Guest Editors
Trinidad García
University of Oviedo, Department of Psychology
Trinidad García, PhD in Psychology (Oviedo, Spain). Trinidad García is an Assistant Professor in the Department of Psychology of the University of Oviedo, in the area of Education and Developmental Psychology. Her main research areas include Learning Disabilities, ADHD and Executive Functioning. Her research is mainly focused on examining the cognitive, metacognitive, affective, and motivational self-regulatory processes involved in learning, using innovative techniques. She is author of more than 60 articles and parts of books published in both Spanish and English languages. Trinidad García has made several contributions in national and international conferences, having taken part in the organizing committee of the 21th Congress on Learning Disabilities, which took place in Oviedo in 2012, and other national/international conferences. She collaborated with researchers from different countries, such as England, Germany, the Netherlands and the United States of America through different research and research stays.
Marisol Cueli
University of Oviedo, Department of Psychology
Marisol Cueli, PhD in Psychology, is an Assistant Professor in the area of Educational and Developmental Psychology of Department of Psychology at the University of Oviedo (Oviedo, Spain). She also belongs to the research group, School Learning, Difficulties and Academic Performance (ADIR). She started her research career in 2011 with the development of her doctoral thesis, in the field of learning in Mathematics and New Technologies. Her main research line is assessment and intervention in Learning Difficulties and Attention Deficit Hyperactivity Disorder (ADHD). Some of the topics in which she has collaborated were related to the analysis of which are the most reliable and valid evaluation tools that would allow psychology professionals to carry out more exhaustive evaluations and, as a consequence, more adjusted interventions. For example, as can be seen in their publications, she has participated in studies about: the profile of students with ADHD in continuous performance tests, their cortical activation, their performance in mathematical learning tasks, or their levels of anxiety, the profile of students with mathematics learning disabilities, interventions tools for mathematics learning. Furthermore, she has participated in national and international conferences, and has been a research fellow at the University of Miami, the University Children’s Hospital Zurich and the Harvard Medical School – Boston Children´s Hospital.
Débora Areces
University of Oviedo, Department of Psychology
Dr. Débora Areces is a researcher of the ADIR Group - Learning School, Academic Difficulties and Performance (which belongs to the Department of Psychology from the University of Oviedo). Her main research areas include Learning Disabilities and ADHD. More Specifically, her studies mainly focus on the early assessment and intervention of ADHD and Learning Disabilities from an innovative perspective. She is author and coauthor of many articles and book chapters published in both Spanish and English languages, and has made several contributions in national and international conferences.
Celestino Rodríguez
University of Oviedo, Department of Psychology
Celestino, PhD in Psychology and Education (Oviedo, Spain) is an Associate Professor in the Department of Psychology and Vice-dean at Faculty of Teaching Training and Education (University of Oviedo) Spain. His main research areas include learning disabilities and ADHD, learning assessment, academic achievement, learning strategies, gifted children, SRL (Self-regulated learning), ICTs, higher education, CBLEs (Computer Based Learning Environments), metacognition, dynamic hypermedia learning environments and more. He is an author of more than 110 papers in peer-review international journals, around 30 chapters and collaboration in Education, Psychology and Higher Education books and handbooks. Celestino Rodríguez has made several contributions in national and international conferences with more than 150 participations in International congress (USA, Switzerland, Holland, Italy, Portugal, etc.). He has collaborated with researchers from different countries, such as England, Germany, the Netherlands and the United States of America through different research, projects and research stays. He is also an Editor of different Journals and a member of the International Association of Research in Learning Disabilities (IARLD)
Collection Overview
International classifications of mental disorders for the diagnosis of Learning Disabilities (LD) and Attention Deficit/Hyperactivity Disorders (ADHD) establish that they are not the result of other disabling conditions, although they might occur concurrently with other disabilities. Consequently, people who have a disability could also show limitations in learning processes and professional or social development. These disorders are understood as intrinsic to the individual due to the dysfunction in the central nervous system, and may occur throughout the life cycle.
Taking into account the symptomatic complexity of these difficulties, as well as their high prevalence rates, it is necessary for professionals and researchers to have reliable and valid tools and methods for diagnosis and effective intervention designs. These techniques would make it easier for professionals and researchers to develop their work in an appropriate and innovative way.
However, the main difficulty is the lack of correspondence between assessment and intervention proposals which is not always apparent. Assessment methods, tools, and diagnostic techniques are being currently developed, which provide objective information on the characteristics and needs of this population. This collection aims to bring together a wide range of techniques to provide insight into the assessment and intervention of LD and ADHD.
