From the editor: Looking at attention-deficit/hyperactivity disorder and communication disorders from multiple angles

In this issue of Topics in Language Disorders, issue editors J. Bruce Tomblin and Kathryn L. Mueller, along with their invited authors, help readers consider relationships of attentiondeficit/hyperactivity disorder (ADHD) and communication disorders—including language, speech, and reading disorders—from multiple angles. I selected a sentence from the Issue Editor Foreword (Tomblin & Mueller, 2012a) as the opening quotation for this column because it provides its own unique angle on the contents of the issue. Specifically, it raises questions about distinctions in how medical diagnosticians and educational practitioners look at issues of diagnosis when the question is not one of diagnosing disease or illness but rather diagnosing developmental behavioral disorders involving attention, language, speech, and reading—occurring either specifically or together in an individual. As the issue editors point out in their Foreword (Tomblin & Mueller, 2012a) and introductory article (Tomblin & Mueller, 2012b), diagnosis of a set of behaviors that defines a phenotype (e.g., language impairment, speech sound disorder, or dyslexia) has implications for understanding