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May 7, 2026Journal of Clinical and Experimental Neuropsychology

Diagnosing specific learning disorder in adults Part I: conceptual and methodological challenges

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Authors

AHAllyson G. HarrisonQueen's UniversityRSRichard Sparks

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Overview

Critical narrative review explores diagnostic criteria and frameworks for adult SLD, indicating concerns about validity.

Key Points

  • This work aims to critically assess the definition and diagnostic criteria of specific learning disorders (SLDs) in adults.
  • Conducted a critical narrative review of the historical development of SLD constructs.
  • Examined population prevalence estimates and major diagnostic frameworks influencing identification practices.
  • Evaluated evidence related to diagnostic practices including psychometric validity.
  • Identified persistent definitional instability and reliance on unsupported discrepancy-based logic.
  • Noted that many diagnosed individuals have average academic achievement, especially in selective contexts.
  • Highlighted the unequal distribution of SLD diagnoses, raising concerns about validity and fairness.

Cite This Study

Harrison et al. (2026) studied this question.

synapsesocial.com/papers/69fc2ba98b49bacb8b3479ffhttps://doi.org/10.1080/13803395.2026.2668454
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Diagnosing specific learning disorder in adults Part II: bias, base rates, and a path forward2026
  2. 2Stability and accuracy of specific learning disability diagnoses from childhood to young adulthood2026
  3. 3Identification and Detection of Specific Learning Disabilities: A Systematic Review2026 · 2 citations
  4. 4A 50-year personal odyssey through the story of learning disabilities: from primary school to adult LD diagnoses2026
  5. 5What Lies Behind Diagnostic Labels? High Intra-Individual Variability Is the True Cognitive Signature of University Students with Specific Learning Disorders2026