ABSTRACT
When a simple mechanical device fails to function properly, a skilled engineer is usually able to trace the cause to a single fault and rectify the problem within minutes. In contrast, learning and behaviour difficulties are rarely attributable to single, uncomplicated, causes. They are usually the result of a complex interaction of different factors, some of which are easily visible, while others are ‘hidden’ amongst features of the setting in which they occur. If professionals merely seek to identify and respond to the causes which, to them, are most visible, they will, at best, produce only temporary solutions to problems. More lasting solutions will also require an in-depth assessment of, and appropriate responses to, less visible factors which cause people to behave in certain ways.
