Assessment Of Learning Disabilities Research Articles

An analysis of the effectiveness of psychology education in colleges and universities based on the ARCS model

Abstract This paper combines the characteristics of the ARCS model and the goals of psychology education to design a model of psychology education that incorporates the ARCS model and explains in detail the structure and implementation principles of the model. The survey samples are determined, the research data are obtained by distributing questionnaires to three universities, the correlation coefficients of the research variables are obtained by using the formula for calculating the correlation coefficients in the linear regression model, and the regression equations are constructed with the help of the least squares method. The impact of integrating the ARCS model for psychology education was analyzed using the data that had already been processed. The results showed that the trailing “*” in the T-value of the experimental and control groups in the posttest assessment of learning disabilities, personality deficits, behavioral disorders, and other heart problems indicated that the correlation coefficients were at the 0.05 level of significance and that their correlation coefficients of the two-sided probability of relevance, Sig. (2-tailed), were all less than 0.05, i.e., they satisfied the P<0.05, indicating that there is a significant difference between the dimensions of the experimental group’s posttest and the control group’s posttest. After the psychological education integration of the ARCS model, the ability of students in the experimental group to overcome learning disabilities and behavioral disorders has significantly improved, which is considerably higher than the ability of students in the control group, confirming the feasibility of the research method in this paper.

A study of the clinical and demographic characteristics of adults with an intellectual disability who remain in learning disability assessment and treatment units despite being clinically ready for discharge

AbstractBackgroundThis study investigated differences in the clinical and demographic characteristics of individuals with intellectual disabilities delayed in assessment and treatment hospitals versus individuals who were not delayed. The study further investigated the clinical outcomes of the individuals whose discharge from the hospital was delayed.MethodThis was a cohort study using secondary data collected from patient records. Variables included age, ethnicity, levels of deprivation, areas of origin, diagnoses, and the provision of a care and treatment review. A comparison was made between individuals who became delayed despite being clinically ready for discharge and those who were discharged on time.FindingsIndividuals with severe intellectual disabilities were more likely to experience delayed discharge from hospital (p = 0.001). Similarly, people who were admitted to hospitals away from their home areas were also more likely to experience delayed discharge (p < 0.001). There were no significant differences between the delayed and nondelayed groups for other factors such as age, deprivation or ethnicity. Individuals who experienced a delay in discharge did not experience an increased rate of adverse incidents compared to the period of active treatment and clinical improvements were maintained during the period of delay. There were low rates of completion of care and treatment reviews before admission, although people who were delayed were more likely to have received a review during admission (78.8% vs. 27.1%).ConclusionIt is important for clinicians and service development leads to be aware that people who are admitted away from their home area and people with severe intellectual disabilities may be at higher risk of experiencing significantly delayed discharge from the hospital. More broadly, many people remained in hospital for a substantial length of time after being assessed as clinically ready for discharge. Due to the low rates of completion before admission, the expansion of community‐based care and treatment reviews should also be explored. While people did not suffer increased rates of adverse incidents during their extended stay, their liberty was still restricted, hence there should be a focus on effective community provision. The current model of relying on the willingness of independent providers to support the care of complex individuals requires significant reform.

B - 106 Case Illustration of an Adolescent with Nonverbal Learning Disability and Mosiac Turner Syndrome: Neuropsychological and Personality Assessment.

Nonverbal Learning Disability (NLD) is a controversial diagnosis which continues to lack an agreed upon diagnostic taxonomy despite its long existence and overlap with other disorders. NLD is considered a dysfunction of the right hemisphere with neuropsychological, academic, and social-emotional/adaptation deficits along with poor motor coordination. This case study reviews an adolescent diagnosed with NLD and Mosaic Turner Syndrome (MTS) and discusses challenges encountered to emphasize importance of an early diagnostic accuracy and the effect of developmental conditions. A 17-year-old female presented for neuropsychological evaluation for a mental health diagnosis and possible academic accommodations. Chief complaints included lifelong functionally interfering difficulties with attention, organization, and emotional and social functioning. Medical history was significant for MTS. The patient's VCI was in the high-average range (VCI = 114), while her PSI was in the low-average range (PSI = 81). She demonstrated high-average to average visual-spatial, construction abilities, and language skills, while performance ranged low-average for perceptual-motor processing and processing speed. Performance on delayed visual-graphic figures was significantly weaker compared to her superior performance on verbal memory for meaningful information. Finally, her delayed visual-graphic was significantly impaired compared to her general performance visual-spatial and construction abilities. The constellation of symptoms reported by the patient, combined with the results of neuropsychological assessment, was highly congruent with prototypical nonverbal learning disability, except for difficulties in mathematical skills. This case demonstrates the importance of proper diagnosis during childhood, the role of neuropsychological evaluation in specific learning disability (SLD) assessment, and lasting effects of a developmental condition on adult functioning.

Role of Learning Disabilities in Academic Performance among High School Students: Significance of Demographic Variables

The progression of any country lies on the educational progress and potential of the students. It is evident that for improving learning and quality of education, uncountable efforts and resources are spent every year but the educational standards do not meet the expected level. The present study was conducted to find out the role of learning disabilities among high school students and it also aimed to find out the relationship between learning disabilities (LD) and academic performance (AP) of high school students. For which 525 students were taken from different public and private sector schools of Rawalpindi and Islamabad. For the assessment of learning disabilities, the Learning Disabilities Checklist (LDC) (Ashraf & Najam, 2014) was used and the percentage of the marks obtained by the students in their class was taken as a representative of his or her academic performance. It was hypothesized that there would be a significant negative relationship between learning disabilities and academic performance of high school students. Results of Pearson correlation indicated that academic achievement was significantly negatively correlated with learning disabilities among high school students. Results also indicated that male students significantly scored high on reading disability as compared to female students. There was a significant positive relationship of the age with mathematical disabilities among male students with learning disabilities whereas the age was significantly positively associated with reading disabilities among female high school students. Results have important implications in the educational sector and for parental counseling and education as well.

Assessment of Learning Disabilities for Future Implications of Physical Education Students

The present study aimed to assess the learning disabilities of physical education students and to suggest future implications. The study population comprised all the students of sports sciences and physical education (SSPE), University of the Punjab, Lahore, Pakistan. Thus, three hundred students were taken as samples using available sampling techniques. For the collection of data, a Likert-type scale comprised of questions about four different learning disabilities, i.e. dysgraphia, dyscalculia, dyspraxia and dyslexia. The gathered data were administered through the statistical package for social sciences (SPSS, version-26); thus, pertinent statistical tools were used for analysis. After data analysis, the researcher concluded that dyscalculia as learning was the most common learning problem among the students. Based on the conclusion, the researcher recommended that sports sciences and physical education students need special attention in mathematical activities compared to all other academic subjects.

Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England

PurposeThis paper aims to examine the prevalence and reasons for delayed discharge from two regional assessment and treatment units (ATUs) for people with learning disabilities, in line with the transforming care agenda.Design/methodology/approachThis is a retrospective evaluation of 44 admissions and discharges from two ATUs from February 2019 to March 2022.FindingsOf 44 admissions who were discharged during the included period, 20 experienced delays in their discharge. Delayed discharges occurred despite the two ATUs meeting standards for length of assessment and treatment as specified by the Learning Disability Professional Senate. The most prevalent reasons for discharge delays were identification of a new placement, recruitment of care staff and building work.Originality/valueThis paper offers an in-depth evaluation of recent delayed discharges from two regional ATUs, highlighting the most common reasons for delays and offering suggestion for reducing delays in future.

Commentary on “Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England”

PurposeThis commentary explores the challenges and themes enumerated by the associated article “Why am I still in hospital? Evaluation of delayed discharges from two learning disability assessment and treatment units in England”. This commentary broadens and outlines the research’s background, premise and potential impact. This paper aims to critically examine the evidence on this subject.Design/methodology/approachThis commentary considers the attitudes to inpatient care for people with learning disabilities in the past decade and outlines a possible compact for the future.FindingsContrary to popular and emotive beliefs that using specialist inpatient psychiatric settings for people with learning disabilities is universally a poor practice, there are defined occasions when such settings are needed and imperative in the clinical pathway. If people with learning disabilities can access inpatient settings at the right time for the right reason, psychiatric outcomes could be improved. Timely discharge is imperative and currently lacking due to a lack of suitable engagement mechanisms between inpatient settings and the community. Thus, evidence-based outcome tools are essential to facilitate appropriate discharge.Originality/valueThere is an ongoing debate on the value and utility of specialist inpatient psychiatric units for people with learning disabilities. This commentary provides a balanced, evidence-based insight into this discussion.

Low discriminative power of WISC cognitive profile in developmental dyscalculia

BackgroundThe role of domain-general cognitive abilities in the etiology of Developmental Dyscalculia (DD) is a hotly debated issue. AimsIn the present study, we tested whether WISC-IV cognitive profiles can be useful to single out DD. Methods and proceduresUsing a stringent 2-SD cutoff in a standardized numeracy battery, we identified children with DD (N = 43) within a clinical sample referred for assessment of learning disability and compared them in terms of WISC cognitive indexes to the remaining children without DD (N = 100) employing cross-validated logistic regression. Outcomes and resultsBoth groups showed higher Verbal Comprehension and Perceptual Reasoning than Working Memory and Processing Speed, and DD scores were generally lower. Predictive accuracy of WISC indexes in identifying DD individuals was low (AUC = 0.67) and it dropped to chance level in discriminating DD from selected controls (N = 43) with average math performance but matched on global IQ. The inclusion of a visuospatial memory score as an additional predictor did not improve classification accuracy. Conclusions and implicationsThese results demonstrate that cognitive profiles do not reliably discriminate DD from non-DD children, thereby weakening the appeal of domain-general accounts.

Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense

A long-standing debate concerns whether developmental dyscalculia is characterized by core deficits in processing nonsymbolic or symbolic numerical information as well as the role of domain-general difficulties. Heterogeneity in recruitment and diagnostic criteria make it difficult to disentangle this issue. Here, we selected children (n = 58) with severely compromised mathematical skills (2 SD below average) but average domain-general skills from a large sample referred for clinical assessment of learning disabilities. From the same sample, we selected a control group of children (n = 42) matched for IQ, age, and visuospatial memory but with average mathematical skills. Children with dyscalculia showed deficits in both symbolic and nonsymbolic number sense assessed with simple computerized tasks. Performance in the digit-comparison task and the numerosity match-to-sample task reliably separated children with developmental dyscalculia from controls in cross-validated logistic regression (area under the curve = .84). These results support a number-sense-deficit theory and highlight basic numerical abilities that could be targeted for early identification of at-risk children as well as for intervention.

Lessons Learned: Achieving Consensus About Learning Disability Assessment and Diagnosis

The current paper describes the process used for developing the Guidelines for Diagnosis and Assessment of Children, Adolescents, and Adults with Learning Disabilities-Consensus Statement and Supporting Documents, and the rationale for some of the decisions. The guidelines were developed by a cross-sectoral working group of psychologists who achieved a consensus on the criteria for diagnosis and the assessment process. We outline key features of the guidelines, describe topics where the group achieved consensus quickly and topics for which there was considerable debate (e.g., intelligence testing, ability/achievement discrepancy, and processing deficits). The group members shared information with each other about topics such as the advantages of early assessment, the importance of formally assessing effort and motivation, and assessment of culturally and linguistically diverse individuals. We conclude with the lessons learned and professional challenges regarding contextual influences on LD assessment and diagnosis and dissemination of research to practitioners.

ĐÁNH GIÁ KHUYẾT TẬT HỌC TẬP: XU THẾ HIỆN NAY VÀ ĐỊNH HƯỚNG TRÊN PHƯƠNG DIỆN NGHIÊN CỨU Ở VIỆT NAM

Learning disability assessment has an important role in the recognition, detection, intervention, and using support methods for learning disabilities. Assessment of learning disabilities is an integrated process of component assessments that includes main areas: Assessment of high-level neurological function, cognitive ability, learning ability, and assessment of behavior and development. Currently, there are a number of assessment tools available for learning disabilities in Vietnam. However, the interconnection of the tools, the general view of the evaluation results, the method of combining the evaluation results and the ability to update new standards of these tools, the standardized nature of tools is an issue that needs to be studied in the future.

PREVALENCE OF LEARNING DISABILITY IN THE MOROCCAN CONTEXT: EPIDEMIOLOGICAL STUDY

The interest given to the manifestations and repercussions of learning disability (LD) is relatively recent in Morocco, not only in research but also in endorsing students and their families to contribute to the assessment of learning disability and how prevalence it, as well as the factors which may influence it, particularly factors linked to the socio-economic level, gender, genetics, and the linguistic environment. This work aims to study LD prevalence, considering the Moroccan educational system specificity. It was conducted based on three main steps: identification, screening, and diagnosis and carried out with 14,605 primary school pupils in 63 public and 16 private schools from 2012 to 2018. The identification is based on tests that seek to assess spelling in Arabic, French, along with arithmetic, to be administered collectively to the students. Screening and diagnosis are undertaken by multidisciplinary teams comprising speech therapists, neuropsychologists, psychologists, psychomotor therapists, and child psychiatrists. As a result, it was revealed that 12% of the students screened present at least one specific learning incident with specific reading disorder (dyslexia) at 11.6% of our sample. Moreover, the specific spelling disorder with a prevalence of 11.52%, and dysgraphia with a prevalence of 4.6%, while in 3% of our sample, we suspected specific disorder of arithmetic skills (dyscalculia). These disorders affect two times more boys than girls. Additionally, their rate is significantly impacted by genetic heritage and linguistic environment. However, the association between the socio-economic profile and the prevalence of learning disabilities has not been established.

Development of a learning disabilities test: a case study at elementary school

Development of a learning disabilities test: a case study at elementary school

Review Article_Specific Learning Disability Assessment and Interpretation: NIMHANS SLD Battery and Beyond

Review Article_Specific Learning Disability Assessment and Interpretation: NIMHANS SLD Battery and Beyond

Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology’s Assessment of Learning Disabilities

As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist’s interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational assessment for myriad reasons. While the medical field has begun to focus on de-implementing ineffective practices, the field of psychology has not followed as readily. This article considers the costs of poor decision making in the context of SLD evaluation and seeks to identify evidence-based assessment practices for SLD identification and decision making. After considering historical perspectives, approaches and practices for assessing SLD, actuarial interpretation, and treatment validity will be discussed.

Psychiatric co- morbidity among learning-disabled children

Abstract Background Despite a strong reciprocal association between dyslexia and behavioral problems in children, their co-occurrence is often under-recognized and under-treated resulting in less than optimal outcomes in all areas including academic emotional outcomes. Aim of the Work The primary goal of this study was to identify the co-morbid behavioral problems in dyslexic children and delineate its types to minimize its burden on dyslexic children; in order to design a better management plan. Patients and Methods This study was conducted on 62 dyslexic children between the ages of 6 to 10.5 years, belonging to different socioeconomic standards. They were subjected to the Learning Disabilities assessment protocol (including Modified Arabic Dyslexia Screening Teat , MADST )of the Phoniatrics Unit, Ain Shams University also they were subjected to the Arabic version of the Childhood Behavior Checklist (CBCL) which was conducted at the Psychiatric Unit, Ain Shams University. Results Reading disabilities was positively correlated with total behavioral problems, internalizing behavioral problems, anxiety, depression, social and attention problems, while there was no significant association with somatic, thoughts problems and externalizing behavior (aggression and rule breaking behavior). Conclusion this study showed that reading disabilities is associated with behavioral problems, which may affect the efficiency of there habilitation program

Assessment of Learning Disabilities among Deaf Adolescent

Assessment of Learning Disabilities among Deaf Adolescent

The Transforming Care agenda: admissions and discharges in two English learning disability assessment and treatment units

PurposeThe purpose of this paper is to evaluate whether two regional intellectual disability (ID) assessment and treatment (A&T) units in England were meeting the recommended length of stay stipulated by the Learning Disability Professional Senate, in line with the Transforming Care (TC) agenda. A secondary purpose of the study was to evaluate the reasons for admissions and delayed discharges in order to inform how to reduce these.Design/methodology/approachA retrospective evaluation of 85 admissions across two A&T units was conducted over a three-year period (2013–2016) following publication of the TC agenda.FindingsThere were 85 admissions compared to 71 discharges. Of the 85 admissions, 11 were readmissions. The most common factors thought necessary to prevent admission were early support for care providers or alternative service provision. There were barriers to discharge in over half of admissions; the main reason was a lack of suitable service provision.Practical implicationsThe study suggests that providing specific support or training to care providers could prevent (re)admission and ensure shorter admissions. Further research to establish reasons for the reported lack of suitable providers would be beneficial.Originality/valueThis study provides current admission and discharge rates for regional A&T units, as recommended by the TC national guidance. It also provides potential reasons underlying preventable admissions and delayed discharges and therefore indicates what might be necessary to prevent admissions and reduce the length of inpatient stays for people with ID and/or autism.

Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia.
 
 MATERIAL & METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers’ knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data.
 
 RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers’ range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities.
 
 CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers’ knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.

PREVALENCE OF SPECIFIC LEARNING DISABILITIES AND ITS MANAGEMENT AMONG PUPILS IN CALABAR EDUCATIONAL ZONE, CROSS RIVER STATE

This study investigated the prevalence of specific learning disabilities and its management among pupils in Calabar educational zone, Cross River State. It adopted survey design,400 pupils between ages 6-14 years,200 teachers were purposively sampled across 20 schools were used for the study and three instruments two were designed by the researcher (learning disability checklist-LDC and teachers ability to manage learning disabilities-TAMLD), learning disabilities assessment and diagnostic Instrument -LDADI used in learning disabilities assessment center Jos, plateau state Nigeria. LDC and LDADI were used to identify specific learning disabilitieswhile TAMLD was used to assess teachers’ ability to manage cases of learning disabilities in the classroom. All instruments were validated by experts in relevant fields. Data from thefield were analyzed using descriptive statistics. Findings indicated that there are eight sub types of specific learning disabilities are common among pupils in thesampled schools; these include dyslexia 26% (n=104), dyscalculia 18% (n=72), dysgraphia 16% (n=64), ADHD 9% (n=36), dyspraxia 15% (n=60), dysorthgraphia3% (n=12),dyspinxia 8% (n=32), and dysmusia 5% (n=20).While 35% (n=70), 31% (n=62), of the teachers have poor and fair ability in managing specific learning disabilities others have 20% (n=40) and 14% (n=28) good and excellent ability to handle these disabilities. Based on the findings it was recommended among others that teachers’ capacity should be built so that they professionally meet instructional needs of pupils with these disabilities if government policies like SDGs and Inclusion must be achieved in Nigeria.