Abstract
This book takes a refreshingly objective approach to examining the role of psychologists, and their psychometric tools, in unravelling the mysteries of developmental learning disabilities (LD).
The quest for a definitive explanation of LD began more than a century ago, and some will argue that little progress has been made since that time. However, this disorder has generated tremendous scientific interest, across a number of fields including neuroscience, psychology and education. The importance of the condition is based on its incidence (up to 10% of school-aged children) and the need to develop efficacious intervention strategies.
In this text, Kaufman and Kaufman address recent criticisms from some workers in the field with respect to the use and abuse of intellectual tests and ‘IQ’ scores in the diagnosis of LD. Traditionally, presence of a significant discrepancy between IQ and achievement scores has been used to identify LD. While it is generally agreed that this method has its limitations, no better models are available at present. Some of this argument is specifically targeted to a North American readership, where specific diagnostic approaches are directly linked to the provision of funds and access to intervention. However, the problem of determining accurate diagnostic tools is of broader relevance.
This book takes the position that the study of LD involves the integration of both educational and neurological approaches. A discussion of the history of LD from both of these perspectives is included in the text. The authors take a strong stance on assessment practices moving away from the more common summary score (e.g. IQ) approaches, to a more comprehensive model, which can describe a number of relevant cognitive and neuropsychological domains. In particular, the authors argue that the range of skills required for reading – for example, language, attention, memory, visuospatial skills, executive function – should be covered in any assessment of LD. Based on the data obtained from such an evaluation, the nature of the LD, and the possible approaches to treatment, can be identified.
The authors employ a simple formula to provide the reader with an overview of a range of tests, which they consider useful in diagnosing, treating and understanding the cognitive profiles of children with LD. They begin with well known intellectual batteries including the Wechsler scales, Kaumnan tests, Cognitive Assessment System, and Differential Ability Scales. They then go on to cover more contemporary standardized neuropsychological tests, which focus on language, memory, attention and executive function. For each test, the authors provide a discussion of theoretical underpinnings, psychometric properties, test description and applications for the assessment and diagnosis of LD. In each case, the emphasis is on moving beyond summary IQ scores to the more detailed understanding of patterns of cognitive ability provided by the test. Finally, case illustrations are included to give the reader a sense of how the test may be helpful in the clinical context.
This text represents a useful addition to the clinical literature in the area of LD. While it includes sufficient depth to attract the experienced professional working in this field, it also provides a useful tool for those training in the fields of psychology, education, paediatrics and developmental neuroscience.