Learning Disabilities

Sandy CarlsonAmber Elliott

Lindsay GranquistRegis Whaley

Why DiscussLearning Disabilities?

Learning disabilities affect millions of children in schools today.

Learning disabilities don’t hinder just school performance; they affect self-esteem and can have serious effects on functioning in society.

We, as a society, have a duty to separate children with learning disabilities from “problem” children.

OutlineI. Description of Learning Disabilities

A. DefinitionB. Types of Learning DisabilitiesC. Prevalence

II. ComorbidityIII. EtiologyIV. InterventionsV. Case StudyVI. Q & A Session

Description ofLearning Disorders

DSM-IV criteria for diagnosisBelow average intellectual function

resulting in significant impairment of adaptive skills

Difficulties can’t be due to lack of opportunity, poor teaching, cultural factors, mental retardation, pervasive development disorders, or sensory deficit

Differential diagnosis: check for mental retardation, pervasive development disorders, and communication disorder before diagnosing a learning disorder

Description ofLearning Disorders (Cont’d)

Four main types of learning disordersReading DisorderMathematics DisorderDisorder of Written ExpressionExpressive Language Disorder

Mixed Expressive and Receptive Language Disorder

Reading Disorder Dyslexia

International Dyslexia Association• “Specific learning disability that is

neurological in nature”• “Characterized by difficulties with accurate

and/or fluent word recognition and by poor spelling and decoding abilities”

Mathematics Disorder Description

Condition in which child’s mathematical ability is significantly below expected level

SymptomsDifficulties with mathematics early in lifeLow scores in mathematics

Disorder of Written Expression Description

Characterized by poor writing skills Symptoms

Poor spelling, punctuation, and/or grammar

Lack of organization and coherence in writing

Expressive Language Disorder Description

Condition characterized by below average proficiency in vocabulary, production of complex sentences, and word recall

SymptomsLow vocabulary skillsImproper use of tensesPoor ability to produce complex

sentencesPoor word recall

Mixed Expressive & Receptive Language Disorder

Combination of Expressive and Receptive Language Disorders

Receptive Language Disorder rarely found on its own

Assessments Test of Written Language, Third

Edition(TOWL-3)

Gray Oral Reading Test, Third Edition(GORT-3)

Wide Range Achievement Test, Third Edition(WRAT-3)

Prevalence ofLearning Disabilities

Overall: 5% of school-aged children Reading Disorder: 4%, 70% males Mathematics Disorder: 1-6% Disorder of Written Expression: 2-8% Expressive Language Disorder: 4% Mixed Expressive and Receptive

Language Disorder: 2-3%

Etiology Pre- or postnatal brain damage Errors in brain development Chemical imbalances in brain Heredity

Learning disabilities exacerbated by environmental factors

Educational Achievement

Adequate Inadequate

Educational Opportunity

Inadequate Adequate

PNS FunctioningCompensatory Program

Inadequate Adequate

Cognitive FunctioningMedical Treatment or Support Services

Inadequate Adequate

Special Ed.

Neuropsychological/neuropsychiatric functioning

Detecting a Learning Disability

Adapted from Disorders of Learning in Childhood

(Silver & Hagin, 2002)

Comorbidity ofLearning Disabilities

Other learning disorders Pervasive development disorders Conduct disorders ADHD Major depressive disorder Communication disorder Developmental coordination disorder

Effects of Learning Disorderson the Individual

Low self-esteem Feelings of incompetence Difficulties with social skills

Interventions for Childrenwith Learning Disabilities

Mathematics DisorderTypes of problems encountered

• Semantic memory problems• Procedural deficits• Visuospatial problems

AssessmentInterventions

• Drill and practice activities• Positive practice

Reading DisordersRobinson & Robinson (1978): SQ3ROgle (1986): KWLManzo (1969): Request ProcedureEllis (1991): Muscle Reading ApproachLanger (1981): PRePMerritt, Barton & Culatta (1998): “What?

So what?”Positive practice

Interventions for Childrenwith Learning Disabilities (Cont’d)

Disorder of Written ExpressionHandwriting

• Connected printOrganization

• Mapping ideasOther

• Paraphrasing strategies• Learning content• Monitoring written errors

Interventions for Childrenwith Learning Disabilities (Cont’d)

Receptive Language Disorder, Mixed Receptive & Expressive Language DisorderSelf-recording (e.g. Blick & Test [1987])Mnemonic techniques

Interventions for Childrenwith Learning Disabilities (Cont’d)

Case Study What’s wrong with Bobby? How do we fix the problem?

Q & A Session

The End

Thank you!

[Applause and cheering]