Learning Disabilities in Older Adolescents and Adults: Clinical Utility of the Neuropsychological Perspective / Edition 1

by Lynda J. Katz, Gerald Goldstein, Sue R. Beers

Overview

Learning disabilities is a subject that is usually associated with school-aged children where the research and intervention strategies are well known. Much less research has been done for assessing and diagnosing older adolescents and adults in this area. This work is an effort to provide a comprehensive review of what we know about certain of these disorders, specifically:

• language-based learning disorders;
• nonverbal learning disorders;
• high-functioning autism;
• attention-deficit/hyperactivity disorder; and
• mathematics disorders
and how they manifest themselves in the later years of development and maturity. A chapter addresses each one of these disorders of learning. Included in each chapter is a discussion of historical perspectives, definitions and diagnostic criteria, incidence and prevalence data, comorbidity studies, pertinent research from all relevant fields of study, reasonable accommodations in academia as well as the workplace, and outcome data. This much-needed review will be of interest to clinicians in neuropsychology, educational psychology, and psychopharmacology.

Product Details

ISBN-13:	9781441933676
Publisher:	Springer US
Publication date:	12/01/2010
Series:	Critical Issues in Neuropsychology , #772
Edition description:	Softcover reprint of the original 1st ed. 2001
Pages:	232
Product dimensions:	6.10(w) x 9.25(h) x 0.24(d)

Table of Contents

Reading and Writing Disorders.- Mathematics Disorder.- Nonverbal Learning Disability.- ADHD.- High Functioning Autism.- Concluding Thoughts.

Editorial Reviews

Concentrating on the literature regarding young adults, this volume reviews what is known on a subsection of learning disorders, specifically disorders of reading, written expression, and mathematics; nonverbal learning disorders, high functioning autism, and attention deficit disorder. Katz (Landmark College), Goldstein (U. of Pittsburgh), and Beers (U. of Pittsburgh) attempt to bring a historical perspective to the proceedings and pay significant attention to the controversies surrounding the diagnostic methodologies surrounding the learning disorders. Annotation c. Book News, Inc., Portland, OR