ABSTRACT
Representing some of the most contemporary developments in the inves tigation of learning disorders in adults, the chapters collected in this book are by a diverse group of clinicians and researchers. Yet, in their study of brain development, genetics and neuroimaging, diagnostic assessment, outcome, and policy, these writers have utilized new advances in neuro science and technology to define the purpose and trajectory of their work. In this final section, we would like to review some prevailing themes that emerged throughout the volume and suggest future directions for both research and clinical practice.
