Week 7 - FINAL Flashcards
Prevalence of learning disorders
15-25%
Hierarchy of cognitive disorders
Neurological Disorders
Developmental Disorders
Learning Disorders (LD, autism, intellectual disability, ADHD)
Specific learning disabilities
How many recognized learning disabilities are there
7
The recognized learning disabilities are there
- speech disorder
- language disorders
- reading disorders
- mathematics disorders
- ADHD
- Autism spectrum disorders
- intellectual disability
Is written language disorder a learning disability?
NO! There is no evidence for written language disorder
Diagnosing learning disabilities in the U.S.
- Discrepancy model (exclusively nomothetic, aka exclusively based on test scores)
- Responses to intervention (RTI) (largely idiographic- intensive study of a single person or case in order to obtain an in-depth understanding of that person or case)
- Pattern of Strengths and Weaknesses (PSW) (nomothetic and idiographic)
Discrepancy model
Significant differences between cognitive aptitude and achievement
State laws specify the required discrepancy to diagnose (a standard deviation or two computed from a regression equation)
Achievement tests: Batteries
Batteries
- woodcock-johnson achievement test
- Wechsler individual achievement test (WIAT)
- wide range achievement (WRAT)
Achievement tests: focal achievement tests
Focal achievement tests:
- Comprehensive test of phonological processing
- Nelson denny reading tests
- Gray oral reading test
- Key math test
Colorados law on diagnosing learning disorders
Colorado statues use a regression model to specify cutoff values for diagnosis (AKA uses the discrepancy model)
BUT for public schools, federal law prescribes RTI
Response to Intervention Approach (RTI)
School-based approach
- classroom teachers try different interventions for a child who is falling behind in achievement to see what helps that student
“To identify and address student academic and
behavioral difficulties through effective, efficient,
research-based instruction and progress monitoring in
a multi-tiered intervention model”
Assessment in RTI steps
Level 1 – screening
Level 2 – instruction supplements focused on non-responders to level 1 interventions
Level 3 – problem-solving
Level 4 – Test for Specific Learning Disorder
- Dx»_space; IEP (could include aids in the classroom, class accommodations)
- 504 (“suspected” specific learning disorder, less intensive than IEP)
Challenges/critiques of RTI
RTI solution of trial and error (some say: waiting to fail) that doesn’t effectively address SLD
- Delay minimum 6 weeks at each RTI level
- high ability students with SLD not identified
- Add big burden to teachers, who then might resist process
- Impact on student self-concept of continued failure (impact of having to try and fail for long periods)
Emerging Consensus on SLD assessment
- Critiques of RTI
- Distinguishing between ability and academic performance is arbitrary and counterproductive
- Field of SLD assessment is transforming
- Efforts to make assessment more consistent with empirical evidence
- Use tests to identify patterns of strengths and weakness superior to discrepancy model
- Importance of other sources of information (history and observation, HOT model)
Importance of following quote:
“Every child is like all children, like some other children, and like no other children.” (Robin Morris)
Understanding and treating depends on group level variation. A science is not possible at the species or unique level.
Like all groups (species level)
Like some groups (diagnostic level)
Like no one (unlike any one else, unique)
