Specific Learning Disorder Fontina Rashid, Ph.D. RCLD Conference - - PowerPoint PPT Presentation

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Specific Learning Disorder Fontina Rashid, Ph.D. RCLD Conference - - PowerPoint PPT Presentation

Mar 30, 2024 99 likes •465 views

Specific Learning Disorder Fontina Rashid, Ph.D. RCLD Conference Criteria DSM-5 Persistent difficulty learning academic skills Reading Written Expression Mathematics Academic performance is below expectation Difficulty

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Fontina Rashid, Ph.D.

Specific Learning Disorder

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Criteria

  • DSM-5
  • Persistent difficulty learning academic skills
  • Reading
  • Written Expression
  • Mathematics
  • Academic performance is below expectation
  • Difficulty apparent in early school years
  • Difficulty not better accounted for by other

neurological disorder

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Specifiers

  • Reading
  • Word reading (dyslexia)
  • Reading rate or fluency
  • Reading comprehension
  • Written Expression
  • Spelling
  • Grammar and punctuation accuracy
  • Clarity or organization of written expression
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Specifiers

  • Mathematics
  • Number sense
  • Memorization of math facts
  • Accurate or fluent

calculation

  • Accurate math reasoning
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Outcomes

  • Increased risk:
  • Dropout
  • Lower educational

attainment

  • Psychological

distress

  • Unemployment or

underemployment

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Misconception

  • Learning Disorders are the same as other

disorders that impact learning

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Differential Diagnosis

  • Intellectual Disability
  • ADHD
  • Autism Spectrum Disorder
  • Normal variation

*co-morbidity is common

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Misconception

  • Learning Disorders correspond to low IQ
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Misconception

  • Prevalence has increased
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Specifiers/Prevalence

  • Prevalence
  • 5-15% (based upon children)
  • More frequent diagnosis in males (2:1 or 3:1)
  • 80% of cases are in reading
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Misconception

  • Learning Disorders fade with time
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Course

  • Persists into

adulthood

  • High school to college
  • Slow reading rate,

comprehension, written expression, math problem solving

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Misconception

  • Learning Disorders are easy to diagnose
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Diagnosis

  • Discrepancy between IQ & achievement
  • Historically popular
  • Research does not support
  • Response to intervention
  • Progress monitoring and intervention
  • Just focuses on low achievers
  • Cognitive processes
  • Cognitive processes that underlie

achievement

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Assessment

  • Comprehensive evaluation
  • IQ
  • Reading
  • Writing
  • Math
  • Information processing
  • Attention/executive functioning
  • Language
  • Memory
  • Visual
  • Social/Emotional Functioning
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Typical Processing Weaknesses

  • Word decoding
  • Phonological awareness (rapid naming,

processing speed

  • Reading Fluency
  • Rapid naming (processing speed, orthographic

competence)

  • Comprehension
  • Language
  • Listening comprehension
  • Working memory
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Typical Processing Weaknesses

  • Written Expression
  • Spelling
  • Language
  • Executive functioning
  • Math
  • Working memory
  • Executive functioning
  • Language
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Dyslexia

  • Misconceptions:
  • All children who reverse letters have dyslexia
  • People with dyslexia see things backwards
  • People with dyslexia never learn to read well
  • Dyslexia is a medical diagnosis
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Dyslexia

  • Misconceptions
  • Can be treated with:
  • Fish oil
  • Tinted lenses
  • Balancing exercises
  • Vision therapy
  • Medication
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Accommodations

  • Idea to “level the

playing field”

  • Based upon results of

the evaluation

  • Must consider other

factors

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Common Accommodations

  • Extended Time
  • Word Processor
  • Voice Recognition
  • Screen reader
  • Calculator
  • Formula Sheet
  • Word Bank
  • Scantron
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Common Accommodations

  • Note taking asst.
  • Audio books
  • Extended time
  • Extended

deadlines

  • Foreign language

sub

  • PowerPoint
  • Written notice
  • Group projects
  • Relaxed

attendance

  • Classroom breaks
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Case Example #1

  • 18 year old, Caucasian male
  • High school graduate (3.96 GPA)
  • College freshman
  • No significant medical history aside from

ear infections and tubes

  • Healthy, college athlete
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Case Example #1

  • History of reading and spelling difficulty –

since 3rd grade

  • Diagnosed and received services through

an IEP

  • Current –slow reader, poor speller
  • No problems with math
  • Previously diagnosed ADHD - pediatrician
  • Inconsistent medication (2 years)
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Case Example #1

  • Weaknesses
  • Reading
  • Decoding
  • Rate
  • Spelling
  • Phonological processing
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Case Example #1

  • Diagnosed with Dyslexia
  • IQ = high average
  • Solid skills –
  • sensorimotor
  • attention/executive functioning
  • Visual spatial
  • Memory
  • Language
  • Social/emotional
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Accommodations??

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Case Example #2

  • 20 year old, Latin/African American male
  • Graduated high school (3.3 GPA)
  • College sophomore
  • Parents both have master’s degrees
  • Medical history – scarlet fever, ear

infections, tonsillectomy/adenoidectomy

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Case Example #2

  • History
  • Speech and writing weaknesses
  • Speech therapy
  • Repeated kindergarten
  • Diagnosed with CAPD, ADHD
  • 504 Plan - second grade (+ private tutoring)
  • Treated for anxiety
  • Therapy
  • Medication briefly in high school
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Case Example #2

  • Reported difficulties:
  • Staying focused/daydreaming
  • Careless mistakes
  • Studying and completing assignments on time
  • Organization for writing
  • Worry about making mistakes
  • Anxiety related to making friends
  • Feels “awkward,” avoids
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Case Example #2

  • Diagnosed with
  • ADHD, combined
  • Parent and self-report (past and current)
  • CPT scores and executive functioning weaknesses
  • Observations (organization)
  • Generalized Anxiety Disorder
  • Worry, nervousness, muscle tension, fatigue,

restlessness, sleep disturbance

  • Difficulty controlling worry
  • Mood impacted by anxiety
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Case Example #2

  • Diagnoses (cont.)
  • Specific Learning Disorder – Reading
  • Rate or fluency
  • Weak rapid naming, phonological memory,

executive functioning

  • Earlier testing did not indicate academic

achievement weaknesses (7 years ago)

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