TY - BOOK ID - 7765107 TI - Diagnostic Assessment of Learning Disabilities in Childhood : Bridging the Gap Between Research and Practice PY - 2014 SN - 1493903349 1493903357 PB - New York, NY : Springer New York : Imprint: Springer, DB - UniCat KW - Learning disabilities -- Classification. KW - Learning disabilities -- Diagnosis. KW - Learning disabled children -- Identification. KW - Learning disabled children. KW - Learning disabilities KW - Learning disabled children KW - Age Groups KW - Communication Disorders KW - Mental Disorders Diagnosed in Childhood KW - Disabled Persons KW - Persons KW - Mental Disorders KW - Neurobehavioral Manifestations KW - Named Groups KW - Neurologic Manifestations KW - Psychiatry and Psychology KW - Nervous System Diseases KW - Signs and Symptoms KW - Pathological Conditions, Signs and Symptoms KW - Diseases KW - Learning Disorders KW - Disabled Children KW - Child KW - Medicine KW - Education KW - Social Sciences KW - Health & Biological Sciences KW - Pediatrics KW - Education, Special Topics KW - Psychology KW - Diagnosis KW - Identification KW - Identification. KW - Diagnosis. KW - Psychology. KW - Education. KW - Social work. KW - Psychotherapy. KW - Counseling. KW - Child psychology. KW - School psychology. KW - Child and School Psychology. KW - Education, general. KW - Social Work. KW - Psychotherapy and Counseling. KW - Developmental psychology. KW - Applied psychology. KW - Applied psychology KW - Psychagogy KW - Psychology, Practical KW - Social psychotechnics KW - Benevolent institutions KW - Philanthropy KW - Relief stations (for the poor) KW - Social service agencies KW - Social welfare KW - Social work KW - Human services KW - Development (Psychology) KW - Developmental psychobiology KW - Life cycle, Human KW - Counselling KW - Helping behavior KW - Psychology, Applied KW - Clinical sociology KW - Interviewing KW - Personal coaching KW - Social case work KW - Therapy (Psychotherapy) KW - Mental illness KW - Mental health counseling KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Psychology, School KW - Behavior, Child KW - Child behavior KW - Child study KW - Pediatric psychology KW - Child development KW - Developmental psychology KW - Treatment UR - https://www.unicat.be/uniCat?func=search&query=sysid:7765107 AB - Diagnosing learning disabilities (LD) in children has never been an easy task. The multiple approaches in use complicate the assessment process, raising the risk of young students getting the wrong services, or none at all. It is clear that more accurate diagnosis and classification methods are needed to advance the prevention and treatment of difficulties in reading and mathematics. Diagnostic Assessment of Learning Disabilities in Childhood takes important steps to cut through the confusion. This timely resource weighs the strengths and weaknesses of commonly used assessment methods including the aptitude-achievement discrepancy, cognitive processing, RTI, and low achievement approaches, and introduces the author's academic impairment model as a promising alternative. A chapter on comorbid disorders in students with LD guides readers in the fine points of differential diagnosis. And to make the coverage especially practical, the book's features link the theoretical to the real-world practice of LD assessment, among them: Overviews of LD identification and definitions. Analysis of widely used diagnostic approaches with strengths and weaknesses. Examples of assessment protocols and report writing. Case examples illustrating diagnostic issues. Q&A sections with leading experts in the field. Useful summaries, appendices, and resource links. Diagnostic Assessment of Learning Disabilities in Childhood is an invaluable reference for school and clinical child psychologists, special education and allied educational professionals, and researchers and graduate students in school, educational, and clinical child psychology who are dedicated to higher measurement standards and greater opportunities for children’s academic success. ER -