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Elsa AACN > Ch 15 Learning Disabilities > Flashcards

Ch 15 Learning Disabilities Flashcards

1
Q

Definition of LD

A

unexpected under achievement in academics
arise in childhood
neurobiologically based, developmental
occurs on a continuum, not discrete, dichotomous

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2
Q

Types of LD

A

Reading disability
Math disability
Written expression disability

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3
Q

NLD that is common in which communities

A

Turner syndrome
22q11.2 deletion
congenital hydrocephalus

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4
Q

T or F? individuals may grow into their deficits

A

true

learning deficits may not fully manifest until a later age

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5
Q

% of people with LD

A

15-20

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6
Q

% of students with LD and need special education in school

A

13-14% (> 8 million)

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7
Q

% of students who have special education are classified as having SLD?

A

50%

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8
Q

Cutoff percentiles for LD diagnoses

A

25%ile (low achieving)

10%ile (extremely low achieving)

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9
Q

% of students with a primary LD have reading and language processing related LD

A

85%

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10
Q

male to female ratio with LD

A

1.5x more likely for males

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11
Q

heritability for reading LD

A

0.3-0.9

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12
Q

heritability for math LD

A

0.5-0.8

43%

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13
Q

LD is a developmental lag or functional deficit?

A

functional deficit that persists over time despite intervention efforts
do not spontaneously remit or normalize with time or age (does not grow out of it)

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14
Q

How does Anxiety amplify academic difficulties with LD?

A

interaction between limbic and frontal systems
anxiety floods frontal systems with excessive dopamine
pushes the system to impairing side of the inverted U shaped curve

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15
Q

Diagnosis of LD - 4 models

A

Aptitude achievement discrepancy model
Low achievement model
Intraindividual differences model
RTI model

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16
Q

Problems with RTI

A

no research support for adults
little consensus about how to define inadequate response to appropriate instruction
how to ensure fidelity to implement tiers of intervention

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17
Q

DSM impairment in Reading specifiers

A

Word reading accuracy
Reading rate or fluency
Reading comprehension

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18
Q

how many genes linked to dyslexia?

A

13 candidate genes

- 4 of them identified in speech and language d/o

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19
Q

children with genetic risk for development of dyslexia display differences in brain response and orientation to speech sounds as early as

A

a few days to 6 mos of age

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20
Q

postmortem studies of pts with dyslexia showed

A
  • unexpected symmetry of the planum temporale, polymicrogyria of the L planum temporale, cortical dysplasia in L hemisphere
  • L occipitotemporal cortex, middle part of left fusiform gyrus (rapid processing of words - visual word form area)
  • alterations in structure (gray and white matter volume) in L hemisphere and R cerebellum
  • difference in white matter microstructure in L
  • underactivation in Wernicke’s area, angular gyrus, striate cortex
  • over activation in inferior frontal gyrus
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21
Q

neural signature of dyslexia

A

overactivation in inferior frontal gyrus

underactivation in Wernicke’s area, angular gyrus, striate cortex

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22
Q

% of school aged children with Reading disability

A

10-15%

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23
Q

SES accounts for what % of variance in reading outcomes

A

10%

24
Q

Co-occurring conditions in with dyslexia

A

55% of children with dyslexia have oral language deficits
50% of children with language difficulties have deficient reading
55% have math disability
25-40% have ADHD
deficits in processing speed

25
Q

Skills needed for reading

A

phonological awareness - ability to understand words are comprised of speech sounds
Decoding - convert letters into sounds and combines them to form a recognizable word
Sight reading - retrieves or recognizes words from sight
Prediction - uses context, linguistic, background knowledge and memory to text to guess meaning of unknown words (top down skill)

26
Q

Automaticity (RAN)

A

strongly predictive of reading, independent of phonological awareness

27
Q

Double deficit model of Reading disability

A

2 single deficit subtypes of RD with more limited reading deficits (RAN and phonological awareness)
1 double deficit subtype has more pervasive and severe deficit

28
Q

poor reading fluency is observed only in people with word recognition difficulties. T or F

A

False. people with ok word recognition may also have poor reading fluency

29
Q

Reading comprehension is dependent on

A 
word recognition and fluency
- orthographic (visual word form)
- morphologic (word meaning)
oral language skills (Expressive/receptive vocab)
attention and EF
30
Q

% of students with RD have late emerging reading disability

A

40% (not evident until at least 3rd grade)

31
Q

What is fourth grade slump?

A

reading deficits not shown till after 3rd grade
transition from learning to read to reading to learn
associated with ADHD

32
Q

Effective reading interventions

A

small group instruction
repeated reading for reading fluency
intrinsic motivation to increase interest
explicit instruction of comprehension strategies
using different media
training in morphological awareness (i.e. breaking down words into meanings, prefix, roots)

33
Q

Non evidence based reading interventions

A

Vision therapy

Fast For Word

34
Q

Math disability

A

Number sense
memorization of arithmetic facts
accurate or fluent calculation
accurate math reasoning

35
Q

Subtype of math disability

A

semantic memory
procedural error
visuospatial

36
Q

MD - Semantic memory subtype

A

deficient, inaccurate, inconsistent arithmetic fact retrieval

37
Q

MD - procedural memory subtype

A

use of developmentally immature procedures or errors in the execution of procedures

38
Q

MD - visuospatial subtype

A

misalignment of numbers or place value errors in decimals

adult lesion data, not validated in children

39
Q

Neuropathology of MD

A

posterior parietal cortex for math processing
intraparietal sulcus, supramarginal gyrus, angular gyrus

younger kids who just started learning math have greater prefrontal activation

adolescents and adults decrease dependence on working memory and attentional resources mediated by prefrontal gyrus

40
Q

prevalence of M LD

A

20%

41
Q

% of 4th graders and 8th graders who are below basic level in math?

A

20% of 4th graders

30% of 8th graders

42
Q

% of 4th graders and 8th graders who are below basic level in Reading?

A

32% of 4th graders

24% of 8th graders

43
Q

co-occurring conditions with MD

A

reading LD
automaticity, phonological awareness for math computation
working memory
EF, attention, VS

44
Q

Neurodevelopmental disorders associated with MLD

A 
Turner syndrome
Fragile X
Congenital hydrocephalus
Neurofibromatosis type I
Spina bifida
Congenital hypothyroidism
22q deletion syndrome
Williams syndrome
Preterm, low BW
45
Q

Difference between math and reading

A

math achievement is cumulative throughout and beyond elementary school years

46
Q

Skills required in math acquistion

A

domain specific skills:
numerosity (understanding and recognizing concept of quantity)
- symbolic comparison, non symbolic comparison number line estimation, procedural counting, conceptual counting

doman general skills
- language, phon awareless, VS, nonverbal reasoning, working memory, processing speed, attention, EF

47
Q

Teaching kids math problem solving can translate into improved math calculations

A

True but not the other way around

48
Q

DSM 5 impairment in written expression categories

A

spelling
grammar and punctuation
clarity or organization of written expression

49
Q

neuropathology

A

limited research

some alterations in white matter microstructure in L hemisphere

50
Q

% of people with written expression disability

A

7-15%

51
Q

Male to female ratio in disability in writing

A

3:1

52
Q

co-occuring % between reading and writing disability

A

75%

53
Q

% of 4th and 8th grader performing at below basic writing level

A

20% 4th grader

21% 8th grader

54
Q

Dysgraphia

A

deficits in automatic letter writing, orthographic coding, finger sequencing

55
Q

Treatment of written expression difficulties

A

self regulated strategy development to help with self regulation strategies to improve writing process

systematic and explicit instruction on transcription skills

development of oral language skills

Elsa AACN (35 decks)

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