Screening for dyslexia, dyspraxia and visual stress in HE S.A. Nichols, J.S. McLeod, J.M. Brown,...
-
Upload
darlene-french -
Category
Documents
-
view
214 -
download
0
Transcript of Screening for dyslexia, dyspraxia and visual stress in HE S.A. Nichols, J.S. McLeod, J.M. Brown,...
Screening for dyslexia, dyspraxia and visual stress in
HE
S.A. Nichols, J.S. McLeod, J.M. Brown, L.J. Smith, F. Summerfield, R.L. Holder *
Centre for Inclusive Learning Support,
University of Worcester* University of Birmingham
Original AimsTo analyse the effectiveness of current screening practice at UW and compare it with a computerised method, LADS (Lucid Adult Screening Test):
Tutor method consists of selected subtests from:
Bangor Dyslexia Test (BDTA) (Miles 1983); and
Dyslexia Adult Screening Test (DASTA) (Fawcett and Nicolson 1998)
Definitions
• Dyslexia “is evident when accurate or fluent word reading and/or spelling develops very incompletely or with great difficulty’ (Singleton, 1999, p.18)
• Dyspraxia is regarded as an impairment or immaturity of the organisation of movement. Associated with this may be problems of language, perception and thought (Dyspraxia Foundation, 2007)
Definitions
• Visual stress is not currently defined as a specific learning difficulty. In identifying stress we follow the definition by Kriss and Evans (2005, p.1) of a syndrome characterised by ‘symptoms of visual stress and visual perception disorders that are alleviated by using individually prescribed colour filters.’
The screening and assessment process
Self Referral Screening
+ve =Assessment Debrief
DSA applied
for
Needs Assessment
121 support starts
-ve = suggest other help
Model
• As screeners we are looking for signs of the same difficulties used by assessors to identify SpLD.
• We do not spend much time exploring the student’s history of difficulty, nor do we look at differentials between underlying ability and achievement. So we are looking for problems in the following:
Difficulties investigated
• Working memory• Phonological processing• Visual processing• Sequencing and orientation• Hand-eye coordination• Spelling• Reading• Writing
Plus possible genetic factors
Recruitment Process
100 participants are recruited from UW students
99 participants complete
computer and tutor screenings
and 2 questionnaires
1 participant withdraws before completing both
screenings
347 ITE students are given details of
project by project team during lectures
and are invited to volunteer
3 volunteer from other
subject disciplines
and are not
recruited
Screening results99 participants
complete computer and
tutor screenings
31 participants screened
positive by tutor only
All 71 invited to
assessment
28 participants screened
negative by both
screenings
30 participants screened
positive by both
screenings
10 participants screened
positive by computer
only
Project process
7 participants
withdraw before being
assessed
7 were previously
assessed for dyslexia: 3 were re-
assessed
4 participants are still to be
assessed
56 assessments
were completed
4 earlier assessments were included
60 assessments
used in analysis
All 71 invited to
assessment
Dyspraxia
Visual Stress
Dyslexia
21
1
45
8
5 1
Assessed negative = 15
Co-morbidity of dyslexia, dyspraxia and visual stress from the 60 assessments used.
Additional Aims
• How well does our tutor screening tool identify SpLD?
• Can the tool, or the process with which it is used, be improved?
Analysis
To assess the accuracy of our battery for identifying SpLDs, we:
• calculated sensitivity and specificity for various combinations of subtests
• calculated the statistical significance of correlations between each subtest and each condition
• used logistic stepwise regression analysis to determine the most effective combination of tests
7277
92
6978
82
65
86
010
203040
50607080
90100
BDTA DASTA Tutor LADS
Pe
rce
nt
sensitivity specificity
Dyslexia
67
78
94
72
61 64
49
70
0102030405060708090
100
BDTA DASTA Tutor LADS
Per
cent
sensitivity specificity
Dyspraxia
71
88100
6562 66
49
68
0
20
40
60
80
100
BDTA DASTA Tutor LADS
Pe
rce
nt
sensitivity specificity
Visual Stress
6976
93
64
8188
74
88
0
20
40
60
80
100
BDTA DASTA Tutor LADS
Pe
rce
nt
sensitivity specificity
Any SpLD
BDTA
left-right
polysylla
ble
s
subtra
ction
tables
mo
nths fw
d
mo
nths rvsd
b/d
con
fusion
familial
inciden
ce
Dyslexia
Dyspraxia
Visual Stress
Any SpLD
p <0.01
p <0.05
DASTA
one
min
ute
read
ing
pho
ne
mic seg
.
two
min
ute
spellin
g
non
sense
one
min
writing
dig
it span
rapid
nam
ing
Dyslexia
Dyspraxia
Visual Stress
Any SpLD
p <0.01
p <0.05
Sum of stepwise regression analyses
• Left/right confusions• Polysyllables• Subtraction• b/d confusions• One minute reading• Phonemic segmentation• Digit span• Nonsense reading• One minute writing
What next?
• A shortened battery of screening tests plus test for visual stress
• A computerised pre-screening test
• An analysis of barriers to referral
• Further promotion of the Disability and Dyslexia Service.
One minute reading for a student aged 22 -24 years
• 97 – 126 words = no risk
• 86 – 96 words = low risk
• 71 – 85 words = moderate risk
• 70 or less words = high risk
One minute writing for a student aged 22 – 24 years
• 32 -39 words = no risk
• 30 -31 = low risk
• 21 -29 = moderate risk
• 20 or less = high risk
Questions?