Volume 15, Issue 4 (1986)
Reviews of Neuropsychology of Learning Disabilities: Essentials of Subtype Analysis, Children in Crisis: A Team Approach in the Schools
Elaine Clark, Bob Germain
The notion that researchers and practitioners have failed to address the heterogeneity and diversity of the learning-disabled population is central to the present work. The authors are of the opinion that the reliance on a contrasting-groups paradigm, or what Adams (1985) refers to as “subjective, criterion-contaminated identification by conference-table consensus”(p. 37), can no longer be justified on theoretical or practical grounds. While some of the studies contained within this 351-page book are exploratory in nature, others represent the seminal work in the field, providing empirical tests of clinical lore which guide the practitioners’ work.
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