USC Kortschak Center For Learning and Creativity

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LAWS

  • Americans with Disabilities Act of 1990. Public Law 101-336, 42 U.S.C. § 12101 et seq. (1990).
  • Americans with Disabilities Act Amendment Act. Pub. L. No. 110-325, Stat. 3406 (2009).
  • Education for All Handicapped Children Act of 1975. Public Law 94-142, 89 Stat. 773 (1975).
  • Individuals with Disabilities Education Act of 1990, Public Law 101-476, 104 Stat. 1142 (1990).
  • Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446, 118 Stat. 2647 (2004).
  • Rehabilitation Act of 1973. Public Law 93-112. 87 Stat. 355.

ARTICLES

Ethics

  • American Psychological Association. (1992). Ethical Principles of Psychologists and Code of Conduct. American Psychologist, 42, 1597-1611.
  • American Psychological Association. (2002). Ethical Principles of Psychologists and Code of Conduct. American Psychologist, 57, 1060-1073.
  • American Psychological Association (2010) . 2010 Amendments to the 2002 “Ethical principles of psychologists and code of conduct”, 65, 493
  • Association on Higher Education and Disability. (1997). Guidelines for documentation of a learning disability in adolescents and adults. Columbus, OH: Author.
  • Artiola i Fortuny, L., & Mullaney, H. A. (1998). Assessing patients whose language you do not know: Can the absurd be ethical? The Clinical Neuropsychologist, 12, 113-126.
  • Cirino, P. T., Morris, M. K, & Morris, R. D. (2002). Neuropsychological concomitants of calculation skills in college students referred for learning difficulties. Developmental Neuropsychology, 21, 201-218.
  • Cirino, P. T., Morris, M. K, & Morris, R. D. (2007). Semantic, executive, and visospatial abilities in mathematical reasoning of referred college students. Assessment, 14, 94-104.
  • Mcglaughlin, S. M., Knoop, A. J., & Holliday, G. A. (2005). Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis. Learning Disability Quarterly, 28(3), 223.

General Info/Outcomes

  • Anastopoulos, A. D., Dupaul, G. J., Weyandt, L. L., Morrissey-Kane, E., Sommer, J. L., Rhoads, L. H., . . . Gudmundsdottir, B. G. (2016). Rates and Patterns of Comorbidity Among First-Year College Students With ADHD. Journal of Clinical Child & Adolescent Psychology, 1-12.
  • Brumback, R. A. (2004). Warren A Weinberg: Pioneer in the field of learning disabilities. Journal of Child Neurology, 19, 737.
  • Cortiella, C., & Horowitz, S. H. (2014). The State of Learning Disabilities: Facts, Trends and Emerging Issues (Publication).
  • Gajar, A. (1992). Adults with learning disabilities: Current and future research priorities. Journal of Learning Disabilities, 25,507-519.
  • Kovas, Y., & Plomin, R. (2007). Learning Abilities and Disabilities: Generalist Genes, Specialist Environments. Current Directions in Psychological Science Current Directions in Psychol Sci, 16(5), 284-288.
  • National Joint Committee on Learning Disabilities (NJCLD). (1990). Operationalizing the NJCLD definition of learning disabilities for ongoing assessment in schools: A report from the National Joint Committee on Learning Disabilities. Perspectives: The International Dyslexia Association, 23(4), 29.
  • Plomin, R, & Kovas, Y (2005). Generalist genes and learning disabilities. Psychological Bulletin, 131,592-617.
  • Seo, Y, Abbott, R. D., & Hawkins, J. D. (2008). Outcome status of students with learning disabilities at ages 21 and 24. Journal of Learning Disabilities, 41,300-314.
  • Siegel, L. S. (2003). IQ-discrepancy definitions and the diagnosis of LD: Introduction to the special issue. Journal of Learning Disabilities, 36, 2-3.
  • Silver, C., Ruff, R. M., Iverson, G. L., Barth, 1. T., Broshek, D. K, Bush, S. S., et al. (2008). Learning disabilities: The need for neuropsychological evaluation. Archives of Clinical Neuropsychology, 23, 217-219.
  • Sitlington, P. L., & Frank, A. R (1993). Dropouts with learning disabilities: What happens to them as young adults? Learning Disabilities Research and Practice, 8, 244-252.
  • Sparks, R. L., & Lovett, R 1. (2009a). Objective classification of postsecondary students as learning disabled: Effects of prevalence rates and group characteristics. Journal of Learning Disabilities, 42,230-239.
  • Sparks, R L., & Lovett, B. 1. (2009b). College students with learning disability diagnoses: Who are they and how do they perform? Journal of Learning Disabilities, 42, 494-510.
  • Vogel, S., & Forness, S. R. (1992). Social functioning in adults with learning disabilities. School Psychology Review, 21, 275-286.
  • Wilson, A M., Armstrong, C. D., Furrie, A, & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42, 24-40

Label of LD/Testing:

  • Al-Darayseh, A. A. (2014). The Impact of Using Explicit/Implicit Vocabulary Teaching Strategies on Improving Students’ Vocabulary and Reading Comprehension. TPLS Theory and Practice in Language Studies, 4(6).
  • Chesmore, A. A., Ou, S., & Reynolds, A. J. (2016). Childhood Placement in Special Education and Adult Well-Being. The Journal of Special Education.
  • Chou, Y., Wehmeyer, M. L., Palmer, S. B., & Lee, J. (2016). Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis. Focus on Autism and Other Developmental Disabilities.
  • Fisher, N. J., & DeLuca, J. W. (1997). Verbal learning strategies of adolescents and adults with the syndrome of nonverbal learning disabilities. Child Neuropsychology, 3, 192-198.
  • Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304-331.
  • Gordon, M., Lewandowski, L., & Keiser, S. (1999). The LD label for relatively well functioning students: A critical analysis. Journal of Learning Disabilities, 32,485-490.
  • Gormley, S., Hughes, C., Block, L., & Lendmann, C. (2005). Eligibility assessment requirements at the postsecondary level for students with learning disabilities: A disconnect with secondary schools? Journal of Postsecondary Education and Disability, 18, 63-69.
  • Grafman, G. (2008). Paging equals functionality. Journal of the International Neuropsychological Society, 14, 152-153.
  • Gregg, N. (2007). Who are most, average, or high-functioning adults? Learning Disabilities Research & Practice, 22, 264-274.
  • Matarazzo, L. (1990). Psychological assessment versus psychological testing: Validation from Binet to the school, clinic, and courtroom. American Psychologist, 45, 999-1017.
  • Mather, N., & Gregg, N. (2006). Specific learning disabilities: Clarifying, not eliminating, a construct. Professional Psychology: Research and Practice, 27, 99-106.
  • Mcmahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2015). Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students With Intellectual Disabilities and Autism. Journal of Research on Technology in Education, 48(1), 38-56.
  • Saven, J. L., Anderson, D., Nese, J. F., Farley, D., & Tindal, G. (2015). Patterns of Statewide Test Participation for Students With Significant Cognitive Disabilities. The Journal of Special Education,49(4), 209-220.
  • Schretlen, D. L., Munro, C. A., Anthony, L. C., & Pearlson, G. D. (2003). Examining the range of normal intra-individual variability in neuropsychological test performance. Journal of the International Neuropsychological Society, 9,864-870.
  • Smith, S. R, Bistis, K, Zahka, N. E., & Blais, M. A. (2007). Perceptual-organizational characteristics of the Rorschach task. The Clinical Neuropsychologist, 21, 789-799.
  • Trammell, J. (2015). Utilizing WAIS Scores to Determine Foreign Language Pathways and Learning Assistance for Students With Learning Disabilities. Journal of College Reading and Learning,46(1), 3-15.
  • Warner, T. D., Dede, D. E., Garvan, C. W., & Conway, T. W. (2002). One size still does not fit all in specific learning disability assessment across ethnic groups. Journal of Learning Disabilities, 35, 501-509.

Ways of Learning/Helping

  • Ballard, J. C. (2001). Assessing attention: Comparison of response-inhibition and traditional continuous performance tests. Journal of Clinical and Experimental Neuropsychology, 23, 331-350.
  • Blalock, G., & Patton, 1. R. (1996). Transition and students with learning disabilities: Creating sound futures. Journal of Learning Disabilities, 29, 7-16.
  • Borgaro, S., Pogge, D. L., DeLuca, V. A, Bilginer, L., Stokes, J., & Harvey, P. D. (2002). Convergence of different versions of the continuous performance test: Clinical and scientific implications. Journal of Clinical and Experimental Neuropsychology, 25, 283-292.
  • Chiba, C., & Low, R. (2007). A course-based model to promote successful transition to college for students with learning disorders. Journal of Postsecondary Education and Disability, 20(1), 40-53.
  • Cirino, P. T., Israelian, M. K, Morris, M. K, & Morris, R. D. (2005). Evaluation of the double-deficit hypothesis in college students referred for learning difficulties. Journal of Learning Disabilities, 38, 29-44.
  • Domboski, K, Nigl, G., Marsello, C., Buddin, H., Stack, M., & Golden, C. (2006). Use of the Rarely Missed Index to identify learning disability malingering. Archives of Clinical Neuropsychology, 21,545.
  • Gregg, N. (2011). Increasing Access to Learning for the Adult Basic Education Learner With Learning Disabilities: Evidence-Based Accommodation Research. Journal of Learning Disabilities, 45(1), 47-63.
  • Graham, S., & Hall, T. E. (2015). Writing and Writing Difficulties From Primary Grades to College: Introduction to the Special Issue.Learning Disability Quarterly, 39(1), 3-4.
  • Harris, K. R., & Graham, S. (2016). Self-Regulated Strategy Development in Writing: Policy Implications of an Evidence-Based Practice. Policy Insights from the Behavioral and Brain Sciences,3(1), 77-84.
  • Knouse, L. E., Rawson, K. A., Vaughn, K. E., & Dunlosky, J. (2015). Does Testing Improve Learning for College Students With Attention-Deficit/Hyperactivity Disorder? Clinical Psychological Science, 4(1)
  • Lombardi, A., Murray, C., & Kowitt, J. (2016). Social support and academic success for college students with disabilities: Do relationship types matter? Journal of Vocational Rehabilitation JVR,44(1), 1-13.
  • Lovett, B. J., & Sparks, R. L. (2011). The Identification and Performance of Gifted Students With Learning Disability Diagnoses: A Quantitative Synthesis. Journal of Learning Disabilities, 46(4), 304-316.
  • Newman, L. A., Madaus, J. W., & Javitz, H. S. (2016). Effect of Transition Planning on Postsecondary Support Receipt by Students With Disabilities. Exceptional Children.
  • Peverly, S. (2006). The importance of handwriting speed in adult writing. Developmental Neuropsychology, 29,197-216.
  • Posthill, S. M., & Roffman, A 1. (1991). The impact of a transitional training program for young adults with learning disabilities. Journal of Learning Disabilities, 24, 619-629.
  • Raskind, M. H., & Higgins, E. L. (1998). Assistive technology for postsecondary students with learning disabilities: An overview. Journal of Learning Disabilities, 31, 27-40.
  • Roffman, A. J., Herzog, J. E., & Wershba-Gershon, P. M. (1994). Helping Young Adults Understand Their Learning Disabilities.Journal of Learning Disabilities, 27(7), 413-419.
  • Rosa, N. M., Bogart, K. R., Bonnett, A. K., Estill, M. C., & Colton, C. E. (2015). Teaching About Disability in Psychology: An Analysis of Disability Curricula in U.S. Undergraduate Psychology Programs.Teaching of Psychology, 43(1), 59-62.
  • Sitlington, P. L. (1996). Transition to living: The neglected component of transition programming for individuals with learning disabilities. Journal of Learning Disabilities, 29, 31-39, 52.
  • Vogel, G., Fresko, B., & Wertheim, C. (2007). Peer Tutoring for College Students With Learning Disabilities: Perceptions of Tutors and Tutees. Journal of Learning Disabilities, 40(6), 485-493.
  • Wilson, B. A, Emslie, J. C., Quirk, K., & Evans, J. J. (2001). Reducing everyday memory and planning problems by means of a paging system: A randomised control crossover study. Journal of Neurology, Neurosurgery, and Psychiatry, 70,470-482.
  • Yssel, N., Pak, N., & Beilke, J. (2016). A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education.International Journal of Disability, Development and Education, 1-11.

Accommodations/ Extended Time

  • Gregg, N., Coleman, C., Davis, M., & Chalk, J. C. (2007). Timed essay writing: Implications for high-stakes tests. Journal of Learning Disabilities, 40, 306-318.
  • Hamblet, E. (2016). Are academic accommodations all students need?Disability Compliance for Higher Education, 21(9), 1-6.
  • Lovett, B. J., & Leja, A. M. (2013). ADHD Symptoms and Benefit From Extended Time Testing Accommodations. Journal of Attention Disorders, 19(2), 167-172.
  • Miller, L. A., Lewandowski, L. J., & Antshel, K. M. (2013). Effects of Extended Time for College Students With and Without ADHD. Journal of Attention Disorders, 19(8), 678-686.
  • Ofiesh, N. S., & Hughes, C. A (2002). How much time? A review of the literature on extended test time for postsecondary students with learning disabilities. Journal on Postsecondary Education and Disability, 16, 2-16.
  • Ofiesh, N., Mather, N., & Russell, A. (2005). Using speeded cognitive, reading, and academic measures to determine the need for extended test time. Journal of Psychoeducational Assessment, 23, 35-52.
  • Sack, W., Gale, L., Gulati, S., Gunther, M., Nesheim, R., Stoddard, F., et al. (2008). Requesting accommodations for a disability: A telephone survey of American medical schools. Journal of Postsecondary Education and Disability, 20, 93-99.
  • Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75,457-490.
  • Zurcher, R., & Bryant, D. P. (2001). The validity and comparability of entrance examination scores after accommodations are made for students with LD. Journal of Learning Disabilities, 34,462-471.

Employment/Vocational

  • Adelman, P. B., & Vogel, S. A. (1993). Issues in the employment of adults with learning disabilities. Learning Disability Quarterly, 16, 219-232.
  • Anderson, P. L., Kazmierski, S., & Cronin, M. E. (1995). Learning disabilities, employment discrimination, and the ADA. Journal of Learning Disabilities, 28, 196-204.
  • Dunham, M. D., Multon, K D., & Koller, J. R. (1999). A comparison of learning disability subtypes in the vocational rehabilitation system. Rehabilitation Psychology, 44, 248-265.
  • Evers, R. B. (1996). The positive force of vocational education: Transition outcomes for youth with learning disabilities. Journal of Learning Disabilities, 29, 69-78.
  • Fourqurean, J. M., Meisgeier, C., Swank, P. R., & Williams, R. E. (1991). Correlates of postsecondary employment outcomes for young adults with learning disabilities. Journal of Learning Disabilities, 24, 400-405.
  • Gerber, P. J., Ginsberg, R., & Reiff, H. B. (1992). Identifying alterable patterns in employment success for highly successful adults with learning disabilities. Journal of Learning Disabilities, 25, 475-487.
  • Jacobs, A. E., & Hendricks, D. 1. (1992). Job accommodations for adults with learning disabilities: Brilliantly disguised opportunities. Learning Disability Quarterly, 15,274-285.
  • Levine, P., & Nourse, S. W. (1998). What follow-up studies say about postschool life for young men and women with learning disabilities: A critica1 100k at the literature. Journal of Learning Disabilities, 31, 212-233.
  • Lindstrom, W. A., Lindstrom, J. H., Coleman, C., Nelson, S., & Gregg, N. (2009). The diagnostic accuracy of symptom validity tests when used with postsecondary education students with learning disabilities: A preliminary investigation. Archives of Clinical Neuropsychology, 24, 659-669.
  • Madaus, W. (2008). Employment self-disclosure rates and rationales of university graduates with learning disabilities. Journal of Learning Disabilities, 41,291-299.
  • Park, Y., Seo, D. G., Park, J., Bettini, E., & Smith, J. (2016). Predictors of job satisfaction among individuals with disabilities: An analysis of South Korea’s National Survey of employment for the disabled.Research in Developmental Disabilities, 53-54, 198-212.
  • Sitlington, P. L., Frank, A. R, & Carson, R (1993). Adult adjustment among high school graduates with mild disabilities. Exceptional Children, 59, 221-233.
  • Wehman, P., Brooke, V., Brooke, A. M., Ham, W., Schall, C., Mcdonough, J., . . . Avellone, L. (2016). Employment for adults with autism spectrum disorders: A retrospective review of a customized employment approach. Research in Developmental Disabilities, 53-54, 61-72.
  • Witte, R. H., Philips, L., & Kakela, M. (1998). Job satisfaction of college students with learning disabilities. Journal of Learning Disabilities, 31,259-265.

ADHD

  • American Academy of Child and Adolescent Psychiatry. (1997). Practice parameters for the assessment and treatment of children, adolescents, and adults with attention-deficit hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 36(10, supp), 85S-121S.
  • Barkley, R. A, Fischer, M., Smallish, L., & Fletcher, K (2002). The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. Journal of Abnormal Psychology, 111, 279-289.
  • Barkley, R. A, & Murphy, K R. (2006). Identifying new symptoms for diagnosing ADHD in adulthood. The ADHD Report, 14(4), 7-11.
  • Barkley, R. A., & Murphy, K R. (2010). Impairment in occupational functioning and adult ADHD: The predictive utility of executive function (EF) ratings versus EF tests. Archives of Clinical Neuropsychology, 25, 157-173.
  • Barkley, R. A, Murphy, K R., & Bush, T. (2001). Time perception and reproduction in young adults with attention deficit hyperactivity disorder. Neuropsychology, 15, 351-360.
  • Barkley, R. A, Murphy, K R., DuPaul, G. J., & Bush, T. (2002). Driving in young adults with attention deficit hyperactivity disorder: Knowledge, performance, adverse outcomes, and the role of executive functioning. Journal of the International Neuropsychological Society, 8, 655-672.
  • Barkley, R. A, Murphy, K R., O’Connell, T., Anderson, D., & Connor, D. F. (2006). Effects of two doses of alcohol on simulator driving performance in adults with attention deficit/ hyperactivity disorder. Neuropsychology, 20, 77-87.
  • Biederman, L., Faraone, S. V., Monuteaux, M. C., Bober, M., & Cadogen, E. (2004). Gender effects on attention-deficit/hyperactivity disorder in adults, revisited. Biological Psychiatry, 55, 692-700.
  • Biederman, J., Faraone, S. V., Spencer, T., Wilens, T., Norman, D., Lapey, K A, Mick, E., Lehman, B. K, & Doyle, A (1993). Patterns of psychiatric comorbidity, cognition, and psychosocial functioning in adults with attention deficit hyperactivity disorder. American Journal of Psychiatry, 150, 1792-1798.
  • Booksh, R. L., Pella, R. D., Singh, AN., & Gouvier, W. D. (2010). Ability of college students to simulate ADHD on objective measures of attention. Journal of Attention Disorders, 13, 325-338
  • Boonstra, AM., Kooij, J. J. S., Oosterlaan, L., Sergeant, L.A., & Buitelaar, J. K. (2005a). Does methylphenidate improve inhibition and other cognitive abilities in adults with childhood-onset ADHD? Journal of Clinical and Experimental Neuropsychology, 27, 278-298.
  • Boonstra, AM., Oosterlaan, J., Sergeant, 1. A, & Buitelaar, J. K. (2005b). Executive functioning in adult ADHD: A meta-analytic review. Psychological Medicine, 35, 1097-1108.
  • Boonstra, AM., Kooij, 1. J., Oosterlan, J., Sergeant, J., &Buitelaar, 1. K. (2010). To act or not to act: That’s the problem: Primarily inhibition difficulties in adult ADHD. Neuropsychology, 24,209-221.
  • Bush, G., Valera, E. M., & Seidman, L. (2005). Functional neuroimaging of attention deficit/
  • hyperactivity disorder: A review and suggested future directions. Biological Psychiatry, 57, 1273-1284.
  • Carr, L. A, Nigg, J. T., & Henderson, 1. M. (2006). Attentional versus motor inhibition in adults with attention-deficit/hyperactivity disorder. Neuropsychology, 20, 430-441.
  • Carroll, K M., & Rounsaville, B. J. (1993). History and significance of childhood attention deficit disorder in treatment-seeking cocaine abusers. Comprehensive Psychiatry, 34, 75-82.
  • Costello, C. A. & Stone, S. L. M. (2012). Positive psychology and self-efficacy: Potential benefits for college students with attention deficit hyperactivity disorder and learning disabilities. Journal of Postsecondary Education and Disability, 25(2), 119-129.
  • de Graaf, R., Kessler, R. C., Fayyad, 1., ten Have, M., Alonso, 1., Angermeyer, M., et al. (2008). The prevalence and effects of adult attention-deficit/hyperactivity disorder (ADHD) on the performance of workers: Results from the WHO World Mental Health Survey Initiative. Occupational and Environmental Medicine, 65,835-842.
  • Dickstein, S. G., Bannon, K, Castellanos, F. x., & Milham, M. P. (2006). The neural correlates of attention deficit hyperactivity disorder: an ALE meta-analysis. Journal of Child Psychology and Psychiatry, 46, 1051-1062.
  • Dupaul, G. J., Weyandt, L. L., O’Dell, S. M., & Varejao, M. (2009). College students with ADHD: Current status and future directions. Journal of Attention Disorders, 13(3), 234-250.
  • Egeland, L. (2007). Differentiating attention deficit in adult ADHD and schizophrenia. Archives of Clinical Neuropsychology, 22, 763-771.
  • Epstein, J., Conners, C. K., Sitarenios, G., & Erhardt, D. (1998). Continuous performance test results of adults with attention deficit hyperactivity disorder. The Clinical Neuropsychologist, 12, 155-168.
  • Epstein, L. N., Conners, C. K., Ehrhardt, D., March, J. S., & Swanson, J. M. (1997). Asymmetrical hemispheric control of visual-spatial attention in. adults with attention deficit hyperactivity disorder. Neuropsychology, 11,467-473.
  • Epstein, L. N., Johnson, D. E., Varia, I. M., & Conners, C. K. (2001). Neuropsychological assessment of response inhibition in adults with ADHD. Journal of Clinical and Experimental Neuropsychology, 23, 362-371. 
  • Fisher, A. B., & Watkins, M. W. (2008). ADHD rating scales’ susceptibility to faking in a college student sample. Journal of Postsecondary Education and Disability, 20, 81-92.
  • Faraone, S. v., Biederman, J., & Mick, E. (2006). The age-dependent decline of attention-deficit hyperactivity disorder: A meta-analysis of follow-up studies. Psychological Medicine, 36, 159-165.
  • Faraone, S. V., Biederman, L., Spencer, T., Wilens, T., Seidman, L., Mick, E., & Doyle, A. E. (2000). Attention-deficit/hyperactivity disorder in adults: An overview. Biological Psychiatry, 48, 9-20.
  • Field, S., Parker, D. R., Sawilowsky, S., & Rolands, L. ( 2013) Assessing the impact of ADHD coaching on university students’ learning skills, self-regulation, and well-being. Journal of Postsecondary Education and Disability, 26(1), 67-81. Kaminski, P. L., Turnock, P. M., Rosen, L. A., & Laster, S. A. (2006). Predictors of academic success among college students with attention disorders. Journal of College Counseling, 9(1), 60-71.
  • Fischer, M., Barkley, R. A., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: II. Academic, attentional, and neuropsychological status. Journal of Consulting and Clinical Psychology, 58, 580-588.
  • Fischer, M., Barkley, R. A., Smallish, L., & Fletcher, K. (2005). Executive functioning in hyperactive children as young adults: Attention, inhibition, response perseveration, and the impact of comorbidity. Developmental Neuropsychology, 27, 107-133.
  • Fischer, M., Barkley, R. A., Smallish, L., & Fletcher, K. (2007). Hyperactive children as young adults: Driving abilities, safe driving behavior, and adverse driving outcomes. Accident Analysis and Prevention, 39, 94-105.
  • Frazier, T. W., Frazier, A. R., Busch, R. M., Kerwood, M. A., & Demaree, H. A. (2008). Detection of simulated ADHD and reading disorder using symptom validity measures. Archives of Clinical Neuropsychology, 23,501-509.
  • Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007a). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49-65.
  • Frazier, T. W., Youngstrom, E. A., & Naugle, R. I. (2007b). The latent structure of attention-deficit/hyperactivity disorder in a clinic-referred sample. Neuropsychology, 21, 45-64.
  • Friedman, S. R., Rapport, L. J., Lumley, M., Tzelepis, A., Van Voorhis, A., Stettner, L., & Kakaati, L. (2003). Aspects of social and emotional competence in adults with attention-deficit/hyperactivity disorder. Neuropsychology, 17, 50-58.
  • Geeraerts, S., Lafosse, C., Vaes, N., Vandenbussche, E., & Verfaillie, K. (2008). Dysfunction of right-hemisphere attentional networks in attention deficit hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology, 30, 42-52.
  • Gilden, D. L., & Marusich, L. R. (2009). Contraction of time in attention-deficit hyperactivity disorder. Neuropsychology, 23,265-269.
  • Halperin, L., & Schulz, K. P. (2006). Revisiting the role of the prefrontal cortex in the pathophysiology of attention-deficit/hyperactivity disorder. Psychological Bulletin, 132, 560-581.
  • Harrison, A. G. (2006). Adults faking ADHD: You must be kidding. The ADHD Report, 14(4), 1-6.
  • Harrison, A. G., Edwards, M. L., & Parker, K. C. H. (2007). Identifying students faking ADHD: Preliminary findings and strategies for detection. Archives of Clinical Neuropsychology, 22,577-588.
  • Hecker, L., Bums, L., Elkind, L., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243-272.
  • Henry, G. K. (2005). Probable malingering and performance on the Test of Variables of Attention. The Clinical Neuropsychologist, 19, 121-129.
  • Hervey, A. S., Epstein, J. N., & Curry, 1. F. (2004). Neuropsychology of adults with attention-deficit/hyperactivity disorder: A meta-analytic review. Neuropsychology, 18, 485-503.
  • Higgins, E. S. (1999). A comparative analysis of antidepressants and stimulants for treatment of adults with attention-deficit hyperactivity disorder. Journal of Family Practice, 48, 15-20.
  • Hill, B. D., Jones, G. N., Pella, R. D., Singh, AN., & Gouvier, W. (2006). The Wender Utah Rating Scale: ADHD/ADD diagnostic tool or personality index? Archives of Clinical Neuropsychology, 21, 574.
  • Horrigan, L. P., & Barnhill, L. J. (2000). Low-dose amphetamine salts and adult attention deficit/
  • hyperactivity disorder. Journal of Clinical Psychiatry, 61, 414-417.
  • Jenkins, J., Cohen, R., Malloy, P., Salloway, S., Johnson, E. G., Penn, L., & Marcotte, E. (1998). Neuropsychological measures which discriminate among adults with residual symptoms of attention deficit disorder and other attentional complaints. The Clinical Neuropsychologist, 12, 74-83.
  • Johnson, D. E., Epstein, 1. N., Waid, L. R., Latham, P. K., Vorontin, K. E., & Anton, R. F. (2001). Neuropsychological performance deficits in adults with attention deficit/ hyperactivity disorder. Archives of Clinical Neuropsychology, 16, 587-604.
  • Kane, S. T. (2008). Minimizing malingering and poor effort in the LD/ADHD evaluation process. The ADHD Report, 16(5), 5-9.
  • Katz, L. J., Woods, D. S., Goldstein, G., Auchenbach, R. C., & Geckle, M. (1998). The utility of neuropsychological tests in evaluation of Attention-Deficit/Hyperactivity Disorder (ADHD) versus depression in adults. Assessment, 5, 45-52.
  • Kessler, R C., Adler, L., Ames, M., Barkley, R A., Birnbaum, H., Greenberg, P., et al. (2005). The prevalence and effects of adult attention-deficit/hyperactivity disorder on work performance in a nationally representative sample of workers. Journal of Occupational and Environmental Medicine, 47,565-572.
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  • Ward, M. F., Wender, P. H., & Reimherr, F. W. (1993). The Wender Utah Rating Scale: An aid in the retrospective diagnosis of childhood attention deficit hyperactivity disorder. American Journal of Psychiatry, 150, 885-890.
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  • Wilens, T. E., Biederman, L., Mick, E., & Spencer, T. L. (1995). A systematic assessment of tricyclic antidepressants in the treatment of adult attention-deficit hyperactivity disorder. Journal of Nervous and Mental Disease, 183, 48-50.
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  • Wilens, T. E., Biederman, L., Spencer, T. J., Frazier, J., Prince, J., Basic, J., Rater, M., Soriano, J., Hatch, M., Sienna, M., Millstein, R. R, & Abrantes, A (1999). Controlled trial of high doses of pemoline for adults with attention-deficit/hyperactivity disorder. Journal of Clinical Psychopharmacology, 19, 257-264.
  • Wilens, T. E., Faraone, S. v., Biederman, J., & Gunawardene, S. (2003). Does stimulant therapy of attention-deficit/hyperactivity disorder beget later substance abuse? A metaanalytic review of the literature. Pediatrics, 111, 179-185.
  • Wilens, T. E., Spencer, T. J., Biederman, J., Girard, K., Doyle, R., Prince, J., Polisner, D., Solhkhah, R, Comeau, S., Monuteaux, M. c., & Parekh, A (2001). A controlled clinical trial of buproprion for attention deficit hyperactivity disorder in adults. American Journal of Psychiatry, 158, 282-288.
  • Wilson, H. K., Cox, D. J., Merkel, R L., Moore, M., & Coghill, D. (2006). Effect of extended release stimulant-based medications on neuropsychological functioning among adolescents with Attention-Deficit/Hyperactivity Disorder. Archives of Clinical Neuropsychology, 21, 797-807.
  • Wodushek, T. R, & Neumann, C. S. (2003). Inhibitory capacity in adults with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). Archives of Clinical Neuropsychology, 18, 317-330.
  • Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
  • Woods, S. P., Lovejoy, D. W., & Ball, 1. D. (2002a). Neuropsychological characteristics of adults with ADHD: A comprehensive review of initial studies. The Clinical Neuropsychologist, 16, 12-34.
  • Woods, S. P., Lovejoy, D. W., Stutts, M. L., Ball, 1. D., & Fals-Stewart, W. (2002b). Comparative efficiency of a discrepancy analysis for the classification of attention deficit/ hyperactivity disorder (ADHD) in adults. Archives of Clinical Neuropsychology, 17,351-369.
  • Young, S., Morris, R., Toone, B., & Tyson, C. (2007). Planning ability in adults with attention deficit/hyperactivity disorder. Neuropsychology, 21, 581-589.
  • Zwart, L. M., & Kallemeyn, L. M. (2001). Peer-based coaching for college students with ADHD and learning disabilities. Journal of Postsecondary Education and Disability, 15(1), 1-15.
  • Zucker, M., Morris, M. K., Ingram, S. M., Morris, RD., & Bakeman, R (2002). Concordance of self- and informant ratings of adults’ current and childhood attention deficit/ hyperactivity disorder symptoms. Psychological Assessment, 14, 379-389.

Dyslexia/Reading Difficulties

  • Ardila, A., Ostrosky-Solis, F., & Mendoza, V. U. (2000). Learning to read is much more than learning to read: A neuropsychologically based reading program. Journal of the International Neuropsychological Society, 6, 789-801.
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  • Birch, S., & Chase, C. (2004). Visual and language processing deficits in compensated and uncompensated college students with dyslexia. Journal of Learning Disabilities, 37, 389-410.
  • Braze, D., Tabor, W., Shankweiler, D. P., & Mend, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40,226-243.
  • Coleman, c., Lindstrom, J., Nelson, J., Lindstrom, W., & Gregg, K N. (2010). Passageless comprehension on the Nelson-Denny Reading Test: Well above chance for university students. Journal of Learning Disabilities, 43,244-249.
  • Connelly, V., Campbell, S., MacLean, M., & Barnes, J. (2006). Contribution of lower order skills to the written composition of college students with and without dyslexia. Developmental Neuropsychology, 29, 175-196.
  • de Gelder, B., & Vrooman, J. (1996). Auditory illusions as evidence for a role of thee syllable in adult developmental dyslexics. Brain and Language, 52, 373-385.
  • Downey, D. M., Snyder, L. E., & Hill, B. (2000). College students with dyslexia: Persistent linguistic deficits and foreign language learning. Dyslexia, 6, 101-111.
  • Eden, G. F., Jones, K M., Cappell, K, Gareau, L., Wood, F. B., Zeffiro, T. A., Dietz, N. A. E., Agnew, J. A., & Flowers, D. L. (2004). Neuronal changes following remediation in adult developmental dyslexia. Neuron, 44, 411-422.
  • Eden, G. F., & Zeffiro, T. A. (1998). Neural systems affected in developmental dyslexia revealed by functional neuroimaging. Neuron, 21, 279-282.
  • Elbro, C. (1998). When reading is “readn” or somthn: Distinctiveness of phonological representations of lexical items in normal and disabled readers. Scandinavian Journal of Psychology, 39, 149-153
  • Elkind, J. (1998). Computer reading machines for poor readers. Perspectives, 24(2), 1014.
  • Galaburda, A. M., & Kemper, T. L. (1979). Cytoarchitectonic abnormalities in developmental dyslexia: A case study. Annals of Neurology, 6, 94-100.
  • Gottesman, R. L., Bennett, R. E., Nathan, R. G., & Kelly, M. S. (1996). Inner-city adults with severe reading difficulties: A closer look. Journal of Learning Disabilities, 29, 589-597.
  • Graves, R. E., Frerichs, R. J., & Cook, J. A. (1999). Visual localization in dyslexia. Neuropsychology, 13, 575-581.
  • Grigorenko, E. (2005). A conservative meta-analysis of linkage and linkage-association studies of developmental dyslexia. Scientific Studies of Reading, 9, 285-316
  • Hari, R., Renvall, H., & Tanskanen, T. (2001). Left mini neglect in dyslexic adults. Brain, 124, 1373-1380.
  • Harrison, A. G., Edwards, M. L., & Parker, K. C. H. (2008). Identifying students feigning dyslexia: Preliminary findings and strategies for detection. Dyslexia, 14, 228-246.
  • Harrison, A. G., Edwards, M., Armstrong, C. D., & Parker, K. C. H. (2010). An investigation of methods to detect feigned reading disabilities. Archives of Clinical Neuropsychology, 25, 89-98.
  • Hugdahl, K., Helland, T., Frerevaag, M. K., Lyssand, E. T., & Asbj0rnsen. (1995). Absence of ear advantage on the consonant-vowel dichotic listening test in adolescent and adult dyslexics: Specific auditory-phonetic dysfunction. Journal of Clinical and Experimental Neuropsychology, 17, 833-840.
  • Iles, L., Walsh, v., & Richardson, A (2000). Visual search performance in dyslexia. Dyslexia, 6, 163-177.
  • Jensen, L., Lindgren, M., Andersson, K, Ingvar, D. H., & Levander, S. (2000). Cognitive intervention in unemployed individuals with reading and writing disabilities. Applied Neuropsychology, 7, 223-236.
  • Jensen, L., Lindgren, M., Meurling, A. W., Ingvar, D. H., & Levander, S. (1999). Dyslexia among Swedish prison inmates in relation to neuropsychology and personality. Journal of the International Neuropsychological Society, 5,452-461.
  • Keenan, L. M., & Betjemann, R. S. (2006). Comprehending the Gray Oral Reading Test without reading it: Why comprehension tests should not include passage-independent items. Scientific Studies of Reading, 10,363-380.
  • Kirby, L. R, SIlvestri, R, Allingham, B. H., Parrila, R, & La Fave, C. B. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities, 41, 85-96.
  • Laasonen, M., Leppamaki, S., Tani, P., & Hokkanen, L. (2009). Adult dyslexia and attention deficit disorder in Finland-Project DyADD. Journal of Learning Disabilities, 42,511-527.
  • Leadbetter, L., Petros, T., Yeager, C., Zevenbergen, A., & Smith, 1. (2001). The impact of extended time on reading comprehension in adults with disabilities. Journal of the International Neuropsychological Society, 7, 160.
  • Lovrich, D., Cheng, J. C., Velting, D. M., & Kazmerski, V. (1997). Auditory ERPs during rhyme and semantic processing: Effects of reading ability in college students. Journal of Clinical and Experimental Neuropsychology, 19, 313-330.
  • Lu, P. H., Boone, K. B., Jimenez, L., & Razani, J. (2004). Failure to inhibit the reading response on the Stroop Test: A pathognomic indicator of suspect effort. Journal of Clinical and Experimental Neuropsychology, 26, 180-189.
  • Mano, Q. R, & Osmon, D. C. (2008). Visuoperceptual-orthographic reading abilities: A confirmatory factor analysis study. Journal of Clinical and Experimental Neuropsychology, 2008, 421-434.
  • Osmon, D. c., Plambeck, E. A, Klein, L., & Mano, Q. (2006). The Word Reading Test of effort in adult learning disability: A simulation study. The Clinical Neuropsychologist, 20,315-324.
  • Paulesu, E., Demonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S. F., Cossu, G., Habib, M., Frith, C. D., & Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165-2167.
  • Ransby, M. J., & Swanson, H. L. (2003). Reading comprehension skills of young adults with childhood diagnoses of dyslexia. Journal of Learning Disabilities, 36, 538-555.
  • Runyan, M. K. (1991). The effect of extra time on reading comprehension scores for university students with and without learning disabilities. Journal of Learning Disabilities, 24, 104-108.
  • Risseler, L., Gerth, I., & Miinte, T. F. (2006). Implicit learning is intact in developmental dyslexic readers: Evidence from the serial reaction time task and artificial grammar learning. Journal of Clinical and Experimental Neuropsychology, 28,808-827.
  • Schlaggar, B. L., & McCand1iss, B. D. (2007). Development of neural systems for reading. Annual Review of Neuroscience, 30, 475-503.
  • Shaywitz, B. A., Lyon, G. R., & Shaywitz, S. E. (2006). The role of functional magnetic resonance imaging in understanding reading and dyslexia. Developmental Neuropsychology, 30,613-632.
  • Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57, 1301-1309.
  • Simmons, F., & Singleton, C. (2000). The reading comprehension abilities of dyslexic students in higher education. Dyslexia, 6, 178-192.
  • Vellutino, F. R., Fletcher, J. M., Snowling, M., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.

 

Dyscalculia

  • Alster, E. H. (1997). The effects of extended time on algebra test scores for college students with and without learning disabilities. Journal of Learning Disabilities, 30, 222-227.
  • Ashkenazi, S., Rubinstein, O., & Henik, A. (2009). Attention, automaticity, and developmental dyscalculia. Neuropsychology, 23, 535-540.
  • Greiffenstein, M. F., & Baker, W. J. (2002). Neuropsychological and psychosocial correlates of adult arithmetic deficiency. Neuropsychology, 16,451-458.
  • Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. A (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical and Experimental Neuropsychology, 28, 84-95.
  • Rubinstein, O., & Henik, A. (2005). Automatic activation of internal magnitudes: A study of developmental dyscalculia. Neuropsychology, 19, 641-648.

Depression

  • Cleaver, R. L., & Whitman, R. D. (1998). Right hemisphere, white matter learning disabilities associated with depression in an adolescent and young adult psychiatric population. Journal of Nervous and Mental Disease, 186, 561-565.
  • Hill, B. D., Smitherman, T. A, Pella, R. D., O’Jile, J. R., & Gouvier, W. D. (2008). The relation of depression and anxiety to measures of attention in young adults seeking psycho-educational evaluation. Archives of Clinical Neuropsychology, 23, 832-830.

Socio-Emotional LD

  • Denckla, M. B. (1983). The neuropsychology of social-emotional learning disabilities. Archives of Neurology, 40, 461-462.
  • Herrero, M. A., Hechtman, L., & Weiss, G. (1994). Antisocial disorders in hyperactive subjects from childhood to adulthood: Predictive factors and characterization of subgroups. American Journal of Orthopsychiatry, 64, 510-521.
  • Manoach, D. S., Weintraub, S., Daffner, K. R, & Scinto, L. F. (1997). Deficient antisaccades in the social-emotional processing disorder. Neuroreport, 8, 901-905.

Language

  • Isaki, E., & Plante, E. (1997). Short-term and working memory differences in language/learning disabled and normal adults. Journal of Communication Disorders, 30, 427-437.
  • Kemper, S., Greiner, L. H., G., M. J., Prenovost, K., & Mitzner, T. L. (2001). Language decline across the life span: Findings from the Nun Study. Psychology and Aging, 16, 227-239.
  • Sparks, R. L. (2006). Is there a “disability” for learning a foreign language? Journal of Learning Disabilities, 39, 544-557.
  • Sparks, R. L., Philips, L., & Javorsky, J. (2003). Students classified as LD who petitioned for or fulfilled the college foreign language requirement–Are they different? Journal of Learning Disabilities, 36, 348-362.
  • Wilson, A, & Lesaux, N. K. (2001). Persistence of phonological processing deficits in college students who have age-appropriate reading skills. Journal of Learning Disabilities, 34, 394-400.

Gifted Label

  • Lovett, B. J., & Sparks, R. L. (2010). Exploring the diagnosis of “gifted/LD”: Characterizing postsecondary students with learning disability diagnoses at different IQ levels. Journal of Psychoeducational Assessment, 28, 91-101.

NLD

  • Ahmad, S. A., Rourke, B. P., & Drummond, C. (2002). A comparison of older children and adults with BPPD and NLD. Journal of the International Neuropsychological Society, 8, 298.
  • Rourke, B. (2000). Characteristics and dynamics of the NLD syndrome in adults. Journal of the International Neuropsychological Society, 6, 210.

Brain

  • Fish, J., Manly, T., & Wilson, B. A. (2008). Long-term compensatory treatment of organizational deficits in a patient with bilateral frontal lobe damage. Journal of the International Neuropsychological Society, 14, 154-165.
  • Greve, K. W., Ord, J., Curtis, K. L., Bianchini, K. J., & Brennan, A. (2008). Detecting malingering in traumatic brain injury and chronic pain: a comparison of three forced choice symptom validity tests. The Clinical Neuropsychologist, 896-918.
  • Voeller, K. K. S. (1986). Right-hemisphere deficit syndrome in children. American Journal of Psychiatry, 143, 1004-1009.
  • Weintraub, S., & Mesulam, M.-M. (1983). Developmental learning disabilities of the right hemisphere: Emotional, interpersonal, and cognitive components. Archives of Neurology, 40, 463-469.

 Misc

  • Gregg, N., Hoy, C., King, W. M., Moreland, C. M., & Jagota, M. (1992). The MMPI-2 profile of adults with learning disabilities in university and rehabilitation settings. Journal of Learning Disabilities, 25, 386-395.
  • Kirk, S. A. (1963). Behavioral diagnosis and remediation of learning disabilities. Paper presented at the Conference on Exploration into the Problems of the Perceptually Handicapped Child Proceedings, Evanston, IL.
  • Osmon, D. C., Braun, M. M., & Plambeck, E. A (2005). Processing abilities associated with phonologic and orthographic skills in adult learning disability. Journal of Clinical and Experimental Neuropsychology, 27,544-554.
  • Shaw, P., Lerch, J. P., Pruessner, L. c., Taylor, K N., Rose, A. B., Greenstein, D., Clasen, L., Evans, A., Rapoport, J., & Giedd, 1. N. (2007). Cortical morphology in children and adolescents with different apolipoprotein E gene polymorphisms: an observational study. Lancet Neurology, 6, 494-500.

Academic Coaching

  • Anctil, T. M., Ishikawa, M. E., & Scott, A. T. (2008). Academic Identity Development Through Self-Determination: Successful College Students With Learning Disabilities. Career Development and Transition for Exceptional Individuals, 31(3), 164-174.
  • Barkley, A. (n.d.). Academic Coaching for Enhanced Learning. NACTA Journal, 55(1), 76-81. Retrieved from http://www.nactateachers.org/vol-55-num-1-mar-2011/490-academic-coaching-for-enhanced-learning.html
  • Barnard-brak, L., Lechtenberger, D., & Lan, W. Y. (n.d.). Accommodation Strategies of College Students with Disabilities. Qualitative Report, 15(2), 411-429.
  • Cawthon, S. W., & Cole, E. V. (n.d.). Postsecondary Students who have a Learning Disability: Student Perspectives on Accommodations Access and Obstacle. Journal of Postsecondary Education and Disability, 23(2), 112-128. Retrieved from http://files.eric.ed.gov/fulltext/EJ906696.pdf
  • Hadley, W. M. (2011). College students with disabilities: A student development perspective. New Directions for Higher Education, 2011(154), 77-81.
  • Harris, J., Ho, T., Markle, L., & Wessel, R. (2011). In practice: Ball State University’s faculty mentorship program: Enhancing the first-year experience for students with disabilities. About Campus, 16(2), 27-29.
  • Hartman-Hall, H. M., & Haaga, D. A. (2002). College Students’ Willingness to Seek Help for Their Learning Disabilities. Learning Disability Quarterly, 25(4), 263.
  • Iyengar, S. S., & Lepper, M. R. (2000). When Choice is Demotivating: Can One Desire Too Much of a Good Thing? Journal of Personality and Social Psychology, 79(6), 995-1006.
  • Parker, D. R., & Boutelle, K. (2009). Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self-Determination. Learning Disabilities Research & Practice, 24(4), 204-215.
  • Robinson, C., & Gahagan, J. (2010). In practice: Coaching students to academic success and engagement on campus. About Campus, 15(4), 26-29.
  • Swartz, S. L., Prevatt, F., & Proctor, B. E. (2005). A coaching intervention for college students with Attention Deficit/Hyperactivity Disorder. Psychol. Schs. Psychology in the Schools, 42(6), 647-656.
  • Vogel, G., Fresko, B., & Wertheim, C. (2007). Peer Tutoring for College Students With Learning Disabilities: Perceptions of Tutors and Tutees. Journal of Learning Disabilities, 40(6), 485-493.

BOOKS

  • Alfano, K., & Boone, K. B. (2007). The use of effort tests in the context of actual versus feigned attention deficit Hyperactivity disorder and learning disability. In K. B. Boone (Ed.), Assessment of Feigned Cognitive Impairment: A Neuropsychological Perspective (pp. 366-383). New York: Guilford Press.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders DSM-IV-TR (Text Revision) (4th ed.). Washington, DC: American PsychiatricAssociation.
  • Artiola i Fortuny, L. (2004). Perspectives in cross-cultural neuropsychology: Language, low education, and illiteracy. In 1. Ricker (Ed.), Differential diagnosis in adult neuropsychological assessment (pp. 66-107). New York: Springer Publishing.
  • Artiola i Fortuny, L. (2008). Research and practice: Ethical issues with immigrant adults and children. In J. E. Morgan & 1. H. Ricker (Eds.), Textbook of clinical neuropsychology (pp. 960-981). New York: Taylor and Francis.
  • Barkley, R. A. (1997). ADHD and the nature of self-control. New York: The Guilford Press.
  • Barkley, R. A. (1998). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed.). New York: Guilford Press.
  • Barkley, R. A. (2006a). ADHD in adults: Developmental course and outcome of children with ADHD, and ADHD in clinic-referred adults, Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed., pp. 248-296). New York:Guilford Press.
  • Barkley, R. A. (Ed.). (2006b). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford Press.
  • Barkley, R. A. (2006c). A theory of ADHD, Attention-deficit/hyperactivity disorder: A Handbook for diagnosis and treatment (3rd ed., pp. 297-334). New York: Guilford Press.
  • Barkley, R. A. (2007). Barkley’s Quick-Check for Adult ADHD Diagnosis. Kansas City, MO: Compact Clinicals.
  • Barkley, R. A, Murphy, K R., & Fischer, M. (2008). ADHD in adults: What the science says. New York: Guilford.
  • Boone, K. B. (Ed.). (2007). Assessment of feigned cognitive Impairment: A neuropsychological perspective. New York: Guilford.
  • Brackett, L., & McPherson, A (1996). Learning disabilities diagnosis in postsecondary students: A comparison of discrepancy-based and diagnostic models. In N. Gregg, C. Hoy & A F. Gay (Eds.), Adults with learning disabilities (pp. 68-84). New York: Guilford.
  • Brown, T. E. (1996). Brown Attention-Deficit Disorder Scales manual. San Antonio, TX: Psychological Corporation.
  • Carroll, J. B., & Sapon, S. (2002). Modern Language Aptitude Test: Manual 2002 Edition. North Bethesda, MD: Second Language Testing.
  • Conners, C. K, Erhardt, D., & Sparrow, E. S. (1998). Conners’ Adult ADHD Rating Scales (CAARS). North Tonawanda, NY: Multi-Health Systems.
  • Cutting, L. E., & Denckla, M. B. (2003). Attention: Relationships between attention deficit hyperactivity disorder and learning disabilities. In H. L. Swanson & K R. Harris & S. Graham (Eds.), Handbook of learning disabilities (pp. 125-139). New York: Guilford Press.
  • DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD Rating Scale–IV: Checklists, norms, and clinical interpretation. New York: Guilford.
  • Educational Testing Service (1998a). Policy statement for documentation of attention deficit/
  • hyperactivity disorder (ADHD) in adolescents and adults. Princeton, NJ: Author.
  • Educational Testing Service. (1998b). Policy statement for documentation of a learning disability in adolescents and adults. Princeton, NJ: Author.
  • Educational Testing Service. (1999, June). Policy statement for documentation of attention-deficit/hyperactivity disorder in adolescents and adults (Revised). Princeton,NJ: Author.
  • Educational Testing Service. (2007). Policy statement for documentation of a learning disability in adolescents and adults (2nd ed.). Princeton, NJ: Author.
  • Fast, Y., & Others. (2004). Employment for individuals with Asperger syndrome or nonverbal learning disability: Stories and strategies. New York: Kingsley Publishers.
  • Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press.
  • Gajar, A. H., & Smith, J. O. (1996). Service delivery models effective with adults with learning disabilities. In N. Gregg, C. Hoy, & A. F. Gay (Eds.), Adults with learning disabilities (pp. 298-328). New York: Guilford.
  • Geschwind, N., & Galaburda, A. M. (Eds.). (1984). Cerebral dominance: The biological foundations. Cambridge, MA: Harvard University Press.
  • Gilger, G., & Kaplan, B. (2008). The concept of atypical brain development as applied to developmental learning disorders. In L. E. Wolf, H. Schreiber & J. Wasserstein (Eds.), Adult learning disorders: Contemporary issues. New York: Psychology Press.
  • Gordon, M., & Keiser, S. (1998). Accommodations in higher education under the Americans with Disabilities Act (ADA). New York: Guilford Press.
  • Green, P. (2003). Green’s Word Memory Test. Edmonton, Alberta: Green’s Publishing.
  • Green, C. & Chee, K. (1998). Understanding ADHD. New York: Fawcett Columbine.
  • Gregg, N. (2009). Adolescents and adults with learning disabilities and ADHD: Assessment and accommodation. New York: Guilford Press.
  • Gregg, N., Coleman, C., & Hartwig, J. (2008). Assessment of written expression in the adult population. In L. E. Wolf, H. Schreiber & J. Wasserstein (Eds.), Adult learning disorders: Contemporary issues (pp. 303-334). New York: Psychology Press.
  • Gregg, N., Hoy, c., & Gay, A. F. (Eds.). (1996). Adults with learning disabilities. New York: Guilford.
  • Gregg, N., Johnson, Y., & McKinley, C. (1996). Learning disabilities policy and legal issues: A consumer and practitioner user-friendly guide. In N. Gregg & C. Hoy & A. F. Gay (Eds.), Adults with learning disabilities (pp. 329-367). New York: Guilford.
  • Gregg, N., Mather, N., Shaywitz, S., & Sireci, S. (2002, April). The Flagging of Test Scores of Individuals with Disabilities Who Are Granted the Accommodation of Extended Time: A Report of the Majority Opinion of the Blue Ribbon Panel on Flagging. Princeton,NJ: Educational Testing Service.
  • Hallowell, E. M., & Ratey, J. J. (1994a). Answers to distraction. New York: Pantheon Books.
  • Hallowell, E. M., & Ratey, 1. J. (l994b). Driven to distraction. New York: Pantheon Books.
  • Henderson, C. (1999). College freshmen with disabilities: A statistical profile. Washington, DC: HEATH Resource Center.
  • Hooper, S. R., & Olley, J. G. (1996). Psychological comorbidity in adults with learning disabilities. In N. Gregg, C. Hoy, & A F. Gay (Eds.), Adults with learning disabilities (pp. 162-183). New York: Guilford.
  • Hom, L., Berktold, J., & Bobbit, L. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. Report of the National Center for Education Statistics. Washington, DC: U.S. Department of Education.
  • Hoy, C., Gregg, N., Wisenbaker, L., Bonham, S. S., King, M., & Moreland, C. (1996). Clinical model versus discrepancy model in determining eligibility for learning disabilities services at a rehabilitation setting. In N. Gregg, C. Hoy & A F. Gay (Eds.), Adults with learning disabilities (pp. 55-67). New York: Guilford.
  • Hoy, C., & Manglitz, E. (1996). Social and affective adjustment of adults with learning disabilities: A life-span perspective. In N. Gregg, C. Hoy, & A F. Gay (Eds.), Adults with learning disabilities (pp. 208-231). New York: Guilford.
  • Johnson, D. L., & Myklebust, H. R. (1967). Learning disabilities: Educational principles and remedial approaches. New York: Grone and Stratton.
  • Kaplan, E. (1988). A process approach to neuropsychological assessment. In T. Boll & B. K Bryant (Eds.), Clinical neuropsychology and brain function: Research, measurement, and practice (pp. 129-167). Washington, DC: American Psychological Association.
  • Katz, L., Goldstein, G., & Beers, S. S. (2001). Learning disabilities in older adolescents and adults. New York: Kluwer Academic/Plenum Publishers.
  • Kelly, K, & Ramundo, P. (2006). You mean I’m not lazy, stupid, or crazy? (Updated edition). New York: Simon and Schuster.
  • Lezak, M. D., Howieson, D. B., Loring, D. W., Hannay, H. J., & Fischer, 1. S. (2004). Neuropsychological assessment (4th ed.). New York: Oxford.
  • Mapou, R L. (1988). An integrated approach to the neuropsychological assessment of cognitive function. In J. M. Williams & C. J. Long (Eds.), Cognitive approaches to neuropsychology (pp. 101-122). New York: Plenum.
  • Mapou, R L. (1995). A cognitive framework for neuropsychological assessment. In R L. Mapou, & J. Spector (Eds.), Clinical neuropsychological assessment: A cognitive approach (pp. 295-337). New York: Plenum Press.
  • Mapou, R L. (2004). Assessment of learning disabilities. In 1. Ricker (Ed.), Differential diagnosis in adult neuropsychological assessment (pp. 370-420). New York: SpringerPublishing.
  • Mapou, R. L. (2006). Adult attention-deficit/hyperactivity disorder. In P. 1. Snyder & P. D. Nussbaum & D. Robins (Eds.), Clinical neuropsychology: A pocket handbook for assessment (2nd ed., pp. 626-648). Washington, DC: American Psychological Association.
  • Mapou, R L. (2008a). Comprehensive evaluation of learning disabilities in adults. In L. E. Wolf& H. Schreiber & 1. Wasserstein (Eds.), Adult learning disorders: Contemporary issues (pp. 247-274). New York: Psychology Press.
  • Mapou, R. L. (2008b). Learning disabilities in adults. In 1. E. Morgan & 1. H. Ricker (Eds.), Textbook of clinical neuropsychology (pp. 696-728). New York: Taylor and Francis.
  • Mapou, R L. (2009). Adult learning disabilities and ADHD: Research-informed assessment. New York: Oxford University Press.
  • Mapou, R L. (In press). Dyslexia. To appear In 1. E. Morgan, I. S. Baron & 1. H. Ricker (Eds.), Casebook of clinical neuropsychology. New York: Oxford University Press.
  • Marks, D. L., Newcom, L. H., & Halperin, L. M. (2001). Comorbidity in adults with attention-deficit hyperactivity disorder. In 1. Wasserstein & L. Wolf & F. L. Fever (Eds.), Adult attention deficit disorder: Biological mechanisms and life outcomes (pp. 216-238). New York: New York Academy of Sciences.
  • Minskoff, E. H. (1996). Improving employment outcomes for persons with learning disabilities. In N. Gregg, C. Hoy, & A F. Gay (Eds.), Adults with learning disabilities (pp. 277-297). New York: Guilford.
  • Miyake, A, & Friedman, 1. (1998). Individual differences in second language learning proficiency: Working memory as language aptitude. In A Healy & L. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339-364). Mahwah, NJ: Lawrence Erlbaum.
  • Murphy, K R., & Barkley, R. A. (2006). Assessment of adults with ADHD, Attention deficit/hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed., pp. 425-450).New York: Guilford Press.
  • Myklebust, H. R. (1975). Nonverbal learning disabilities: Assessment and intervention. In H. R. Myklebust (Ed.), Progress in learning disabilities (Vo!. 3, pp. 85-121). New York: Grune and Stratton.
  • Nadeau, K. G. (Eds.). (1995). A comprehensive guide to attention deficit disorder in adults. New York: Brunner/Maze!.
  • Nadeau, K. G. (1997). ADD in the workplace: Choices, changes, and challenges. New York: Brunner/Maze!.
  • Pennington, B. F., & Olson, R. K. (2005). Genetics of dyslexia. In The science of reading: A handbook (pp. 453-472). Oxford, UK: Blackwell.
  • Price, C. J., & McCrory, E. (2005). Functional brain imaging of skilled reading and developmental dyslexia. In M. J. Snow1ing & C. Hulme (Eds.), The science of reading: A handbook (pp. 473-496). Oxford, UK: Blackwell.
  • Prince, J. R, Wi1ens, T. E., Spencer, T. J., & Biederman, 1. (2006). Pharmacotherapy of ADHD in adults, Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed., pp. 704-736). New York: Guilford Press.
  • Quinn, P. (Ed.) (1994). ADD and the college student: A guide for high school and college students with attention deficit disorder. Washington, DC: Magination Press.
  • Quinn, P. & McCormick, A. (Eds.). (1998). Re-thinking AD/HD: A guide for fostering success in students with AD/DH at the college level. Bethesda, MD: Advantage Books.
  • Ramsay, R., & Rostain, A L. (2008). Cognitive behavioral therapy for adult ADHD: An integrative psychosocial and medical approach. New York: Routledge.
  • Rehabilitation Services Administration (1985, January 24). Program policy directive. Washington, DC: U.S. Office of Special Education and Rehabilitation Services.
  • Ross-Gordon, J. M. (1996). Sociocultural issues affecting the identification and service delivery models for adults with learning disabilities. In N. Gregg, C. Hoy, & A. F. Gay (Eds.), Adults with learning disabilities (pp. 85-126). New York: Guilford.
  • Roth, R. M., Isquith, P. K., & Gioia, G. A. (2005). Behavior Rating Inventory of Executive Functioning-Adult Version. Lutz, FL: Psychological Assessment Resources.
  • Rourke, B. P., Young, G. C., Strang, J. D., & Russell, D. L. (1986). Adult outcomes of childhood central processing deficiencies. In I. Grant & K. M. Adams (Eds.), Neuropsychological assessment of neuropsychiatric disorders (pp. 244-267). New York: Oxford University Press.
  • Safren, S. A., Perlman, C. A., Sprich, S., & Otto, M. W. (2005). Mastering your adult ADHD: A cognitive-behavioral treatment program. New York: Oxford University Press.
  • Schreiber, H. (2008). Coexisting psychiatric disorders in postsecondary students referred for neuropsychological evaluation for learning disorder (LD) or attention deficit/hyperactivity disorder (ADHD). In L. E. Wolf, H. Schreiber & 1. Wasserstein (Eds.), Adult learning disorders: Contemporary issues (pp. 335-361). New York: Psychology Press.
  • Sedo, M. A. (2001). Diagnosing learning disabilities in bilingual urban students: A neuropsychological framework. In M. O. Ponton & 1. Leon-Carrion (Eds.), Neuropsychology and the Hispanic patient: A clinical handbook (pp. 165-188). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.
  • Sturomski, N. A. (1996). Literacy needs for adults who have learning disabilities. In N. Gregg, C. Hoy, & A F. Gay (Eds.), Adults with learning disabilities (pp. 261-276). New York: Guilford.
  • Solden, S. (1995). Women with attention deficit disorder: Embracing disorganization at home and in the workplace. Grass Valley, CA: Underwood Books.
  • Tsatsanis, K. D., & Rourke, R P. (2008). Syndrome of nonverbal learning disabilities in adults. In L. E. Wolf, H. Schreiber & J. Wasserstein (Eds.),Adult learning disorders: Contemporary issues (pp. 159-190). New York: Psychology Press.
  • Tuckman, A. (2007). Integrative treatment for adult ADHD. Oakland, CA: New Harbinger Publications.
  • Wasserstein, L., & Denckla, M. B. (2009). ADHD and learning disabilities in adults: Overlap with executive dysfunction. In T. E. Brown (Ed.), ADHD comorbidities: Handbook for ADHD complications in children and adults (pp. 267-285). Washington, DC: American Psychiatric Publishing.
  • Wasserstein, J., & Lynn, A. (2001). Metacognitive remediation in adult ADHD. In J. Wasserstein & L. Wolf & F. L. Fever (Eds.), Adult attention deficit disorder: Biological mechanisms and life outcomes (pp. 376-384). New York: New York Academy of Sciences.
  • Wasserstein, L., Vadhan, N. P., Barboza, K, & Stefanatos, G. A. (2008). Outcomes in probable nonverbal learning disabled (NLD) adults: A naturalistic study. In L. E. Wolf, H. Schreiber & 1. Wasserstein (Eds.), Adult learning disorders: Contemporary issues (pp. 462-491). New York: Psychology Press.
  • Weinstein, C., Wolf, L. E., & Schreiber, H. (2008). The professional student with a learning disorder: Focus on medicine and law. In L. E. Wolf& H. Schreiber & J. Wasserstein (Eds.), Adult learning disorders: Contemporary issues (pp. 437-460). New York: Psychology Press.
  • Weiss, L. (1994). The attention deficit disorder in adults workbook. Dallas, TX: Taylor Publishing Company.
  • Weiss, L. (1997). A.D.D. on the job. New York: Taylor Trade Publishing.
  • Wender, P. (1995). Adult attention deficit disorder. New York: Oxford University Press.
  • Wender, P. H., Wolf, L. E., & Wasserstein, J. (2001). Adults with ADHD: An overview. In J. Wasserstein & L. Wolf& F. L. Fever (Eds.), Adult attention deficit disorder: Biological mechanisms and life outcomes (pp. 1-16). New York: New York Academy of Sciences.
  • Wolf, L. E., Schreiber, H., & Wasserstein, J. (Eds.). (2008). Adult learning disorders: Contemporary issues. New York: Psychology Press.
  • Wolf, L. E., & Wasserstein, J. (2001). Adult ADHD: Concluding comments. In J. Wasserstein & L. Wolf & F. L. Fever (Eds.), Adult attention deficit disorder: Biological mechanisms and life outcomes (pp. 396-408). New York: New York Academy of Sciences.

 

Evaluation Tools and Approaches (Selected List)

  • Bryant, B. R., Patton, J. R, & Dunn, C. (1991). Scholastic Abilities Test for Adults. Examiner’s manual. Austin: Pro-Ed.
  • Carrow-Woolfolk, E. (1995). Oral and Written Language Scales: Listening Comprehension and Oral Expression. Manual. Circle Pines, MN: American GuidanceServices.
  • Delis, D. C., Kramer, 1. H., Kaplan, E., & Ober, B. A. (2000). California Verbal Learning Test-Second Edition. San Antonio, TX: Psychological Corporation.
  • Heaton, R K., Chelune, G. 1., Talley, 1. L., Kay, G. G., & Curtiss, G. (1993). Wisconsin Card Sorting Test Manual-Revised and Expanded. Odessa, FL: PsychologicalAssessment Resources.
  • Heaton, R. K., Miller, W., Taylor, M. J, & Grant, I. (2004). Revised comprehensive norms for an expanded Halstead-Reitan Battery: Demographically adjusted neuropsychological norms for African American and Caucasian adults. Odessa, FL:Psychological Assessment Resources.
  • Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological assessment (4th ed.). New York: Oxford.
  • Leark, R A, Dupuy, T. R, Greenberg, L. M., Corman, C. L., & Kindschi, C. L. (1996). Test of Variables of Attention Professional Manual Version 7.0. Los Alamitos, CA: Universal Attention Disorders, Inc.
  • Mitrushina, M., Boone, K. B., Razini, 1., & D’Elia, L. F. (2005). Handbook of normative data for neuropsychological assessment (2nd ed.). New York: Oxford.
  • Roth, R. M., Isquith, P. K., & Gioia, G. A (2006). Behavior Rating Inventory of Executive Functioning-Adult Version (BRIEF-A). Lutz, FL: Psychological AssessmentResources.
  • Sandford, J. A, & Turner, A (1999). Integrated Visual and Auditory Continuous Performance Test. Manual. Richmond: BrainTrain.
  • Strauss, E., Sherman, E. M. S., & Spreen, O. (2006). A compendium of neuropsychological tests: Administration, norms, and commentary (3rd ed.). New York:Oxford University Press.

Books For Clients And Clinicians Who Assist Them

  • Buzan, T. (1991). Use both sides of your brain. (3rd ed.). New York: Plume.
  • Ellis, D. (2002). Becoming a master student. (10th Ed.). Boston: Houghton Mifflin.
  • Fast, Y, & others, a. (2004). Employment for individuals with Asperger syndrome or nonverbal learning disability: Stories and strategies. New York: Kingsley Publishers.
  • Hallowell, E. M., & Ratey, J. 1. (1994a). Answers to distraction. New York: Pantheon Books.
  • Hallowell, E. M., & Ratey, 1. 1. (1994b). Driven to distraction. New York: Pantheon Books.
  • Hallowell, E. M., & Ratey, 1. 1. (2005). Delivered from distraction. New York: Ballantine Books..
  • Kelly, K., & Ramundo, P. (2006). You mean I’m not lazy, stupid, or crazy? (Updated edition). New York: Scribner.
  • Kolberg, L., & Nadeau, K. (2002). ADD-friendly ways to organize your life. New York: Brunner-Routledge.
  • Mooney, J., & Cole, D. (2000). Learning outside the lines. New York: Simon and Schuster.
  • Nadeau, K. G. (1997). ADD in the workplace: Choices, changes, and challenges. New York: Brunner/Mazel.
  • Nadeau, K. G. (1996). Adventures in fast forward: Life, love, and work for the ADD adult. New York: Brunner/Mazel.
  • Nadeau, K. G. (1994). Survival guide for college students with ADD or LD. New York: Magination Press.
  • Nadeau, K. G., & Quinn, P. o. (Eds.). (2002). Understanding AD/HD in women. Silver Spring, MD: Advantage Books.
  • Perspectives (Newsletter of the International Dyslexia Association). Spring 2002 issue is devoted to postsecondary education and students with learning disabilities.
  • Quinn, P. O. (Ed.). (2000). ADD and the college student (2nd edition). New York: Magination Press.
  • Rico, G. L. (1983). Writing the natural way: Using right brain techniques to release your expressive powers. J. P. Tarcher.
  • Robinson, A. (1993). What smart students know: Maximum grades. Optimum learning. Minimum time. New York: Three Rivers Press.
  • Shapiro, J., & Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press.
  • Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.
  • Tuckman, A. (2009). More attention, less deficit: Success strategies for adults with ADHD. Plantation, FL: Specialty Press.
  • Vogel, S. (1997). College Students With Learning Disabilities: A Handbook for College Students, Faculty, Admissions Counselors, and Administrators. Pittsburgh: LearningDisabilities Association. Order from the Learning Disabilities Association, 4156 LibraryRoad, Pittsburgh, PA 15234, (412) 341-1515.
  • Weiss, L. (1997). A.D.D. on the job. New York: Taylor Trade Publishing.

National Organizations And Resources

  • Learning Disabilities Association of America, 4156 Library Road, Pittsburgh, PA 15234-1349.
  • Attention Deficit Disorder Association, 1788 Second Street, Suite 200, Highland Park, IL60035.
  • Children and Adults with Attention-Deficit Hyperactivity Disorder (CHADD), 8181 Professional Place, Suite 201, Landover, MD 20785
  • Recording for the Blind and Dyslexic, 20 Roszel Road, Princeton, NJ 08540
  • The Heath Resource Center of the George Washington University. 2121 K Street NW Suite 220, Washington, DC 20037
  • LD Online: www.LDOnline.org
  • NLD on the Web: www.nldontheweb.org
  • Byron Rourke’s Website on Nonverbal Learning Disabilities: www.nld-bprourke.cal