This book provides the reader with a foundation, based in research, on the assessment of learning disabilities and attention deficit hyperactivity disorder (ADHD) in adults that is consistent with the information provided in workshops conducted by the author. As part of the Oxford Workshop Series: American Academy of Clinical Neuropsychology, any licensed psychologist who reads this volume can obtain up to three continuing education credits by completing an online quiz; directions for doing this are included in the text.
Notably, unlike most texts that address learning disabilities and ADHD within the context of the DSM and, for children, within the context of special education law, Mapou also considers and defines disability from the perspective of the Americans with Disabilities Act. The book summarizes the existing research base with regard to learning disabilities and ADHD in adults (Chapters 2 and 3). To his credit, he does consider issues related to diagnosis of a disability when English is a second language, as well as the potential for malingering. Further, he includes discussion of interventions and accommodations that are specific to the adult learner with a summary of the evidence to support them.
Chapter 4 then provides a discussion of various measures and their usefulness in identifying learning disabilities and ADHD, as well as malingering. Chapter 5 discusses the importance of client feedback and documentation, with Chapter 6 identifying in “reader friendly” format various target skills or deficits and appropriate accommodations/interventions. Mapou does not, however, consider the current trend as included in special education law to use Response to Intervention, nor does he discuss the potential issues with students who have previously been in special education and who may not now qualify for services, or some of the more complex situations that may occur when assessing adult students (e.g., the high level of comorbidity, test anxiety, learned helplessness). Chapter 7 provides three case studies for additional discussion. It was noted that the labeling of these is not consistent, but this does not interfere with the usefulness of the case presentations. Finally, the appendix includes sample reports.
In conclusion, I highly recommend this book to both students and practitioners who are called upon to assess adults for learning disabilities and ADHD. This text provides ample foundation and background not only for assessment of disability, but the need to consider malingering. Assessment is clearly linked to accommodations and intervention. Most importantly, assessment and recommendations are presented in the context of client feedback and follow-up. Each chapter ends with “key points” that may be particularly useful to students or those who do not routinely work with adults.