Preface

**Section 3 Research in Learning Disabilities 115**

**Assessment 117** Charles Potter

**VI** Contents

**Materials 151** Charles Potter

Chapter 7 **Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and**

Chapter 8 **Developing Automaticity in Children with Learning Disabilities:**

**Disabilities: Using a Micro-Neighbourhood Design 185** Margaret Denny, Suzanne Denieffe and Majda Pajnkihar

Chapter 9 **Exploring Community Attitudes to People with Learning**

**A Functional Perspective Part Two: Programme Methods and**

Learning disabilities are conditions that are associated with difficulties in knowledge and skill acquisition to the level expected of same-age peers, especially when the issues are not necessarily associated physical disabilities. Learning disabilities are neurological impair‐ ments. Individuals affected by learning disabilities may have difficulty in one or more areas, such as, reading, writing, spelling, reasoning, recalling, or organizing information independ‐ ently. Typically, learning disabilities present life-long challenges for individuals. With prop‐ er assessment, support, and intervention, individuals with learning disabilities can succeed in educational and social situations. Support for individuals with learning disabilities may take many forms, such as, assessing individual skills, encouraging strengths, targeting defi‐ cits, understanding educational systems, presenting preventative measures, working with professionals, learning about strategies for dealing with specific challenges, intervening us‐ ing effective methods, and conducting ongoing research.

The current text is an international examination of assessment methods, preventative meas‐ ures, intervention, and research with those individuals with learning disabilities. Internation‐ al contributions are obtained from authors in the United States of America, Europe, Asia, and Africa. Current descriptions of learning disabilities are guided by the current versions of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, DSM-V, (2013) and the International Statistical Classification of Diseases and Related Health Problems, ICD-10, (2015). The book is divided into three main sections: Assessment of Learning Disabilities; Pre‐ vention and Intervention for Learning Disabilities; Research in Learning Disabilities.

The initial section on Assessment of Learning Disabilities investigates areas of classification of specific language impairments (Chapter 1), detection of learning disabilities in those with rasopathies (Chapter 2), and dyslexia (Chapter 3). The second section on Prevention and In‐ tervention for Learning Disabilities pertains to prevention methods for those with reading and writing learning disabilities (Chapter 4), early intervention (Chapter 5) and response to intervention (Chapter 6). The final section on Research in Learning Disabilities presents methods of developing automaticity in children with learning disabilities (Chapters 7 and 8) and an examination of societal views (Chapter 9).

The text contributes to a broad understanding of world-views on learning disabilities. Each dedicated author presents unique perspectives on the topic of learning disabilities. Accord‐ ingly, the range of areas presented is unique. As editor, I am truly grateful for the opportu‐ nity to provide my support in the dissemination process that may inform future work in the field of learning disabilities.

> **Dr. Carolyn S. Ryan** Psychologist and Behavior Analyst Ryan Psychological P.C. USA

**Assessment of Learning Disabilities**

**Provisional chapter**
