Current Neuropsychological Diagnosis of Learning Problems: A Leap of Faith

  • Daniel J. Reschly
  • Frank M. Gresham
Part of the Critical Issues in Neuropsychology book series (CINP)


Based on our review of the literature, we have reached what may be a startling conclusion to readers of this handbook: Neuropsychological diagnoses of mild learning problems are largely irrelevant, misleading, and potentially harmful because they contribute to beliefs that probably impede rather than facilitate effective remediation. Strong statements? Yes, but entirely consistent with the available evidence, which we believe shows that neuropsychological assessment and treatment based on neuropsychological concepts have little or no treatment validity; rely on unreliable and invalid measures; and impede efforts of nonneurologically trained persons such as teachers and parents to cope with learning problems.


Neuropsychological Assessment Neurological Dysfunction Learn Disability Exceptional Child Instructional Procedure 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media New York 1989

Authors and Affiliations

  • Daniel J. Reschly
    • 1
  • Frank M. Gresham
    • 2
  1. 1.Department of PsychologyIowa State UniversityAmesUSA
  2. 2.Department of PsychologyLouisiana State UniversityBaton RougeUSA

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