Abstract
This chapter focuses on the implementation of a response to intervention model for assessment and treatment of dyslexia, dysgraphia and dyscalculia, which is illustrated through a longitudinal case study. The model links learning and adjustment difficulties to multivariate treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Treatment is then multidimensional, using graded materials that are applied in clinical teaching. The case study shows how firm classification becomes possible through longitudinal assessment and progress evaluation, analysis of response to multivariate intervention as well as response to specific treatment programmes. Diagnosis can then be linked both to concessions and ongoing treatment of areas of functional difficulty in learning and adjustment to school.