Neurology and Behavior: Background and Assessment

  • William H. Gaddes
  • Dorothy Edgell


This book is expressly written for educational diagnosticians, clinical psychologists, school psychologists, and remedial teachers who are committed to developing for their learning impaired students prescriptions based on a broad spectrum of relevant diagnostic knowledge. This knowledge should include, in addition to the social history of the student, a record of academic achievement, a psychological assessment of perceptual, motor, and cognitive strengths, and, in those cases of known brain damage or suspected central nervous system dysfunction, a neurological examination. The in-depth study of the neurologically impaired learning disabled student should include a synthesis of educational, psychological, social, and neurological data. Such an approach is ambitious and requires educational diagnosticians to learn some basic neurology and neuroanatomy and a useful body of neuropsychology, in addition to their expertise in professional education and psychology. Their knowledge of neuropsychology need only be at an introductory level, which will not qualify them to make diagnostic statements about the neurological functioning of their learning disabled (LD) students, but it will provide them with a broader and more productive hypothetical concept of their learning processes. Greater knowledge is more likely to lead them to produce better remedial treatment.


Learning Problem Disable Child Learning Disable Learn Disability Central Nervous System Dysfunction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Suggested Readings

  1. Cruickshank, W.M. Learning disabilities: A definitional statement. In Cruickshank, W.M. Concepts in learning disabilities: Selected writings, vol. 2. Syracuse: Syracuse University Press, 1981, 80–110.Google Scholar
  2. Heath, C.P. & Kush, J.C. Use of discrepancy formulas in assessment of learning disabilities. In Obrzut, J.E. & Hynd, G.W. (Eds.), Neuro-psychological foundations of learning disabilities. San Diego: Academic Press, 1991, 287–307.Google Scholar
  3. Lyon, G.R. IQ is irrelevant to the definition of learning disabilities: A position in search of logic and data. Journal of Learning Disabilities,1989, 22(8),504–507.Google Scholar
  4. Morrison, S.R. & Siegel, L.S. Learning disabilities: A critical review of definitional and assessment issues. In Obrzut, J.E. & Hynd, G.W. (Eds.), Neuropsychological foundations of learning disabilities. San Diego: Academic Press, 1991, 79–97.Google Scholar
  5. Siegel, L.S. IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities,1989, 22(8), 469–478, 486.Google Scholar
  6. Cruickshank, W.M. Learning disabilities: An international overview. Paedoperisse, 1987, 1 (1), 1–15.Google Scholar

Copyright information

© Springer Science+Business Media New York 1994

Authors and Affiliations

  • William H. Gaddes
    • 1
  • Dorothy Edgell
    • 1
    • 2
  1. 1.Department of PsychologyUniversity of VictoriaVictoriaCanada
  2. 2.Queen Alexandra Centre for Children’s HealthVictoriaCanada

Personalised recommendations