Editor's Comment:Thefield of learning disabilities-as well as all of special services-has recently begun to focus on the transition needs of persons with learning problems. Specifically, skills and abilities that individuals need at the next stage of their life cycle are noted and training is begun at an earlier stage. For example, the skills and abilities a person needs to succeed in a secondary school are focused upon in elementary education training efforts. What has been almost totally ignored in research efforts to date are the skills and abilities an adult with learning disabilities needs to succeed in life. The following two articles significantly add to our efforts in transition education. Readers' comments are welcome.-JLW The results of a needs assessment of learning disabled adults based on surveys of the perceptions of learning disabled adults, providers of services to learning disabled adults, and consumers or advocates for learning disabilities are presented. The results of the survey of the learning disabled adults, service providers, and consumers indicate that learning disabled adults have major academic, social, personal, and vocational needs that must be addressed if they are to attain adult competence. A comparison across all need areas indicated that service providers and consumers identified vocational needs involving securing an appropriate job and vocational rehabilitation services as the most critical need area of learning disabled adults, with a second need area involving learning disabled adults'poor self-concept, lack of self-understanding, and lack of self-acceptance. Recommendations are made for services in academics, secondary and post-secondary vocational training, social skills, and counseling and psychotherapy.

This is an ecological test of adaptation in head-injured adults, reporting reliability and validity of the Executive Function Route-finding Task (EFRT; Boyd and Sautter, 1985). A Likert scale was used to rate executive aspects of route-finding such as task formulation, strategy of approach, detection and correction of errors, and dependence on cueing among 31 headinjured young adults within a large rehabilitation facility. The Task has high inter-rater reliability and acceptable concurrent validity with other neuropsychological constructs.

An estimated 5.1 million Americans suffer from Alzheimer's disease (AD). A symptom of AD is the gradual loss of autobiographical memory. Support services have been shown to slow such loss, thereby improving the quality of life of patients and their caregivers. In this case study, a subject in Stage 4 of AD on the Functional Assessment Staging (FAST) scale carried a smart phone with a lanyard for 4 weeks. The smart phone was programmed to take pictures at 5-minute intervals for 12 hours during the day. The pictures were collected, combined in a video slide show, saved to a DVD, and mailed to the subject on a weekly basis. The subject and his caregiver had to view the DVD. In order to evaluate the subject's memory before and after viewing the DVD, a test concerning the most important events of the week was developed. The subject and his caregiver had to answer a satisfaction questionnaire as well. The results of this case study confirmed that the DVD helped the subject recall recent events significantly better and that carrying the smart phone was not considered intrusive to daily routines. This manuscript illustrates how smart phone technology can assist in exercising autobiographical memory.

Over the past 20 years, clinical neuropsychologists have been at the forefront of both scientific and clinical initiatives aimed at developing evidence-based approaches to the evaluation and management of sport-related concussion (SRC). These efforts have directly impacted current policy on strategies for injury assessment and return-to-play by athletes after concussion. Many states are considering legislation requiring (a) education of athletes, parents, coaches, and school/organization officials on the recognition, evaluation, and management of SRCs; (b) removal from play of any youth athlete that is suspected of having sustained a concussion; and (c) not allowing the student to return to participation until the student is evaluated and cleared for return to participation in writing by an appropriate healthcare professional. It is the official position of the American Academy of Clinical Neuropsychology (AACN), American Board of Professional Neuropsychology (ABN), Division 40 (Neuropsychology) of the American Psychological Association (APA), and the National Academy of Neuropsychology (NAN) that neuropsychologists should be included among the licensed healthcare professionals authorized to evaluate, clinically manage, and provide return to play clearance for athletes who sustain a SRC.