**3.1 Child H—areas of functional difficulty identified in initial assessment here**

#### *3.1.1 Child H—linking areas of assessment with focuses of treatment here*

The steps summarised in **Table 2** and **3** were taken in order to ensure that the ICD10 indicators would be linked to different areas and different types of intervention in a multivariate treatment programme. If Child H's learning difficulties


#### **Table 2.**

*Child H – areas of functional difficulty identified in initial assessment.*


#### **Table 3.**

*Child H – linking areas of assessment with focuses of treatment.*

persisted, firm classification as learning disabled could then be based not only on cross-sectional psychometric testing, but also on evidence from gain scores (Note 10) linked to progress evaluation of Child H's response to the interventions in his programme.

Progress evaluation would thus be based on the one hand to analysis of the continuing low areas in his assessment, and on the other to Child H's response to specific areas and types of intervention. Firm classification and labelling of type of learning disability could then be linked to concessions.

*Multivariate Treatment of Dyslexia, Dysgraphia and Dyscalculia DOI: http://dx.doi.org/10.5772/intechopen.110287*
