Diagnosis Of Learning Disabilities Research Articles

The Effect of Understand-Answer Strategy Instruction on Reading Comprehension of Students with Ld

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a "Multiple probe design between subjects". The dependent variable of the study is the number of correct answers given to the reading comprehension questions in a written reading comprehension text. The independent variable of the research is the Understand-Answer Strategy. The experimental process consisted of the stages of determining the starting level, teaching the Understand-Answer Strategy, end-of-teaching evaluation, monitoring, and generalization. At the end of the study, the opinions of the students and their families were also considered. The Understand-Answer Strategy consist of activating prior knowledge, discussing the strategy, being a model, guiding practices and independent practices. At the end of the research, the opinions of students and their families were examined as social validity data. In all evaluation conditions, students were asked to read a narrative text and then answer eight reading comprehension questions. The scoring of the data was determined by the correct answers given by the students to the questions. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

A referrals audit and qualitative analysis of staff experience of referrals in a specialist community learning disability service

PHOTO CREDIT: Aaron BurdenSpecialist community teams are set up to support people living with Learning Disability (LD) who are unable to access mainstream mental health (MH) teams with reasonable adjustments. National guidance is available to guide best practice in making reasonable adjustments, to support increased access to mainstream services. This audit of referrals into a specialist Community LD team, aimed to establish referral acceptance rates and reasons for referral rejection. Total referrals and referrals made specifically from mainstream MH teams were investigated. A focus group explored LD clinicians’ experiences of the referral process and criteria in the context of working alongside mainstream MH teams. A lower acceptance rate of referrals from mainstream MH teams than overall acceptance rate was found, and differences in the reasons for rejection were highlighted. No LD diagnosis in the referral was the most common rejection reason for mainstream MH team referrals. Thematic analysis highlighted four themes of clinician’s experiences which focused on: referral point struggles; service limitations; lack of diagnostic clarity; and attempts to bridge a gap between services. Recommendations include review of the referral process, joint working protocols, clarification of remit and dissemination of shared learning.

Academic performance in moderately and late preterm children in the United States: are they catching up?

To determine whether preterm birth of 32-36 6/7 weeks gestation affected school performance from kindergarten through fifth grade. We assessed 14350 term infants and 1195 32-36 6/7 weeks gestation infants followed in the Early Childhood Longitudinal Study Kindergarten 2011 cohort for classroom performance in kindergarten-fifth grade. Multivariable regression was performed for comparisons, and data were weighted to be representative of the US population. Children born 35-36 6/7 weeks gestation had no significant difference in their academic scores or performance, while 32-34 6/7 weeks' children had lower academic scores and teacher performance scores when compared to term children. Children born between 32 and 36 6/7 weeks gestation had higher odds of individualized education plan needs and had learning disability diagnoses compared to term children. Children born between 32 and 34 6/7 weeks gestation have poor school performance compared to term children. Children born between 32 and 36 6/7 weeks gestation are at risk for learning disabilities and likely benefit from continued support and services to improve achievement throughout school.

Are students with learning disabilities correctly diagnosed in Turkey?

There has been an ongoing debate on how to diagnose learning disability (LD), with experts proposing different approaches. Very limited research is available on the diagnosis of LD in Turkey. This study aims to analyze the problems related to the diagnosis of LD in Turkey. For this purpose, the intelligence test results of the diagnosed students, the opinions of the teachers who referred them for the diagnosis, and the views of the child psychiatrists and psychological counselors involved in the diagnosis were examined. The results showed that the IQ–Achievement Discrepancy approach is implemented in Turkey. It was also revealed that the students’ Wechsler Intelligence Scale for Children (WISC-R) average score was 80.31, and teachers mostly reported the weaknesses of the students during the diagnosis process. Psychological counselors and psychiatrists pointed out the outdatedness of the tools used in the diagnosis, the limited number of measurement instruments to be used in the diagnosis, referral of too many students, and the lack of specialists to work in the diagnosis. The results are discussed on the basis of diagnostic approaches.

The oral health of adults with learning disabilities: A secondary analysis of the Adult Dental Health Survey 2009.

Adults who have learning disabilities are a vulnerable group, little is known about their oral health and how this affects their quality of life. The aims of this secondary analysis of data from the 2009 Adult Dental Health Survey (ADHS) were to describe the oral health status of adults with learning disabilities, determine if severity of learning disability is associated with oral health and identify some of the methodological complexities of working with this population. The survey yields the most recent representative data on the oral health of adults with learning disabilities in England and importantly, contains information about oral health related quality of life (OHRQoL). Secondary analysis of data from a supplemental survey of adults with learning disabilities collected alongside the 2009 ADHS. 607 participants with a diagnosed learning disability aged 18 years and over. Adults with learning disabilities had similar levels of active dental caries, fewer natural teeth, and fewer fillings than comparable participants from the general population. Self-reported oral and general health were worse for adults with learning disabilities than the general population. Possible associations between the severity of learning disability and the numbers of decayed, missing or filled teeth were identified. However, large amounts of missing data limited the analysis. There are important questions relating to the accessibility of existing self-reported oral health questionnaires and the reliability of proxy-reported questions about OHRQoL that should be addressed to give a fuller picture of the oral health of adults with learning disabilities.

The experiences of caring for someone with dementia and a learning disability: A qualitative systematic review.

The life expectancy of people with a learning disability is increasing and with this comes a greater risk of developing dementia. Dementia poses new challenges for both family and formal learning disability carers as they try to support dementia's progressive nature and quality of life for their care recipient. This qualitative systematic review explores the evidence base of family and formal carers' experiences and needs of caring for someone with both a learning disability and dementia. Six electronic databases (PubMed, PsycINFO, Cochrane Library, Prospero, Scopus, CINAHL), were searched in May 2022, utilising a predefined search strategy. Thirteen papers fulfilled inclusion criteria and were included in in the review. Thematic synthesis was used to explore and synthesise the qualitative findings of the studies. Four conceptual themes were identified following analysis: Knowledge and skills, Accessing support, Repercussions of dementia for carers, Influences of continuity of caring role. There are significant training and educational needs for all carers who support the dual diagnosis of dementia and learning disability. Differences between family and formal carers relate to the organisational support and process available to formal carers. Parity across services combined with sufficiently trained carers may support dementia diagnosis and improve quality of care provided. Further research is needed to address environmental, and economic barriers carers face to facilitate ageing in place for their care recipients.

Okul Öncesi Dönemde Özel Öğrenme Güçlüğü Risk Durumlarının Çeşitli Değişkenler Açısından İncelenmesi

Children with specific learning difficulties are known to show risk indicators during the preschool period. In this sense, it is stated that preschool period is a critical period in early diagnosis and intervention of specific learning disabilities. However, it is seen that there are few studies on early diagnosis and intervention of specific learning disabilities in preschool period. Therefore, the aim of this research is determined as the examination of the risk situations of specific learning difficulties in the preschool period in terms of parent, teacher, and child-specific characteristics. This study is a mixed-methods research conducted on the assessment of the skills of preschool children as indicators of specific learning difficulties through different variables from the perspectives of the child, teacher, and parent. The study group of the research consists of 160 children receiving preschool education in the 2021-2022 academic year in the province of Mersin. In this study, the "Teacher Demographic Information Form," "Parent Demographic Information Form," and "Specific Learning Disability Screening Scale for 60-72-month-old children with specific learning difficulties" developed for this study, along with the "Observation Form," were used as data collection tools. In the research, the "Specific Learning Disability Screening Scale" was applied to 160 children, and these children were observed by the researchers. By comparing the scale and observation results in the research, the indicators of specific learning difficulties in children were evaluated, and it was determined that the children showed signs of a risk of specific learning difficulties. Additionally, in this study, it was found that the characteristics of the child, teacher, and parent have an impact on specific learning difficulties. Since preschool children cannot read and write, it is thought that observation, which is a planned and systematic technique, is important in identifying the risk signs of specific learning disabilities.

Utilisation of specialist epilepsy services and antiseizure medication adherence rates in a cohort of people with epilepsy (PWE) accessing emergency care

BackgroundAn epilepsy-related attendance at A&E is associated an increased risk of subsequent death within 6 months. Although further work is required to provide a definitive explanation to account for these findings, in the interim it would seem reasonable that services are designed to ensure timely access and provide support at a time of greatest risk. We aim to determine the frequency of patients accessing specialist neurology services following an epilepsy-related admission/unscheduled care episode and consider ASM adherence at the point of attendance. MethodsPatients were identified retrospectively via the NHS Greater Glasgow and Clyde live integrated epilepsy Dashboard following an unscheduled epilepsy-related admission or A&E attendance between 1st January 2022 and 30th June 2022. We calculated adherence to anti-seizure medication for a period of 6 months prior to admission and defined poor medication adherence as a medication possession ratio of less than 80 %. We evaluated the rate of any outpatient neurology clinic attendance in the subsequent 3, 6 and 12 months following an epilepsy-related unscheduled care episode. Additional clinical information was identified via the electronic patient records. ResultsBetween 1st Jan 2022 and 30th June 2022, there were 266 emergency care seizure-related attendances. The mean age at attendance was 46 years (range: 16–91). Most of PWE were males (63 %) and 37 % were females.Epilepsy classification-29.3 % had GGE, 41.7% had focal epilepsy, and in 29 % of cases the epilepsy was unclassified.Of the admissions, 107/ 266 (40.2 %) generated follow-up within 6 months of attendance. Poor medication adherence was noted in 54/266 (20.3 %). 28.2 % of cases had input from on-call neurology service during admission/ED attendance, and of those 60 % had ASM adjusted.18 % of attendances had a background diagnosis of learning disability. One-third of attendances of PWE had a history of mental health disorder 35 % (93/266). 25 % of ED attendances noted an active history of alcohol consumption misuse or/and recreational drug use.14 (5.5 %) of PWE died during the period of interest (12 months following the last ED visit). In 6/14 (42.3 %) death was associated with poor medication adherence. ConclusionThis study demonstrates that a significant proportion of patients who experienced seizure-related admissions/ attendance did not access specialist neurology services in a timely manner. In addition, poor medication adherence remains a problem for a substantial number of people living with epilepsy. Early access to specialist services may go some way to improving care and reducing excessive mortality in PWE by allowing anti-seizure medication to be titrated and poor medication adherence to be addressed in those at greatest risk.

Exploring the Impact of Special Learning Disability Diagnosis on Family Dynamics: A Parental Perspective

The aim of this study is to examine in-depth parental views on the effect of having a child diagnosed with a special learning disability on families. In line with the purpose of the research, phenomenological design, one of the qualitative research approaches, was used. The study group of the research consists of the parents of 12 children diagnosed with special learning disabilities, who are students in schools affiliated to the Van Province National Education Directorate in the 2022-2023 academic year. The data collection tools of the research are semi-structured interview questions with 24 questions and a demographic information form, which was created by the researcher and his advisor, taking the opinions of 3 different experts. The obtained data were converted into codes, subthemes and themes, respectively. Themes of the research; pre-diagnosis process, diagnostic process, family relations and social relations. Parents reported that there was no change in their social life after their child received this diagnosis. However, they stated that they avoided talking to people outside of their close circle about the diagnosis of special learning disabilities in their children. They said that the relations between parents were not affected by the diagnosis of special learning disability, but the relations between siblings and children with special learning difficulties were badly affected. In addition, it was stated that the child with special learning difficulties tried to stay away from academic activities and this turned into a problem between the child and their parents. It has been observed that families do not have enough information about the diagnosis of special learning disability. In this context, informative studies to be carried out in schools for parents about special learning disabilities may enable them to be noticed earlier and to better adjust their expectations for their children's performance.

Later onset focal epilepsy with roots in childhood: Evidence from early learning difficulty and brain volumes in the Human Epilepsy Project.

Visual assessment of magnetic resonance imaging (MRI) from the Human Epilepsy Project 1 (HEP1) found 18% of participants had atrophic brain changes relative to age without known etiology. Here, we identify the underlying factors related to brain volume differences in people with focal epilepsy enrolled in HEP1. Enrollment data for participants with complete records and brain MRIs were analyzed, including 391 participants aged 12-60 years. HEP1 excluded developmental or cognitive delay with intelligence quotient <70, and participants reported any formal learning disability diagnoses, repeated grades, and remediation. Prediagnostic seizures were quantified by semiology, frequency, and duration. T1-weighted brain MRIs were analyzed using Sequence Adaptive Multimodal Segmentation (FreeSurfer v7.2), from which a brain tissue volume to intracranial volume ratio was derived and compared to clinically relevant participant characteristics. Brain tissue volume changes observable on visual analyses were quantified, and a brain tissue volume to intracranial volume ratio was derived to compare with clinically relevant variables. Learning difficulties were associated with decreased brain tissue volume to intracranial volume, with a ratio reduction of .005 for each learning difficulty reported (95% confidence interval [CI] = -.007 to -.002, p = .0003). Each 10-year increase in age at MRI was associated with a ratio reduction of .006 (95% CI = -.007 to -.005, p < .0001). For male participants, the ratio was .011 less than for female participants (95% CI = -.014 to -.007, p < .0001). There were no effects from seizures, employment, education, seizure semiology, or temporal lobe electroencephalographic abnormalities. This study shows lower brain tissue volume to intracranial volume in people with newly treated focal epilepsy and learning difficulties, suggesting developmental factors are an important marker of brain pathology related to neuroanatomical changes in focal epilepsy. Like the general population, there were also independent associations between brain volume, age, and sex in the study population.

The reality of the Diagnosis of Learning Disabilities among students with Hearing Impairment in Saudi Arabia

The reality of the Diagnosis of Learning Disabilities among students with Hearing Impairment in Saudi Arabia

Prevalence and Trends in Diagnosed Learning Disability Among US Children and Adolescents From 1997 to 2021

This cross-sectional study uses data from the National Health Interview Survey to examine the prevalence of and trends in diagnosed learning disability among US children and adolescents from 1997 to 2021.

EFFECTIVE APPLICATION OF MACHINE LEARNING ALGORITHMS FOR THE EARLY DIAGNOSIS OF LEARNING DISABILITIES IN PRESCHOOL CHILDREN

Introduction. Learning disabilities are a common developmental disorder that affects a significant number of preschool children. Early diagnosis and intervention are critical to improving the academic performance and quality of life of children with learning disabilities. However, modern diagnostic methods can be subjective, time-consuming, and costly. Machine learning algorithms can remove these limitations and provide a more accurate and efficient method for early diagnosis of learning disabilities in preschool children.&#x0D; Method and methodology of the work. The research is based on methods of analysis, synthesis and generalization, and pedagogical experiment. Application of numerical methods for model training. The preschool children data set consisted of children with and without learning disabilities. The data sets were used in four machine-learning algorithms. The following metrics Accuracy, Precision, Recall, and F1 score were used to evaluate the effectiveness of each algorithm.&#x0D; Results. These results show that machine learning algorithms can be a powerful tool for early diagnosis of learning disabilities in preschool children. The logistic regression algorithm showed the highest results.&#x0D; Conclusion. In conclusion, the use of machine learning algorithms for early diagnosis of learning disabilities in preschool children has high potential benefits, including early achievement, increased accuracy, cost-effectiveness, time savings, objective analysis, and accessibility to diagnosis. The authors plan to conduct additional studies to test their safety and use these algorithms.

A Systematic Literature Review: The Self-Concept of Students With Learning Disabilities

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research ( k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.

Dissociative Trait as a Mediator of Problematic Internet Use in Children with attention-deficit/hyperactivity Disorder and Learning Disabilities.

This study used data from a national birth cohort study to investigate the duration of internet use at the age of 12 years among children diagnosed with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), intellectual disabilities (IDs) and learning disabilities (LDs) at the age of five and a half years (66 months) to understand whether an ADHD, ASD, ID and LD diagnosis in childhood increases the risk of problematic internet use (PIU) in adolescence. Furthermore, the pathway relationship of dissociative absorptive trait with PIU and these diagnoses was also investigated. The 5.5- and 12-year-old Taiwan Birth Cohort Study dataset was used (N = 17,694). More boys were diagnosed with LDs, IDs, ADHD and ASD; however, girls were at increased likelihood of PIU. ID and ASD diagnoses were not associated with increasing PIU likelihood. However, children who had been diagnosed with LDs and ADHD, along with higher dissociative absorptive trait, had an indirectly increased likelihood of PIU in adolescence. Dissociative absorption was found to be a mediating factor between childhood diagnosis and PIU and can be used as a screening indicator in prevention programs to reduce the duration and severity of PIU in children diagnosed with ADHD and LDs. Furthermore, with the increased prevalence of smartphone usage in adolescents, education policy-makers should pay greater attention to the issue of PIU in female adolescents.

The Response Process in Psychometric (Intelligence) Testing and Validity

Standardized (psychometric) tests are common tools used in the diagnosis of learning and behavior disabilities in children. In this essay, I argue that, in a test-taking situation with a psychometric test, complex interrelationships take place. This complex interaction shapes the response process which results in a performance, i.e., the results of this test. Current psychometric practices and test-taking practices and interpretation of results fail to take this response process sufficiently into account. I present the interactionist and process-performance approach as a framework to help address this phenomenon, discuss a few examples of subtests of WISC IV based on this approach, and call for more research into the response process and aspects of tests that may impact validity.

An escalating continuum of learning and attention difficulties from premutation to full mutation in female carriers of FMR1 expansion.

Carriers of Fragile X premutation may have associated medical comorbidities, such as Fragile X-associated tremor and ataxia (FXTAS) and Fragile X-associated premature ovarian insufficiency (FXPOI). We examined the Fragile X premutation effect on cognition, and we assumed that there is a direct correlation between the continuous spectrum of specific learning and attention deficits to the number of CGG repeats on the FMR1 gene. A total of 108 women were referred to our center due to a related Fragile X syndrome (FXS) patient, 79 women carried a premutation of 56-199 repeats, and 19 women carried a full mutation of more than 200 CGG repeats on FMR1 gene. Genetic results of CGG repeats, demographic information, structured questionnaires for ADHD, learning disabilities of language and mathematics, and independence level were analyzed in women carrying the FMR1 premutation and compared to the group carrying the full mutation. Women with FXS and FXTAS were excluded. When analyzed as a continuum, there was a significant increase in the following complaints which were associated with a higher number of repeats: specific daily function skills such as driving a car, writing checks, disorientation in directions, and also specific learning difficulties such as spelling and math difficulties. Additionally, when tested as a categorical independent variable, we observe that women with the full mutation were more likely to have ADHD or other learning disability diagnoses in the past than during premutation (<200 CGG repetitions). Specific learning and attention difficulties and resulting daily function difficulties correlate with an increased number of CGG repeats and are more likely to be associated as a common feature of premutation and full mutation in a female premutation carrier. Despite evidence of learning and attention difficulties, it is encouraging that most female carriers of the premutation and full mutation function well in most areas. Nevertheless, they face significant difficulties in specific areas of functioning such as driving, and confusion in times and schedules. Those daily function skills are mostly impacted by dyscalculia, right and left disorientation, and attention difficulties. This may aid to design specific interventions to address specific learning deficits in order to improve daily function skills and quality of life.

Autism and the draft mental health bill in England and Wales: Unintended consequences?

The Draft Mental Health Bill for England and Wales proposes a range of changes to the Mental Health Act 1983. Among these is a proposal to amend the definition of ‘Mental Disorder’, which would mean that people with a primary diagnosis of autism or learning disability would be excluded from most of the civil sections of the Act. If enacted, this will be the first occasion in English and Welsh law where a legal definition of autism is created. While we argue that there are inherent difficulties in creating legal definitions of clinical problems, this ‘legal Autism’ appears to be substantially disconnected from a clinical understanding of autism, and its breadth could potentially encompass conditions beyond those currently identified as autism. Moreover, numerous potential unwanted practical consequences may arise from these changes, partly because of uncertainty about the legal position of presentations that share features with autism, uncertainty about the process of assessment of ‘legal Autism’, and potential perverse incentives placed on local authorities. We argue that particular groups of people likely to be impacted by these changes are those who not only present with profound clinical impairments, but also who pose significant risks to others. We urge serious consideration is given to these issues in the legal debate of the Bill.

Do psychiatric decision units make a difference? An analysis from a liaison psychiatry service in Greater London

IntroductionCAU (Clinical assessment unit) was developed at Croydon University Hospital (CUH) in conjunction with the South London and Maudsley (SLaM) mental health trust in response to the Covid19 pandemic to relieve pressure on services in A&amp;E (Accident and Emergency) and to support the already existing need to provide a more clinically appropriate space for patients presenting to A&amp;E with acute mental health concerns. The clinical model for the unit was developed with input from service users, SLaM, CUH and CCG (Clinical Commissioning Group); and was fully established in October 2021 within a month of conception. CAU is located within close proximity to A&amp;E which is convenient and incurs no transfer cost. Similar units have been developed internationally to address similar concerns (Goldsmith et al 2021, Wiley online library 2021 12849)ObjectivesTo evaluate the financial and clinical impact of the clinical assessment unit after one year in operationMethodsThis is a cross sectional study, data was collected from EPJs Reports (SLaM’s patient data reporting system), excel spread sheet collecting data based on referrals to the service over the one-year period from 8/9/2021 – 5/10/2022. This included a trial period from September 2021 – October 2021 where the service was running at half capacity.CAU is open to capacitous adults aged 18-65 presenting to A&amp;E. Exclusion criteria: individuals conveyed by the police, those under MHA, on-going physical health concerns, diagnosis of learning disability with no primary mental health need, diagnosis of dementia and homelessnessResults3,322 patients were referred to the Liaison service and of those 402 or 12% of those patients to A&amp;E were transferred to CAUThe 402 service users over the period of one year spent a total of 11, 351 hours in CAUThe main diagnosis of patient admitted to CAU fell into the diagnostic categories F30-39 43.5 %, and F60-69 27%.The majority of patients were admitted awaiting informal admission and 1/3 of plans for discharge destination were made on CAU. 10 % of patient were discharged on a least restrictive outcome, which has cost benefits for acute mental health trust. This one-year period showed cost saving of £462,112 for 24 hours stay in ED with support staff.Image:Image 2:ConclusionsCAU offers the opportunity to engage and re-assess service users to allow consideration of least restrictive options for on-going care. CAU has financial benefits in way of saving cost on time spent in ED awaiting review and cost for agency staff to provide 1:1 support.The success of CAU has led to collaboration in the developpment of other acute services in London including that of the Recovery Space which offers community support for service users following discharge from hospital after an acute mental health crisis. Service user feedback has been positive and reflects the importance of the service and its suitability for its target group.Disclosure of InterestNone Declared

Efficacy of a Task-Oriented Intervention for Children with a Dual Diagnosis of Specific Learning Disabilities and Developmental Coordination Disorder: A Pilot Study.

Task-oriented approaches are recommended for children with developmental coordination disorder (DCD) to address deficits in motor performance and reduce activity limitations. Although this approach is used in several settings, the efficacy of these approaches in children with in dual-diagnosis of specific learning disabilities (SLD) and DCD is less widely known. This study aims to determine the effect of a group-based intervention based on neuromotor task training (NTT) principles on the motor performance of children aged 6-10 years with SLD/DCD. A pre-post-test controlled study design was conducted in children with a primary diagnosis of specific learning disabilities (SLD). DCD status was confirmed based on clinical assessment. Children scoring ≤16th percentile on the Motor Assessment Battery for Children 2nd Edition (MABC-2), who also presented with a functional motor problem, according to the MABC checklist were considered as having DCD. Children were allocated to the NTT intervention group based on teachers' perceived notion of need and received two 45-60 min training sessions per week for nine weeks. Children allocated to the usual care (UC) group, received their planned occupational therapy and physical education. The MABC-2 was used to assess changes in motor performance. Our numbers confirm that it is crucial to identify the presence of motor coordination difficulties in children who have been diagnosed with SLD. A task-oriented training program based on NTT principles, presented in small groups, has a positive effect on the motor performance in learners with neurodevelopmental disorders and this effect was larger than in the usual care group. Although using a small group format in children with multiple neurodevelopmental disorders may be challenging for the therapists, it may be a way of delivering services to children in schools for special education. Children with DCD plus LSD show improvement in their motor skills by performing group-based NTT in the school environment. Group-based NTT shows a significant improvement in the TSS score of the MABC-2 compared to usual care. Children with DCD plus SLD show equal effect sizes after NTT intervention as DCD without SLD.