Diagnosis of Learning Problems and the Normative Diagnostic-Prognostic Framework

摘要

Research findings concerning current psychoeducational diagnostic practice showthis practice to be inadequate from the viewpoint of diagnostic decision making. The article is an attempt to account for this low quality and to provide suggestions for improvement. First, the theoretical approach for classification of learning disability is characterized. Subsequently, the 'normative diagnostic-prognostic framework for clinical diagnostic decision making' is described and applied to the learning disability approach. Next, suggestions for improvement of psychoeducational diagnostics, based on the normative framework, are formulated. Expert systems recently developed for psychoeducational diagnostics are evaluated with respect to these suggestions. Finally, a general outline is provided of a knowledge-based decision support system.