ABSTRACT
As Table 10.1 indicates, behavioral scientists in the United States, building on the European work, began to contribute a psychological orientation to the study of learning problems (Hallahan & Mock, 2003). Although brain dysfunction was often assumed, etiology was downplayed in favor of understanding the characteristics of learners and the educational remediation of learning deficits (Lyon et al., 2003). By the mid-1900s, several kinds of interventions were recommended. Nevertheless, concern
terminology, definitions, emphases, causal theories, and treatments. This rich history is reflected throughout the present chapter.
