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Neuropsychology of Learning Disabilities: The Past and the Future

Published online by Cambridge University Press:  04 December 2017

Jack M. Fletcher  and
Elena L. Grigorenko
Jack M. Fletcher*
Affiliation:
University of Houston, Houston, Texas
Elena L. Grigorenko
Affiliation:
St. Petersburg University, St. Petersburg, Russia
*
Correspondence and reprint requests to: Jack M. Fletcher, Department of Psychology, University of Houston, 3695 Cullen Blvd., Heyne 126, Houston TX, 77204-5052. E-mail [email protected]
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Abstract

Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930–940)

Keywords

Learning disabilitiesNeuroimagingGeneticsInterventionResponse to interventionNeuropsychological assessment
Type
Section 4 – Pediatric Disorders
Information
Journal of the International Neuropsychological Society , Volume 23 , Special Issue 9-10: Special Issue: Commemoration of the 50th Anniversary of the International Neuropsychological Society , October 2017 , pp. 930 - 940
Copyright
Copyright © The International Neuropsychological Society 2017 

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