Diagnostic Classification of LD: A Practical Necessity and a Procedural Problem
- 1 May 1979
- journal article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 2 (2) , 56-62
- https://doi.org/10.2307/1510645
Abstract
As the diagnosis of learning disabilities has become widespread and commonplace, considerable debate has raged over the issue of labeling. Since the polemics have generated some confusion, it is important that professionals not lose sight of the major purposes and serious concerns related to diagnostic practices. In a two-part series, Adelman will (1) highlight why diagnostic procedures are necessary and why it is difficult to arrive at a valid diagnosis and (2) offer some perspectives on research and ethical considerations related to current LD diagnostic practices. In this first article, discussion of purposes and problems involved in diagnosing LD focuses on three topics: (a) how diagnosis relates to other assessment activity, (b) the objectives of diagnostic classification, and (c) specific conceptual concerns regarding the LD label.Keywords
This publication has 13 references indexed in Scilit:
- A tripartite model of mental health and therapeutic outcomes: With special reference to negative effects in psychotherapy.American Psychologist, 1977
- The standard problem: Meaning and values in measurement and evaluation.American Psychologist, 1975
- Five decades of public controversy over mental testing.American Psychologist, 1975
- Learning DisabilitiesJournal of Learning Disabilities, 1974
- Public Policy and the Education of Children with Special NeedsExceptional Children, 1972
- The Special Education Contract for Mildly Handicapped ChildrenExceptional Children, 1972
- Prescriptive and consultative approaches to psychological evaluation.Professional Psychology, 1972
- Some reflections on the meaning of psychodiagnosis.American Psychologist, 1971
- Where the action is.Journal of Consulting Psychology, 1966
- The clinical method in science.American Psychologist, 1947