Diagnostic classification of learning problems: some data

Abstract

Despite the large body of literature on diagnoses related to learning problems, little systematic information has been gathered on the specific labels assigned by professionals and the bases for their determination. In this study of children enrolled in a clinical school program, only one diagnosis out of fifteen resulted from a consistent pattern of test findings, while over half the diagnoses were based primarily on observation, and a third were arrived at despite contradictory evidence. Implications for current clinical and research practices are considered.