Abstract
Based on our review of the literature, we have reached what may be a startling conclusion to readers of this handbook: Neuropsychological diagnoses of mild learning problems are largely irrelevant, misleading, and potentially harmful because they contribute to beliefs that probably impede rather than facilitate effective remediation. Strong statements? Yes, but entirely consistent with the available evidence, which we believe shows that neuropsychological assessment and treatment based on neuropsychological concepts have little or no treatment validity; rely on unreliable and invalid measures; and impede efforts of nonneurologically trained persons such as teachers and parents to cope with learning problems.
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Reschly, D.J., Gresham, F.M. (1989). Current Neuropsychological Diagnosis of Learning Problems: A Leap of Faith. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-6807-4_27
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