Neuropsychologists, child clinical and developmental psychologists, child psychiatrists, school psychologists, special educators, and literacy specialists. Serves as a supplemental text in graduate-level courses on learning disabilities, developmental disabilities, cognitive assessment, and developmental neuropsychology.

Bruce F. Pennington, PhD, is Distinguished University Professor Emeritus in the Department of Psychology at the University of Denver. He has conducted extensive research on learning disorders and their comorbidity, using genetic and neuropsychological methods. Dr. Pennington is a recipient of Research Scientist, MERIT, and Fogarty awards from the National Institutes of Health; the Samuel T. Orton Award from the International Dyslexia Association; and the Emanuel Miller Memorial Lecture from the British Association for Child and Adolescent Mental Health. Lauren M. McGrath, PhD, is Assistant Professor in the Department of Psychology at the University of Denver. Her expertise is in child clinical psychology, developmental neuropsychology, and psychiatric and behavioral genetics. Dr. McGrath's research focuses on children with learning disabilities along two main themes: comorbidity between learning and behavioral disorders, and genetic risk factors and gene-environment interactions. Robin L. Peterson, PhD, ABPP, is a pediatric neuropsychologist and Assistant Clinical Professor at Children's Hospital Colorado/University of Colorado School of Medicine. She has clinical and research interests in learning disorders, pediatric traumatic brain injury (including concussion), and spina bifida. Dr. Peterson is board certified in clinical neuropsychology.

A definitive reference--now extensively revised with 70% new material--this book presents cutting-edge knowledge on how learning disorders develop and how to diagnose and treat them effectively. In addition to dyslexia and mathematics disabilities, the book covers speech and language disorders, attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability. Accessibly written, it is grounded in genetics, neuroscience, and developmental neuropsychology. Clinicians and educators are guided to make sense of children's impairments and strengths and make sound diagnostic decisions. Best practices in intervention are reviewed. User-friendly features include case examples and summary tables in each disorder-specific chapter.

New to This Edition
*Revised throughout to reflect major theoretical, empirical, and technological advances.
*Chapters on etiology, brain development, and comorbidity.
*Chapters on DSM-5 diagnosis of specific learning disorder, evidence-based assessment, and achievement gaps.

I. Scientific Foundations
1. How Learning Disorders Develop
2. Etiology of Learning Disorders
3. Brain Mechanisms of Learning Disorders
4. Neuropsychological Constructs
5. Comorbidity
6. Specific Learning Disorder: DSM-5 and Beyond
7. Evidence-Based Practice in Assessment
8. Understanding Achievement Gaps
II. Reviews of Disorders
9. Speech and Language Disorders
10. Reading Disability (Dyslexia)
11. Mathematics Disorder
12. Attention-Deficit/Hyperactivity Disorder
13. Autism Spectrum Disorder
14. Intellectual Disability
Conclusions
References
Index