Learning Disability Subtyping: Neuropsychological Foundations, Conceptual Models, and Issues in Clinical Differentiation

Hooper, Stephen R.; Willis, W. Grant

ISBN 10: 0387968083 / ISBN 13: 9780387968087

Editore: Springer, 1988

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Dati bibliografici

• Titolo: Learning Disability Subtyping: Neuropsychological Foundations, Conceptual Models, and Issues in Clinical Differentiation
• Editore: Springer
• Data di pubblicazione: 1988
• Lingua: Inglese
• ISBN 10: 0387968083
• ISBN 13: 9780387968087
• Rilegatura: Hardcover
• Condizione: New
• Peso: 25 once

Descrizione articolo

Riassunto

The publication of this very important volume comes at a timely juncture in the history of learning disabilities. The focus of this volume is on developing a multidisciplinary understanding of the complexities of the research on learning disabilities and its various sUbtypes. It also will serve as an important compendium of the subtyping literature, particularly with respect to pertinent issues of nosology, specific sUbtyping models, neuro­ psychological diagnosis, and treatment. As the authors so correctly suggest, the differential diagnosis of learning disabilities subtypes is a critical first step in developing theoretically sound programs of psychoeducational intervention. Clearly, one must have some idea about the general abilities of a child before realistic expectations can be charted. Also, how can one plan a program of intervention without some knowledge of the deficient components of achievement within a do­ main? Does it not make both conceptual and practical sense to identify an individual's relative strengths and weaknesses so that abilities or strengths can be utilized to optimize functioning in areas of deficit? Although these all sound like reasonable precursors to assisting individuals in need of academic assistance, there are those who would argue otherwise. Impor­ tantly, however, the Director of the National Institutes of Health, in a recent report to Congress, advocates exactly what this volume proposes. Indeed, there are important needs to be addressed, and the literature reviewed herein strongly supports the conclusions drawn by these authors.

Contenuti

Section I: Foundations for Subtype Analysis.- 1 Historical Foundations and Definitional Issues.- Early Case Studies.- Single-Factor Conceptualizations.- Case Study Methodology Revisited.- Definitional Issues in Learning Disabilities.- Summary.- 2 Neuropsychological Foundations.- Nervous System Development.- Functional Brain Organization.- Functional Systems.- Conclusions.- Section II: Subtyping Models and Classification Issues.- 3 Clinical-Inferential Classification Models.- Achievement Classification Models.- Neurocognitive Classification Models.- Neurolinguistic Classification Models.- Combined Classification Models.- Conclusions.- 4 Empirical Classification Models.- Empirical Classification Methods.- Achievement Classification Models.- Neurocognitive Classification Models.- Neurolinguistic Classification Models.- Combined Classification Models.- Behavioral Classification Models.- Conclusions.- 5 Issues in Classification and Subtype Derivation.- Definitional and Conceptual Issues.- Sampling Issues.- Variable Selection.- Developmental Considerations.- Empirical Versus Clinical-Inferential Classification Methods.- Conclusions.- Section III: Clinical Issues Related to Subtyping.- 6 Neuropsychological Assessment.- Neuropsychological Approaches.- Issues in Neuropsychological Assessment of Subtypes.- Conclusions.- 7 Social-Emotional Features.- Research with Heterogeneous Groups.- Research with Homogeneous Groups.- Conclusion.- 8 Treatment.- Unidimensional Treatment Approaches.- Neuropsychologically Based Treatment Approaches.- Subtype-to-Treatment Linkages.- Issues in Subtype-to-Treatment Planning.- Summary.- Section IV: Epilogue.- 9 Summary and Future Directions.- Advances in Learning Disability Subtyping.- Future Directions.- References.- Author Index.