Specific Learning Disabilities Research Articles

The association between cognitive disengagement syndrome and specific learning disorder in children and adolescents with ADHD

This study aimed to examine the associations between Cognitive Disengagement Syndrome (CDS) and Specific Learning Disorder (SLD) in children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). We included sixty “ADHD-only” cases and eighty-two “ADHD + SLD” cases with an IQ score of 80 and above, aged 8–15. We applied both a structured psychiatric interview and a mental status examination. Parents completed the ADHD-Rating Scale IV, Barkley Child Attention Scale, and Specific Learning Disorder-Evaluation Scale. The sample consisted of 94 boys and 48 girls. The mean age of the cases was 10,90 ± 2,32. The “ADHD + SLD” group had a higher proportion of cases with CDS than the “ADHD-only” group (47,6% vs 15%). The “ADHD + SLD” group had significantly higher CDS-total, CDS-sluggish, and CDS-daydreaming scores than the “ADHD-only” group. SLD score was positively associated with CDS-total, CDS-sluggish, and CDS-daydreaming scores. Even when controlled for inattentive symptoms, IQ, drug treatment duration, socioeconomic level, and parental education level, CDS-daydreaming scores but not CDS-sluggish scores were associated with higher SLD scores. The findings indicate a prominent association between CDS and SLD. CDS symptoms -mainly- CDS-daydreaming symptoms are essentially associated with SLD even when controlled for inattentive symptoms, IQ, drug treatment duration, and relevant demographic factors. Therefore, clinicians should pay attention to a possible coexistence of CDS while evaluating cases with SLD.

Diagnostic Study of the Dyslexion Factor in Urdu Language at Early Classes in Public Schools of South Punjab

Dyslexia, a specific learning disability, exerts profound effects on language acquisition and educational attainment. This study delves into the underexplored domain of dyslexia within the context of the Urdu language, as encountered by students in public schools of South Punjab, Pakistan. Employing a comprehensive battery of standardized tasks and tests, the study diagnoses the presence of dyslexia and assesses its impact on the reading and writing processes. The findings reveal a spectrum of dyslexic characteristics among students, as evidenced by challenges in phonological awareness, letter-sound recognition, rapid automatized naming, and comprehension. Dyslexia significantly affects their ability to decode unfamiliar words and comprehend text. Concurrent qualitative interviews shed light on the diverse attitudes and reactions of students toward dyslexia, from determination to anxiety. This study's results underscore the necessity for tailored interventions, early screening, and teacher training to support students with dyslexia in mastering the Urdu language. By focusing on both the diagnosis of dyslexia and its implications for language learning, the study hopes to contribute to more inclusive and effective education in South Punjab's public schools. The findings reveal a spectrum of dyslexic characteristics among students, as evidenced by challenges in phonological awareness, letter-sound recognition, rapid automatized naming, and comprehension. Dyslexia significantly affects their ability to decode unfamiliar words and comprehend text. Concurrent qualitative interviews shed light on the diverse attitudes and reactions of students toward dyslexia, from determination to anxiety. This study's results underscore the necessity for tailored interventions, early screening, and teacher training to support students with dyslexia in mastering the Urdu language. By focusing on both the diagnosis of dyslexia and its implications for language learning, the study hopes to contribute to more inclusive and effective education in South Punjab's public schools. Keywords: Dyslexia, Urdu Language, Public Schools, South Punjab, Language Learning, Standardized Tasks, Reading, Writing

İlk Gençlik Çağı Romanlarında Özel Gereksinimli Karakterlerin İncelenmesi

Introduction: Juvenile books are useful tools to increase young people's knowledge and sensitivity about individuals with special needs. In particular, the books that are structured in a qualified way and that appeal to the world of young people will be useful in establishing healthy communication bridges between individuals with typical development and individuals with special needs. For this reason, it is important to identify qualified books on individuals with special needs. In this research, we examined the books that include individuals with special needs as characters in terms of their structure, depiction, and developmental characteristics. Method: The study utilized document analysis model, one of the qualitative research methods, in which we examined the characters with special needs according to various criteria. We evaluated thirty-eight books in the study. While identifying the books, we sought that they appealed to juvenile and included at least one character with special needs. We analyzed the books with the content analysis technique. Results: Results showed eleven different disability types in the 38 books. Of these, 10 were visual impairment, 11 were physical disabilities, six were hearing impairment, six were intellectual disability, six were autism spectrum disorder (ASD), five were cerebral palsy, three were speech and language disorders, three were gifted, one was specific learning disability, one was attention deficiency and hyperactivity disorder, one was a physical disorder. In 33 books, characters had positive depictions; 33 characters had dynamic characteristics, and all of the books had realistic fiction except two. Discussion: The results of the study differ from the studies in the literature in terms of the variety of special needs of the characters. In terms of the reality of the fictions, the results overlap with the studies in the literature. The rate of dynamic characters in the books that are the subject of this research is higher than past studies. The results regarding the relationship between the characters with special needs and their peers are also consistent with the results of the studies on the topic.

Enhancing Cognitive and Readiness Skills: An Integrated Assessment of Perceptual and Memory Abilities for SLD students

Abstract: This study explores how cognitive and readiness skills in students with Specific Learning Disabilities (SLD) can be improved through an integrated assessment of their perceptual and memory abilities. SLD students often struggle with processing information, retaining knowledge, and preparing for tasks in academic environments. Recognizing the crucial link between perceptual and memory abilities is essential for tailoring interventions to support these students effectively. Utilizing a comprehensive assessment framework, the research aims to elucidate how perceptual and memory abilities influence cognitive processing and readiness skills in SLD students. It employs a variety of methodologies, including traditional psychometric measures and innovative approaches such as virtual reality simulations and cognitive task analyses, to offer a holistic perspective By integrating multiple methodologies, the study seeks to uncover the intricate interplay between perceptual and memory abilities and their impact on cognitive readiness among SLD students. The findings are expected to guide the development of targeted interventions and educational practices tailored to their unique needs. The implications of this research extend beyond academia, potentially informing the design of training programs and cognitive enhancement interventions for SLD students. By addressing their specific challenges, the study aims to foster inclusivity and equity in education. This research highlights the importance of assessing perceptual and memory abilities in SLD students to enhance their cognitive readiness and academic outcomes. By identifying factors contributing to their cognitive challenges, educators and practitioners can devise more effective strategies to support their learning and development.

Who and what supports systemic working in a learning disabilities context?

PHOTO CREDIT: Hannah Busing, UnsplashThis article sets out some of the many ways in which systemic working can find a place in Learning Disability (LD) services. It covers ways in which systemic working can influence different aspects of work in an LD service, possibilities for embedding systemic approaches in Positive Behaviour Support (PBS) work in an Enhanced Support Service (ESS), systemic consultation in an LD team, systemic working in a forensic LD service and a specialist LD family therapy service. We hope the article offers a range of ideas which others can draw upon in thinking about their own context, practice and future possibilities.

Which factors accompany maternal acceptance-rejection in children with specific learning disabilities?

BackgroundChildren with specific learning disabilities (SLDs) and their parents experience many problems that may influence their interactions. The study aimed to evaluate the maternal acceptance/rejection status of children with SLDs and their associations with sociodemographic characteristics, and problem behaviors.MethodsThe Parental Acceptance-Rejection/Control Questionnaire (PARQ/C) and Strengths and Difficulties Questionnaire (SDQ) were applied to the mothers with children aged 7–17 years with a diagnosis of SLD.ResultsAmong 266 children enrolled, the mean age was 10.2 years, and 61.7% were male, the mean score was 30.4 for warmth/affection, 25.8 for hostility/aggression, 22.9 for indifference/neglect, 16.3 for undifferentiated rejection, 95.4 for the total PARQ, and 40.8 for the control scales. Generalized linear models revealed that maternal depression, poor family income, parental smoking, and presence of dysgraphia, and poor total difficulties and prosocial scores of SDQ subscales were associated with the maternal acceptance-rejection. There was an interaction between the maternal control subscale and the school success of the child.ConclusionMothers of children with SLDs had high maternal rejection scores which were associated with unfavorable characteristics of child and family. Early detection and giving appropriate support of these cases could improve the mother’s relationship with her SLD child.

The association among executive functions, academic motivation, anxiety and depression: a comparison between students with specific learning disabilities and undiagnosed peers

ABSTRACT Since COVID-19 pandemic started, schools had to face environmental changes, one was shifting from a face-to-face educational approach to online learning. It represented an unfavourable learning environment, especially for children with Specific Learning Disabilities (SpLD). Following the Self Determination Theory (SDT) framework, the current study investigated the differences in cognitive, emotional, and motivational domains between students with SpLD and undiagnosed peers, and the relations between executive functioning, emotional distress, and academic motivation. Participants included 97 Italian students, 47 with SpLD (average age of 10.9 years, SD = 1.35), and 50 undiagnosed peers (average age of 10.7 years, SD = 1.58) attending OL lectures during COVID-19. Results displayed lower executive functions (EFs), higher levels of emotional distress in students with SpLD. Furthermore, students with SpLD showed lower levels of identified and intrinsic motivation but higher levels of introjected motivation.

Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders.

Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children's social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism.

A Research-Based Literacy Instruction MTSS for Juvenile Correctional Facilities

A major challenge for juvenile correctional facilities (JCF) is providing literacy instruction to a transitory student population with a wide range of literacy abilities. The purpose of this study was to identify unique literacy profiles of students in long-term JCF taking into consideration their reading abilities, language abilities, intelligence quotient (IQ), disability classification, age, and grade level. Using latent profile analyses with a sample of 370 in the southeastern United States, we identified three distinct classes. Three ability groups of students (average literacy abilities, below-average literacy abilities, substantially below-average literacy abilities) were identified. Thirty-six percent performed at the average level, 55% performed below grade level; and 8% had substantial literacy deficits with an overrepresentation of students with emotional disturbance (ED) and specific learning disability (SLD). Findings provide the foundation for an evidence-based multi-tiered system of supports literacy framework within JCF. Instructional implications concerning the provision of English Language Arts in JCF are provided.

Behavioral and emotional functioning of children with specific learning disorders

Background: Specific learning disorder (SLD) is distinct from other Diagnostic and Statistical Manual (DSM)-5 mental disorders as it is recognized clinically in medicine and as a separate category in special education. Aims and Objectives: The study aimed to study the behavioral patterns and emotional functioning in children with SLD. Materials and Methods: This observational cross-sectional study was conducted at Tirunelveli Medical College, Tirunelveli, from January 2019 to April 2020 on 100 patients (study group 50 and control group 50) diagnosed with SLDs as per DSM5 criteria. A patient’s history includes age, gender, symptoms, and diagnosis. Assessments were done through a semi-structured proforma, Rutter Children’s Behavior Questionnaire (parent form), the Vanderbilt attention deficit hyperactivity disorder (ADHD) diagnostic rating scale, and the Rosenberg self-esteem scale (RSES). Results: The patient’s domicile in rural areas was 82% compared to urban areas, which is 18%. The Rutter scale – total score was higher in the study group, with a mean of 3.24, compared to the control group, with a mean of 0.44. The RSES compared self-esteem scores and the mean self-esteem scores of 21.56 and 14.72, respectively (P<0.0001). The deviant/antisocial behavior subscale scores were higher for the study group, with a mean score of 1.08, than the control group, with a mean score of 0.02 (<0.05). The ADHD (inattentive type) Vanderbilt scale was compared, and it was found to be positive for the study group and none for the control group (P=0.022). Conclusion: The scores show a significant correlation between higher rates of neurotic behavior and behavioral problems, predominantly inattentive types, in SLD children.

Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

This research investigated how emotional intelligence relates to job creativity in preschool teachers working with children who might have specific learning disabilities (SLDs). Earlier research indicates a strong link between emotional intelligence and factors like creativity, job satisfaction, engagement, and well-being. These factors are important in positive psychology, benefiting both teachers' and students' life and work quality. However, there's limited research on emotional intelligence's impact on job creativity in preschool education, particularly for teachers of children at risk for SLDs. This study aimed to address this lack of information by surveying 140 female preschool teachers. They were assessed using the Schutte self-reported emotional intelligence scale (SSREIS) and the job creativity scale (JCS). The findings showed that emotional intelligence accounts for 30% of the differences in job creativity. This was determined after considering factors like age, education level, kindergarten type, and teaching experience. The study found a positive, significant link between emotional intelligence and job creativity in these teachers. It emphasizes the need to improve emotional skills and job creativity in early childhood educators. This includes creating training programs and supportive environments. The study also suggests new research areas to enhance teaching effectiveness and student outcomes.

Exploring relationships through art therapy for children with specific learning disabilities

ABSTRACT Background Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships. Aims This exploratory research explored (1) how art therapy contributes to understanding the experiences and relationships of children with SLD and (2) common themes these children express in art. Methods In this case-study, three Israeli children (11–13 years) with SLD attended three research sessions in their homes. They created four drawings symbolising daily life experiences and relationships with teachers, friends, family, and self. The Understand Me and My Surroundings tool was used in each session to prompt discussions of their art. Results During art therapy, participants nonverbally expressed perceived interactions, interpersonal relationships, and externalised feelings. They created art in silence and not always in the suggested order. Thematic analysis identified the main themes of trusting special education teachers, conflict between friendships and classroom type, parental support, and home (family) as support for self. Conclusions The participants’ perspectives on their relationships and themselves emphasise the importance of understanding the experiences of children with SLD. Teachers, parents, and clinicians who interact with these children should be aware of their feelings and support them in areas where they struggle (e.g. academically or socially). Implications for practice and future research Art therapy can help assess children throughout the school year to understand their experiences, such as bullying or social anxiety. However, further research is needed to draw more definitive conclusions about the experiences of children with SLD in inclusion classes. Plain-language summary Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships at school and home. This study looked at how art therapy helped three children aged 11 to 13 years who have SLD and their common experiences and found that it helped them express their emotions and feel better about themselves. Specifically, art therapy helped them depict their feelings, cope with their SLD, improve their relationships with teachers, friends, and parents, and increase their self-esteem. It is a way for parents, teachers, and mental health professionals to listen to and support children with SLD. However, more research is needed on the experiences of children with SLD in inclusion classrooms.

Retracted: Implementing the Hybrid Neuro-Fuzzy System to Model Specific Learning Disability in Special University Education Programs

Retracted: Implementing the Hybrid Neuro-Fuzzy System to Model Specific Learning Disability in Special University Education Programs

Validation of a Web App Enabling Children with Dyslexia to Identify Personalized Visual and Auditory Parameters Facilitating Online Text Reading

Previous research has shown the importance of font type, size, and spacing to facilitate text reading in dyslexia. Great heterogeneity in the population of readers with specific learning disorders suggests that personalized parameters should be preferable compared to one-fits-all ones. A special automatized procedure was designed to select the most favorable parameters for both text visualization and text-to-speech conversion. A total of 78 primary and middle school students (29 typical readers, 49 children with atypical reading skills, either diagnosed as specific reading disorder or as special learning needs) took part in this study, which included the application of the procedure and a validation of its outcomes through a systematic comparison of the use of the personalized versus standard fonts and voices in reading and writing tests. The results show a significant advantage for the personalized parameters. Moreover, in the case of text-to-speech personalization, the advantage is significantly larger for dyslexic readers than for typical readers. These results confirm the usefulness of a personalization approach in providing support to facilitate learning in dyslexic students.

Indirect intervention with staff to support a male with mild learning disability navigate the community setting: A clinical case study

AbstractBackgroundPeople with learning disabilities following a long‐term stay in forensic settings may experience difficulties reintegrating in the wider community. Indirect interventions can be helpful for care providers and family members to reflect on their practices and improve the quality of life of people with learning disabilities. Although indirect interventions are being implemented in learning disability settings, research is limited.MethodsThis clinical case study recounts an indirect intervention with care providers of a male with mild learning disability.FindingsWe recount the referral and assessment processes, the initial hypotheses and formulation of the service users' presenting difficulties. We demonstrate how a systemically informed indirect intervention with staff can be used to improve the living conditions of a man with mild learning disability and provide reflections on working with multiple interdependent systems surrounding vulnerable individuals in a specialist learning disability setting.ConclusionIndirect interventions with the care networks supporting an individual with a learning disability can be a useful way to conceptualise the barriers and facilitators for community integration. Indirect interventions can also offer a reflective space for staff to share their own difficulties and prevent burnout.

The effect of measurement error on the positive predictive value of PSW methods for SLD identification: How buffer zones dispel the illusion of inaccuracy

Patterns of Strengths and Weaknesses (PSW) methods are widely used for identifying specific learning disabilities (SLDs). Several researchers, however, have reported that the diagnostic accuracy of PSW methods is unacceptably low when strict thresholds were used to identify students with SLDs. We believe these findings give a misleading impression of the magnitude of the diagnostic errors that are likely to arise in PSW assessments. In a simulation study of 10 million cases using a simplified PSW method for demonstration, most of what have been called diagnostic errors were cases in which observed scores and true scores fell on opposite sides of a strict threshold but were still within a buffer zone the size of a typical measurement error. Because small score differences do not result in meaningfully different case conceptualizations, the use of buffer zones reveals that previous estimates of the diagnostic accuracy of PSW methods are misleadingly low. We also demonstrate that diagnostic decisions become increasingly reliable when observed scores are comfortably distant from diagnostic thresholds. For practitioners, we present a flowchart and practical guidelines to improve the accuracy and stability of SLD identification decisions.

Revisiting the definition of dyslexia.

The International Dyslexia Association definition of dyslexia was updated 20years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.

‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia

Abstract This qualitative study focused on educators’ perspectives of teaching students with dysgraphia. Dysgraphia can be referred to as a specific learning disorder (SLD) in writing and includes difficulties with handwriting, spelling, and/or composition skills. To explore the educators’ experiences, an interpretative phenomenological analysis method was implemented. This involved generating semistructured interviews and locating key concepts from these interviews, in tandem with researcher reflections. The results indicated that educators developed their self-efficacy in supporting students with dysgraphia on the job, augmented by self-guided and external searches for information about dysgraphia. The participants described their colleagues as generally unable to provide them with dysgraphia-specific knowledge due to a lack of awareness of dysgraphia within schools. Two of the three educators pursued Multisensory Structured Language training, departing the classroom to work in private tuition. Three teachers offered strategies for supporting students with dysgraphia, such as explicit, systematic, scaffolded, and repetitive instruction coupled with assistive technologies or lined paper and slant boards. The study concluded that dysgraphia-specific professional learning, coupled with collective efficacy, could proactively build teachers’ capacity and self-efficacy in supporting dysgraphia within an inclusive education context. These measures would more aptly support students with dysgraphia to reach their potential.

Clinical Assessment in School Psychology: Impervious to Scientific Reform?

Given the interdisciplinary influences on school psychology along with its requirement to comply with federal and state law in the United States, scientific progress in the area of cognitive assessment and specific learning disabilities (SLD) identification has experienced slow, if not stagnant, progress. Extrapolation of research from one discipline to that of assessment is common in school psychology where test authors and creators of interpretive and diagnostic systems make theoretical and empirical justification for their claims with correlational research and factor analysis. Although these methodologies may appear to support an underlying theory or interpretive approach, they can produce divergent results depending upon sample size and methodological choice. Consequently, greater replication and reproduction is required. Federal and state law in the United States may perpetuate low value practices among practitioners who view them as acceptable since they are legal. School psychology does not have regulatory agencies to oversee practices. All of these influences impinge on scientific progress in cognitive assessment and SLD identification. Fortunately, Canada is not beholden to omnibus special education law so its academic institutions and agencies (e.g., school districts) may be better poised to engender scientific progress in cognitive assessment and SLD identification.

Waived English Learners: The Understudied Intersection of English Learner and Special Education Status

Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs—referred to as waived ELs—at the understudied intersection of EL status and special education (SPED) status. Using longitudinal statewide Tennessee data from 2010 to 2021, we used discrete-time hazard modeling to explore ELs’ representation in SPED services by their English language service waiver status (i.e., ever-waived EL vs. never-waived EL). Results revealed that ELs’ likelihood of placement into SPED services, and specifically for specific learning disability and speech-language impairment, varied by their English language service waiver status. We describe similarities and differences in the timing and likelihood of placement trends and discuss implications for practice and policy.