Specific Learning Disorder Flashcards
What is the A criterion for specific learning disorder
Difficulties learning and using academic skills, as indicated by the presence of at least ONE of the following symptoms that have persisted for at least SIX MONTHS, despite the provision of interventions that TARGET those difficulties
–there are SIX options for symptoms (next cards)
list the 6 symptoms of criterion A for specific learning disorder (one of which must be present)
- inaccurate or slow and effortful WORD READING
(i. e reads single works aloud incorrectly or slowly and hesitantly, frequently guesses words, has difficulty sounding out words) - difficulty UNDERSTANDING the MEANING of what is read
(i. e may read text accurately but not understand the sequence, relationships, inferences or deeper meanings of what is read) - difficulties with SPELLING
(i. e may add, omit, or substitute vowels or consonants) - difficulties with WRITTEN EXPRESSION
(i. e makes multiple grammatical or punctuation errors within sentences, employs poor paragraph organization, written expression of ideas lacks clarity) - difficulties with mastering NUMBER SENSE, number facts or calculation
(i. e has poor understanding of numbers, their magnitude, and relationships; counts on fingers to add single digit numbers instead of recalling math fact as peers do; gets lost in the midst of arithmetic computation and may switch procedures) - difficulties with MATHEMATICAL REASONING
(i. e has severe difficulty applying mathematical concepts, facts or procedures to solve quantitative problems)
what is criterion B for specific learning disorder
the affected academic skills are substantially and quantifiably BELOW THOSE EXPECTED for the individuals chronological age, and cause SIGNIFICANT INTERFERENCE with academic or occupational performance or with activities of daily living, as confirmed by individually administered STANDARDIZED ACHIEVEMENT MEASURES and comprehensive clinical assessment
–for individuals 17 and older, a documented hx of impairing learning difficulties may be substituted for the standardized assessment
what is criterion C for specific learning disorder
learning difficulties began during SCHOOL AGE YEARS but may not become fully manifest until the demands for those affected academic skills exceed the individuals limited capacities (i.e in timed tests, heavy work loads)
what is criterion D for specific learning disorder
the learning difficulties are not better accounted for by intellectual disabilities, uncorrected visual or auditory acuity, or other mental or neurological disorders, psychosocial adversity, lack of proficiency in a language of academic instruction or inadequate educational instruction
What resources should be used in making assessment for specific learning disorder
the four diagnostic criteria are to be met based on a clinical SYNTHESIS of the patients history (developmental, medical, family, school reports and psychoeducational assessment)
What are the three broad domains with coding specifiers for specific learning disorder in the DSM
- with impairment in reading
- word reading accuracy
- reading rate or fluency
- reading comprehension - with impairment in written expression
- spelling accuracy
- grammar and punctuation accuracy
- clarity or organization of written expression - with impairment in mathematics
- number sense
- memorization of arithmetic facts
- accurate or fluent calculation
- accurate math reasoning
what is dyslexia
an alternative term used to refer to a pattern of learning difficulties characterized by problems with ACCURATE or FLUENT WORD RECOGNITION, poor DECODING and poor SPELLING abilities
*if you use the term dyslexia, then make sure to specify any other challenges, like with math reasoning or reading comprehension
what is dyscalculia
alternative term used to refer to a pattern of difficulties characterized by problems PROCESSING numerical information, learning arithmetic facts and performing accurate or fluent calculations
define MILD specific learning disorder
SOME difficulties learning skills in ONE or TWO academic domains
mild enough severity that person may be able to compensate or function well when provided with appropriate accommodations/supports
define MODERATE specific learning disorder
MARKED difficulties in learning skills in ONE OR MORE academic domains so that the person is UNLIKELY TO BECOME PROFICIENT without some interval of intensive and specialized teaching during the school years
some accommodations or supportive services at least part of the day at school/workplace/home may be needed to complete activities accurately and efficiently
define SEVERE specific learning disorder
SEVERE difficulties learning skills, affecting several academic domains, so that the individual is UNLIKELY to learn those skills without ONGOING intensive, individualized and specialized teaching for MOST of the school years
even with array of appropriate accommodations or services at home, school, workplace, individual may not be able to complete all activities efficiently
how do you define what a specific learning disorder is–broadly speaking
it is a neurodevelopmental disorder with a BIOLOGICAL origin that is the basis for abnormalities at the COGNITIVE level that are associated with BEHAVIORAL signs of the disorder
–> persistent difficulties learning KEYSTONE ACADEMIC SKILLS
what biological factors combine to result in specific learning disorder–what are their impact?
interaction of genetic, epigenetic and environmental factors
affect brains ability to perceive or process verbal or nonverbal information efficiently and accurately
when is the onset of specific learning disorder
developmental period/period of formal schooling
what are key academic skills
- reading of single words accurately and fluently
- reading comprehension
- written expression
- spelling
- arithmetic calculation
- mathematical reasoning
how do academic skills differ from the skills of talking or walking
talking and walking are acquired developmental milestones that emerge with BRAIN MATURATION
academic skills have to be TAUGHT and LEARNED EXPLICITLY
is a lack of opportunity of learning or inadequate instruction a cause of specific learning disorder
no–> specific learning disorder disrupts the NORMAL pattern of learning academic skills and are NOT simply a consequence of inadequate/absent instruction
what is one of the most common manifestations of specific learning disorder
dyslexia –> difficulty mapping letters with the sounds of one’s language/read printed words
are specific learning disorders persistent or transitory
persistent (NOT transitory)
define “persistence” in the context of children and adolescence
persistence = restricted progress in learning (i.e no evidence that the individual is catching up with classmates) for at least SIX MONTHS despite provision of extra hep at home or school
i.e difficulties learning to read single words that do not fully or rapidly remit with the provision of instruction in phonological skills or word identification strategies
define “persistence” in the context of adults
persistent difficulty = ongoing difficulties in literature or numeracy skills that manifest during childhood or teen years as indicated by cumulative evidence from school reports, evaluated portfolios of work or previous assessments
