There has recently been considerable comment on the inadequacy of the psychological assessment of children with learning difficulties. It has been pointed out that the information yielded by these assessments is often neither sufficiently relevant nor sufficiently detailed to be of use to those concerned with the day-today management of children. A diagnostic strategy is proposed which may enable the psychologist better to use his time to obtain the information needed. Diagnosis is presented as an ongoing process of hypothesis verification. Some of the problems involved in this strategy are discussed.
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