Long-Term Follow-up Studies of Learning-Disabled Persons

From several different perspectives, the question of long-term outcomes for learning-disabled children is an important one. Answers to scientific questions about the nature and developmental course of learning disabilities, as well as the resolution of policy issues concerning the allocation of resources for intervention, may depend on results from follow-up studies of learning-disabled persons. Unfortunately, different follow-up studies have produced a variety of conflicting results. Through a careful analysis of the methodologies employed in existing studies, this month's Topical Review not only shows why the research has produced inconsistent results, but also shows how some of these inconsistencies can be resolved. A final contribution of this article is to point out the need for specific methodologies in future follow-up research with learning-disabled children.—J.K.T.