The significance of CHC human cognitive abilities based diagnostic assessment for learning disorders

This paper presents the Cattell-Horn-Carroll (CHC) Model of Cognitive Abilities-Based Educational Therapy as a comprehensive, neurocognitively grounded framework for psychoeducational diagnosis and intervention. Drawing from the CHC theory of intelligence and integrating cognitive, conative, affective, and sensory domains, the model situates learning disorders within a broader biopsychosocial and neurodevelopmental context. Educational Therapy (EdTx), formally recognized by the World Health Organization since 1986 under the International Classification of Diseases (ICD code 93.82), is conceptualized as a non-pharmacological, psychoeducational diagnostic and treatment approach encompassing intervention, rehabilitation, and management. The paper discusses comorbidities of learning disorders, outlines the hierarchy of abilities and skills, and illustrates how CHC-informed assessment informs individualized educational planning. Implications for interdisciplinary collaboration, early identification of prodromal symptoms, and integration with neuroimaging and genetic verification are explored.