erased dysarthria | 40% | |||||
| taciturnity | 40% | |||||
| problems with studying | 40% | |||||
| childhood diseases | 36% | |||||
| makes mistakes in speech and writing | 35% | |||||
| errors in speech and writing | 35% | |||||
| often sick child | 34% | |||||
| functional dyslalia | 32% | |||||
| general underdevelopment of speech (onr) | 31% | |||||
| dyslexia | 30% | |||||
| lot of mistakes | 30% | |||||
| dysarthria in children | 29% | |||||
| frequent colds | 28% | |||||
| children's speech | 28% | |||||
| studies well | 28% | |||||
| limited vocabulary | 28% | |||||
| pulse weak | 28% | |||||
| dyslalia | 28% | |||||
| alalia | 27% | |||||
| psychologist | 26% | |||||
| immunodeficiency | 26% | |||||
| night work | 24% | |||||
| thalamic syndrome | 23% | |||||
| dysarthria | 23% | |||||
| pulse is strong | 23% | |||||
| thinking disorders | 23% | |||||
| immaturity | 22% | |||||
| memory impairment | 21% | |||||
| increased | 21% | |||||
| large child | 21% | |||||
| psychosomatics | 21% | |||||
| forgetfulness | 20% | |||||
| overwork | 19% | |||||
| organic brain damage | 19% | |||||
| decreased concentration of attention | 19% | |||||
| underdevelopment | 19% | |||||
| helps others | 18% | |||||
| damage to the nervous system | 17% | |||||
| there are no complaints | 16% | |||||
| angioplasty | 16% | |||||
| lowered | 15% | |||||
| history of surgery | 15% | |||||
Instructions
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