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

Abstract

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.

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