Adelman H S
Am J Orthopsychiatry. 1978 Oct;48(4):717-26. doi: 10.1111/j.1939-0025.1978.tb02576.x.
Despite the large body of literature on diagnoses related to learning problems, little systematic information has been gathered on the specific labels assigned by professionals and the bases for their determination. In this study of children enrolled in a clinical school program, only one diagnosis out of fifteen resulted from a consistent pattern of test findings, while over half the diagnoses were based primarily on observation, and a third were arrived at despite contradictory evidence. Implications for current clinical and research practices are considered.
尽管有大量关于学习问题相关诊断的文献，但关于专业人员所使用的具体诊断标签及其确定依据，却几乎没有收集到系统的信息。在这项针对参加临床学校项目儿童的研究中，十五个诊断中只有一个是基于一致的测试结果模式得出的，而超过一半的诊断主要基于观察，还有三分之一的诊断是在存在矛盾证据的情况下做出的。文中还考虑了对当前临床和研究实践的启示。
