By Bruce F. Pennington
From a depended on specialist within the box, this authoritative paintings offers an obtainable review of what studying issues are, how they improve, and the way to diagnose and deal with them successfully. the writer offers the most up-tp-date neuroscientific wisdom on a number of stipulations, together with dyslexia, autism spectrum problems, attention-deficit/hyperactivity ailment, and others. Practitioners achieve very important insights and instruments for making feel of children's impairments and strengths, gathering and analyzing diagnostic information from various resources, and linking analysis to evidence-based interventions. the second one variation has been considerably revised and elevated to mirror major medical and examine advances. New to This Edition*Covers extra problems: highbrow incapacity, arithmetic sickness, and developmental coordination disease, plus a bankruptcy on much less well-validated disorders.*New case illustrations and a spotlight on empirically dependent practice.*Now grounded in a a number of cognitive-deficit version of studying problems, changing the past edition's modular, single-deficit model.*An illuminating bankruptcy on debatable remedies separates myths from evidence.
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Additional resources for Diagnosing Learning Disorders: A Neuropsychological Framework (2nd Edition)
As long as a test has adequate reliability and validity, we consider the particular test employed to be less important than the cognitive construct that is being measured. 2. In the discussion of each case, I integrate the information from the history and the test results, consider different hypotheses, and provide a rationale for the diagnosis or diagnoses selected. REVIEWSDyslexia OF DISORDERS Part II Reviews of Disorders 43 Chapter 6 Dyslexia with Robin L. Peterson and Lauren M. McGrath T hree main types of abnormal language development are discussed in this chapter and Chapter 7: (1) developmental dyslexia or reading disability (RD), in which the defining problems are in written rather than spoken language; (2) speech sound disorder (SSD), in which the defining problem lies in the development of speech production; and (3) language impairment (LI), in which the defining problem is in the expression and/or comprehension of spoken language.
22 BASIC CONCEPTS Some of these functions can be illustrated by the games of bridge and chess. To succeed at these games, one must (1) generate alternative lines of play and look ahead several moves to see where they lead; (2) inhibit prepotent but maladaptive moves; and (3) constantly update the contents of working memory to reflect the current state of the game, which in turn leads to shifting cognitive set. Practiced bridge and chess players rely on heuristics to reduce the processing demands of play.
Finally, diagnosis itself can be therapeutic for parents and patients, because an accurate diagnosis provides an explanation for troubling symptoms and a focus for the efforts the parents and child patient are already making to alleviate the symptoms. Another criticism of the medical model is that it presupposes a single biological model for the cause of all behavioral disorders. However, Meehl (1973) pointed out that within medicine itself there is no single causal model. This point is even more true today.