Presence Of Specific Learning Disabilities Research Articles

Curriculum-based measurement of oral reading: A preliminary investigation of confidence interval overlap to detect reliable growth.

Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R progress monitoring data were not intended for such high stakes assessments. Numerous documented issues with trend line estimation undermine the validity of using slope estimates to infer progress. One proposed recommendation is to use confidence interval overlap as a means of judging reliable growth. This project explored the degree to which confidence interval overlap was related to true growth magnitude using simulation methodology. True and observed CBM-R scores were generated across 7 durations of data collection (range 6-18 weeks), 3 levels of dataset quality or residual variance (5, 10, and 15 words read correct per minute) and 2 types of data collection schedules. Descriptive and inferential analyses were conducted to explore interactions between overlap status, progress monitoring scenarios, and true growth magnitude. A small but statistically significant interaction was observed between overlap status, duration, and dataset quality, b = -0.004, t(20992) =-7.96, p < .001. In general, confidence interval overlap does not appear to meaningfully account for variance in true growth across many progress monitoring conditions. Implications for research and practice are discussed. Limitations and directions for future research are addressed. (PsycINFO Database Record

Reliability and Validity of the NIMHANS Index of Specific Learning Disabilities

The present study, aims to establish the reliability and validity of the NIMHANS Index for Specific Learning Disabilities (SLD) for a sample of children with SLD. The NIMHANS Index for Specific Learning Disabilities was initially developed by Kapur, John, Rozario and Oommen in 1991 in the Department of Clinical Psychology, NIMHANS, Bangalore. The study was conducted on a sample of 40 children selected from the Child and Adolescent Mental Health Unit, (CAMHU), NIMHANS after meeting the inclusion criteria of the study. Each child was individually assessed using MISIC and NIMHANS SLD index. The parents were also seen separately and administered the DPCL. They were also asked to bring the Checklist for School Report completed by the class teacher. Out of the 40 children tested, 35 children were confirmed as having Specific Learning Disability and five did not SLD as per the NIMHANS Index for SLD. There was significant correlation between teachers rating and clinical rating when compared with the presence of SLD. There was moderate association found between severities of SLD as assessed on the NIMHANS Index Specific Learning Disabilities with the Parental rating on the Learning Difficulties subscale of the DPCL.

Comorbilidad de los trastornos de lectura y escritura en niños diagnosticados con TDAH

The aim of this research was to describe the presence of Specific Learning Disabilities in reading and writing in a group of children from Manizales (Colombia), diagnosed with Attention Deficit and Hyperactivity Disorder. The approach considers variables such as precision, comprehension, composition and speed. For this matter, it was used the ENI (Evaluacion Neuropsicologica Infantil). These domains were assessed in a sample of 60 children (boys and girls) aged between 7 y 11 years, from third to fifth elemental school, diagnosed with ADHD. When comparing the performance between cases and controls, significant differences were found in the reading domain. In the writing domain, a significant difference only was found in narrative composition task. However, where no difference was observed, the control group showed high levels of learning disabilities. In conclusion, the results of this study reveal a high association between ADHD and Learning Disabilities.

Early Intervention and Prevention of Students with Specific Learning Disabilities

The main focus of this study is a particular group of students who have learning difficulties although they are not mentally disabled, do not have emotional disorders, are not educationally neglected, and have normal vision, hearing and speech. The only explanation for their learning difficulties is the presence of Specific Learning Disabilities (SLD).The educational practices, especially in our region, show lack of concern for these students. Within our regular schools, students with SLD are rarely correctly identified, much less receive adequate intervention.Therefore, the purpose of this study is to give a definition of SLD and to emphasize the importance of early identification of students with such difficulties. Furthermore, it will give a description of effective teaching methods designed to match their specific needs which will provide successful progression in their education and in the outside world. These studies have very important practical implications (primarily educational) and they are a research challenge that deserves attention.

Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities

Research Findings: The presence of Specific Learning Disabilities (SLD) increases the risk of scholastic failure. According to the literature, a successful relationship with the teacher can lead to greater participation, raise the pupil’s motivation in school activities and have a positive effect on learning outcomes. Hence the aim of this study: to investigate teachers’ perception of the relationship with primary school pupils in Years 2 and 3 who have SLD (n = 38) and to compare it with that of pupils without SLD, with an achievement level that is the same as (n = 38) or the opposite from (n = 32) the achievement of their peers diagnosed or considered as having specific learning disabilities. Teachers’ perceptions of relationships were examined using the Student Teacher Relationship Scale (Fraire, Longobardi, Prino, Sclavo, & Settanni, in press; Pianta, 2001). The teachers perceive a higher level of Dependency for pupils with SLD (F = 14.252; df = 2; p < .001), in particular for those who do not yet have an official diagnosis (t = 2.529; df = 62.367; p < .05). This research has enabled a start to be made on an issue that in the Italian context has yet not received the attention it deserves.

Neurological soft signs in children with attention deficit hyperactivity disorder.

Context:Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder with wide repercussions. Since it is etiologically related to delayed maturation, neurological soft signs (NSS) could be a tool to assess this. Further the correlation of NSS with severity and type of ADHD and presence of Specific Learning Disability (SLD) would give further insight into it.Aims:To study neurological soft signs and risk factors (type, mode of delivery, and milestones) in children with ADHD and to correlate NSS with type and severity of ADHD and with co-morbid Specific Learning Disability.Settings and Design:The study was carried out in Child care services of a tertiary teaching urban hospital. It was a cross-sectional single interview study.Materials and Methods:52 consecutive children diagnosed as having ADHD were assessed for the presence of neurological soft signs using Revised Physical and Neurological Examination soft Signs scale (PANESS). The ADHD was rated by parents using ADHD parent rating scale.Statistical Analysis:The data was analyzed using the chi-squared test and Pearson's co-relational analysis.Results and Conclusions:Neurological soft signs are present in 84% of children. They are equally present in both the inattentive-hyperactive and impulsive-hyperactive types of ADHD. The presence of neurological soft signs in ADHD are independent of the presence of co-morbid SLD. Dysrrhythmias and overflow with gait were typically seen for impulsive-hyperactive type and higher severity of ADHD is related to more errors.

Enhancing Accessibility for University Students with Specific Learning Disabilities Using a Computerized Screening System

This paper considers the diagnostic value of a computer screening system as an alternative, or adjunct, to traditional battery testing systems in identifying the presence of specific learning disabilities (SLD) in university students. In the present times of increasing numbers of students with various forms of disabilities entering tertiary education, institutional fiscal constraints, problems with employing and securing professional staff, and the heightened value placed on time, it would seem sensible to utilize cost and time efficient systems for diagnosing the presence of disabilities in students. This paper therefore considers the use of the Lucid Adult Dyslexia Screening (LADS) system, and draws from the university casebook of one psychologist to highlight its usefulness in terms of increasing accessibility to assessment and associated services. It is argued that, because the diagnostic phase is crucial to the approval and implementation of accommodations, efficiency in the assessment process contributes to reducing barriers that students with SLD may face in gaining access to equitable assistive resources. The conclusion suggests that LADS is a cost and time efficient system, but needs to be used judiciously by considering the clinical history of the student. Scope for further research is also indicated.