After the demise of the discrepancy: Proposed learning disabilities diagnostic criteria
After the demise of the discrepancy: Proposed learning disabilities diagnostic criteria
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DOI：
10.1037/0735-7028.35.4.364
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发表时间：
2004-08-01
影响因子：
1.5
通讯作者：
Reynolds, CR
中科院分区：
文献类型：
--
作者：
Dombrowski, SC;Kamphaus, RW;Reynolds, CR
美国教育部即将出台的立法和采取的立场可能会从根本上改变目前的学习障碍（LD）定义和诊断方法。建议包括消除差异模型，并纳入一个更全面的方法来LD评估，但一个基于更主观的临床判断。虽然这种改变的努力是值得称赞的，但它并没有解决将继续困扰该领域的残留问题：LD结构缺乏特异性，以及各州和各州内的从业者和研究人员对诊断采取的不一致和特殊的方法。这篇文章提出了一个新的LD分类模型，超越了教育和精神病学诊断系统，呼吁建立一个统一的国家诊断系统，并建议重新命名这种疾病（例如，发展性学习延迟）。
Pending legislation and positions taken by the U.S. Department of Education may radically alter current learning disabilities (LD) definitions and diagnostic approaches. Proposals include eliminating a discrepancy model and incorporating a more comprehensive approach to LD assessment but one based on more subjective clinical judgment. Although this effort to change is laudable, it does not address the residual problems that will continue to plague the field: the lack of specificity of the construct of LD and the inconsistent and idiosyncratic approach to diagnosis taken by practitioners and researchers across and within states. This article proposes a new LD classification model that transcends educational and psychiatric systems of diagnosis, calls for a uniform and national diagnostic system, and suggests renaming the disorder (e.g., developmental learning delay).