Learning Disabilities Flashcards
It is diagnosed when reading, writing, and mathematical skills are significantly lower than expected.
a. Learning disease
b. Learning disorder
c. Learning dysfunction
d. Learning dilute
Learning disorder
It is formerly known as dyslexia
a. Writing disorder
b. Reading disorder
c. Mathematical reasoning disorder
Reading disorder
It is characterized by an impaired ability to recognize words, poor comprehension, and slow and inaccurate reading.
a. Dyslexia
b. Dysgraphia
c. Dyscalculia
Dyslexia
Diagnosis of Reading disorder:
- Reading ability is significantly below the expected of a child of the same age, education, and measured intelligence. It is usually identified by the age of 7 years (second grade); however, in some cases, particularly when the disorder is associated with high intelligence, it may not be apparent until the age of 9 years (fourth grade).
- Associated problems include language difficulties and difficulties in properly sequencing words. Younger children tend to feel shame and humiliation while older children tend to be angry and depressed and exhibit low self-esteem.
Epidemiology of Reading disorder:
-Occurs in 4% of school-aged children
-Prevalence ranges from 2% to 8%
-Equal rates among females and males
Etiology of Reading disorder:
-Possible link to chromosome 6 and chromosome 15
-Occipital lobe lesions and hemispheric abnormality have been linked
-Occurs in 35% to 40% of first-degree relatives
Differential diagnosis of Reading disorder:
-Mental Retardation: Reading, along with other skills, is below the achievement expected for a child’s chronologic age.
-Attention Deficit Hyperactivity Disorder: Difficulties with linguistic abilities are not consistent. Reading improves with medication.
-Hearing and Visual Impairment: Should be ruled out with screening tests.
Course and prognosis of Reading disorder:
Most school-aged children do not need remediation past grade school, with only severe disorders requiring help into middle and high school level.
Treatment and Intervention for Reading disorder:
-Remediation: Effective remediation programs begin with teaching the child to make accurate associations between letters and sounds. Once these skills have been mastered, remediation can target larger components of reading, such as syllables and words. Positive coping strategies include small, structured reading groups that offer individual attention.
-Psychotherapy: Coexisting emotional and behavioral problems are treated by appropriate psychotherapeutic means. Parental counseling may be helpful. Social Skills improvement is an important component of psychotherapy.
-Pharmacotherapy: Used only for an associated psychiatric/psychological disorder such as ADHD.
Child has difficulty with learning and remembering numerals, remembering and applying basic facts about numbers, and is slow and inaccurate in computation.
a.Writing disorder
b. Mathematics disorder
c. Reading disorder
Mathematics disorder
Diagnosis of mathematical disorder:
Mathematical ability is significantly below what is expected when considering the child’s age, education, and measured intelligence. Children have difficulty learning the names for numbers and signs for addition and subtraction, memorizing multiplication tables, applying computations to word problems, and doing calculations at a reasonable pace.
Epidemiology of Mathematical disorder:
-Occurs in approximately 1% of school-aged children
-May occur more often in females
Etiology of mathematical disorder:
-In part to genetic factors
-Possible right hemisphere deficit, principally in occipital lobe areas
Differential diagnosis of mathematical disorder:
-Mental Retardation: Arithmetic difficulties are accompanied by a generalized impairment in overall intellectual functioning.
-ADHD or Conduct Disorder: Should not be overlooked during diagnosis.
Course and prognosis for mathematical disorder:
This disorder is usually identified by the age of 8 years (third grade); however, it can be seen as early as 6 years (first grade) or as late as 10 years (fifth grade). Children with moderate mathematics disorder who do not receive intervention may have complications such as continuing academic difficulties, shame, poor self-concept, frustration, and depression. Such complications can lead to reluctance to attend school, truancy, and hopelessness about academic success.
