Clinical Reasoning in the Assessment and Intervention Planning for a Reading Disability

Abstract

The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and Flanagan, Ortiz, and Alfonso’s Dual Discrepancy/Consistency Operational Definition of Specific Learning Disabilities will serve as the decision-making model for diagnosis. The reader will be guided through the author’s conceptualization of this case and suggestions for intervention will be discussed.

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