Learning Disability Subtyping

1. Front Matter

   Pages i-xiv

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2. Foundations for Subtype Analysis

   1. Front Matter

      Pages 1-1

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   2. Historical Foundations and Definitional Issues

      • Stephen R. Hooper, W. Grant Willis

      Pages 3-19

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   3. Neuropsychological Foundations

      • Stephen R. Hooper, W. Grant Willis

      Pages 20-37

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3. Subtyping Models and Classification Issues

   1. Front Matter

      Pages 39-39

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   2. Clinical-Inferential Classification Models

      • Stephen R. Hooper, W. Grant Willis

      Pages 41-61

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   3. Empirical Classification Models

      • Stephen R. Hooper, W. Grant Willis

      Pages 62-91

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   4. Issues in Classification and Subtype Derivation

      • Stephen R. Hooper, W. Grant Willis

      Pages 92-106

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4. Clinical Issues Related to Subtyping

   1. Front Matter

      Pages 107-107

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   2. Neuropsychological Assessment

      • Stephen R. Hooper, W. Grant Willis

      Pages 109-138

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   3. Social-Emotional Features

      • Stephen R. Hooper, W. Grant Willis

      Pages 139-163

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   4. Treatment

      • Stephen R. Hooper, W. Grant Willis

      Pages 164-192

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5. Epilogue

   1. Front Matter

      Pages 193-193

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   2. Summary and Future Directions

      • Stephen R. Hooper, W. Grant Willis

      Pages 195-201

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6. Back Matter

   Pages 202-253

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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.

• assessment
• brain
• child
• development
• election
• emotion
• learning
• learning disabilities
• linguistics
• methodology
• nervous system
• organizations
• planning
• research
• treatment

• The Clinical Center for the Study of Development and Learning, Department of Psychiatry, University of North Carolina School of Medicine, Chapel Hill, USA

  Stephen R. Hooper

• Department of Psychology, University of Rhode Island, Kingston, USA

  W. Grant Willis

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