title: Let's Not Do Away with Comprehensive Cognitive Assessments Just Yet.
abstract: We review rational and empirical reasons that comprehensive cognitive assessments are useful sources of information in the evaluation and treatment of learning disabilities. However, the existing evidence base that demonstrates the value of comprehensive cognitive assessments for this purpose is not nearly as strong as it needs to be. Proponents of comprehensive cognitive assessments for learning disability identification must do more to rigorously evaluate their beliefs or else concede the argument to those with better evidence.
authors.affiliation: Department of Psychology, Illinois State University, Normal, IL, USA wjschne@ilstu.edu.
authors.forename: W Joel
authors.initials: WJ
authors.lastname: Schneider
authors.affiliation: Yale University School of Medicine, Yale Child Study Center, New Haven, CT, USA.
authors.forename: Alan S
authors.initials: AS
authors.lastname: Kaufman
mesh_terms: D003071:Cognition; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis*; D009483:Neuropsychological Tests; D015203:Reproducibility of Results
keywords: Assessment; Developmental and learning disabilities; Intelligence