Learning Disabilities, ADHD, and Executive Functioning:
Understanding Academically At-Risk Students’ Learning, Motivation, and Engagement
Guest Editors: Andrew J. Martin, Kristie J. Newton, Rayne Sperling

This Special Issue to Contemporary Educational Psychology (CEP) focuses on students with learning
disabilities, attention-deficit/hyperactivity disorder (ADHD), or other executive function disorders – and their learning, motivation, and engagement. The Special Issue is to be demarcated into three sub-sections, each led by a member of the Guest Editorial team:

1. Learning Disabilities: Led by Kristie J. Newton
2. ADHD: Led by Andrew J. Martin
3. Other Executive Function Disorders: Led by Rayne Sperling

As relevant to students with learning disabilities, ADHD, or other executive functioning disorders, we seek empirical contributions in the areas of:

• Motivation and engagement
• Learning (domain-general learning or domain-specific learning such as in mathematics etc.)
• Intervention or measurement relevant to their learning, motivation, and engagement

All submissions will be peer reviewed by 2 reviewers (one being a member of the CEP Board, one being a non-CEP reviewer) and by the section Editor. All manuscripts will be expected to meet CEP’s standards for publication.

Author instructions and submission portal are at: http://www.journals.elsevier.com/contemporary-educationalpsychology/
(select ‘Special Issue’ in article type).

Information on CEP Aims and Scope are at: http://www.journals.elsevier.com/contemporary-educationalpsychology/
Submissions close: April 30th 2015

Enquiries can be directed to Andrew J. Martin: andrew.martin@unsw.edu.au