This book addresses the need to view specific learning disorders (SLDs) within a mental health framework, as supported by their placement alongside autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) in the , Fifth Edition (DSM-5). It describes how policy and practice point to a different perspective - specifically that SLDs are often treated as educational rather than psychological problems - and examines the implications of this dichotomy. The book reviews empirical research that suggests children need access to treatment for clinical components of SLDs that may respond to psychological intervention separately from, and in addition to, educational interventions. It provides a theoretical framework for organizing research findings and clinical perspectives that support understanding the clinical components of SLDs and addresses the need for a mental health framework within which to approach theory, treatment, and assessment of SLDs. Key areas of coverage include: is an essential reference for clinicians, therapists, and other professionals as well as researchers, professors, and graduate students in school and clinical child psychology, special education, speech-language therapy, developmental psychology, pediatrics, social work as well as all interrelated disciplines.