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Journal articles on the topic 'Identification of learning disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

T.Prabu, T. Prabu, P. Pachaiyappan P.Pachaiyappan, and M. Ramamoorthy M.Ramamoorthy. "Identification of Learning Disabilities and Intervention Techniques." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 1–4. http://dx.doi.org/10.15373/22501991/apr2014/93.

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2

Reschly, Daniel J. "Learning Disabilities Identification." Journal of Learning Disabilities 38, no. 6 (November 2005): 510–15. http://dx.doi.org/10.1177/00222194050380060601.

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3

Cavendish, Wendy. "Identification of Learning Disabilities." Journal of Learning Disabilities 46, no. 1 (November 5, 2012): 52–57. http://dx.doi.org/10.1177/0022219412464352.

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4

Alnaim, Fahad. "Learning Disabilities Concept and Identification: Primary Teachers' Perspectives in Saudi Arabia." International Journal of Social Science and Humanity 5, no. 12 (2015): 1040–44. http://dx.doi.org/10.7763/ijssh.2015.v5.601.

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5

Johnson, Evelyn, Daryl F. Mellard, and Sara E. Byrd. "Alternative Models of Learning Disabilities Identification." Journal of Learning Disabilities 38, no. 6 (November 2005): 569–72. http://dx.doi.org/10.1177/00222194050380061401.

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6

Fuerst, Darren R. "Learning Disabilities: From Identification to Intervention." Child Neuropsychology 14, no. 3 (May 13, 2008): 286–88. http://dx.doi.org/10.1080/09297040701455171.

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7

Elksnin, Linda K. "Identification of learning disabilities: Research to practice." Psychology in the Schools 41, no. 5 (2004): 581–85. http://dx.doi.org/10.1002/pits.10181.

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8

Scruggs, Thomas E., and Margo A. Mastropieri. "On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilities." Learning Disability Quarterly 25, no. 3 (August 2002): 155–68. http://dx.doi.org/10.2307/1511299.

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In this article, we review problems in identification of learning disabilities and consider proposed alternatives to present procedures. We argue that no proposed alternative meets all the necessary criteria for identification of learning disabilities, and that radically altering or eliminating current conceptualizations of learning disabilities may amount to “throwing the baby out with the bathwater.” We conclude that the major problems of identification of learning disabilities — including overidentification, variability, and specificity — can be eliminated by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. Finally, we argue that scarce special education funds should not be employed to address the problems of general education.

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Stanton-Chapman, Tina L., Derek A. Chapman, and Keith G. Scott. "Identification of Early Risk Factors for Learning Disabilities." Journal of Early Intervention 24, no. 3 (July 2001): 193–206. http://dx.doi.org/10.1177/10538151010240030501.

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10

Merrell, Kenneth W., and Mark R. Shinn. "Critical Variables in the Learning Disabilities Identification Process." School Psychology Review 19, no. 1 (March 1, 1990): 74–82. http://dx.doi.org/10.1080/02796015.1990.12087339.

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11

Riddle, Shayna. "Ecological Congruence and the Identification of Learning Disabilities." Child & Youth Care Forum 46, no. 2 (November 3, 2016): 161–74. http://dx.doi.org/10.1007/s10566-016-9376-8.

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12

Maki, Kathrin E., and Sarah R. Adams. "Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?" Learning Disability Quarterly 43, no. 2 (February 4, 2019): 63–74. http://dx.doi.org/10.1177/0731948719826296.

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Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores, background information, and observations. Participants included 461 school psychologists who were randomly assigned to one of 12 conditions to make identification decisions. Results indicated that response to intervention (RtI) methods resulted in greater identification consistency than ability-achievement discrepancy while pattern of strengths and weaknesses (PSW) resulted in lower identification consistency than ability-achievement discrepancy. However, background information and observation data did not impact SLD identification consistency. Implications for practice and research are also discussed.

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13

Albuquerque, Cristina Petrucci. "Representations of Learning Disabilities in Portugal." Psychologica 62, no. 2 (December 18, 2019): 75–93. http://dx.doi.org/10.14195/1647-8606_62-2_5.

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It is essential to study learning disabilities (LD) representations by education professionals since they are the ones who are more directly involved in their identification and intervention. This research analyzes the representations of the concept of LD of 310 Portuguese education professionals (regular education teachers, special education teachers, and psychologists). Through a questionnaire that consists of three parts, we examine the perspectives of the professionals regarding: 1) the identification criteria (e.g., exclusion; discrepancy; RTI) and the phenomenology of LD (manifestations; specific nature of LD); 2) the use, broad or narrow, of the LD term; and 3) the Portuguese legislation regarding LD. The results obtained indicate the agreement with the manifestations of LD (e.g., low achievement), with the criterion of discrepancy and with a dimensional view of LD. The professionals considered that LD may be due to contextual factors (e.g., socioeconomic disadvantage, family interactions, and inadequate teaching conditions). Participants also expressed agreement with a very comprehensive use of the term (e.g., in the absence of a diagnosis, in school failure situations). Education professionals also expressed a negative perspective regarding the educational support given to LD in Portugal. The comparisons between professional groups have documented the existence of certain significant differences.

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14

Nelson, Jason M., and Hannah Harwood. "Learning Disabilities and Anxiety: A Meta-Analysis." Journal of Learning Disabilities 44, no. 1 (April 7, 2010): 3–17. http://dx.doi.org/10.1177/0022219409359939.

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This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude ( d = .61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.

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15

Welsh, Louis W., John J. Welsh, and Michael P. Healy. "Learning Disabilities and Central Auditory Dysfunction." Annals of Otology, Rhinology & Laryngology 105, no. 2 (February 1996): 117–22. http://dx.doi.org/10.1177/000348949610500206.

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Hearing loss, whether peripheral or central, compounds the communication and educational problems of the learning disabled student A central auditory processing disorder uniquely interferes with both the input and integration of verbal information, further resulting in a potentially permanent cognitive dysfunction during the developmental period of acquisition of language. Illustrative cases are presented that indicate the panorama of cognitive dysfunction associated with the learning disabled status. Methods of evaluation and identification and diagnostic criteria are correlated with auditory, visual, and academic performance. Comments regarding clinical awareness, prompt recognition, and ensuing individualized remediation are submitted.

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Ruban, Lilia M. "Identification and Assessment of Gifted Students With Learning Disabilities." Theory Into Practice 44, no. 2 (May 2005): 115–24. http://dx.doi.org/10.1207/s15430421tip4402_6.

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Poletti, Michele. "Considerations on Retrospective Identification and Classification of Learning Disabilities." JAMA Neurology 75, no. 12 (December 1, 2018): 1574. http://dx.doi.org/10.1001/jamaneurol.2018.3330.

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18

Lenz, B. Keith, and Charles A. Hughes. "A Word Identification Strategy for Adolescents with Learning Disabilities." Journal of Learning Disabilities 23, no. 3 (March 1990): 149–58. http://dx.doi.org/10.1177/002221949002300304.

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19

Bursuck, William D., and Michael H. Epstein. "Current Research Topics in Learning Disabilities." Learning Disability Quarterly 10, no. 1 (February 1987): 2–7. http://dx.doi.org/10.2307/1510749.

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To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted. Survey results pointed to treatment maintenance, generalization, and assessment and remediation of academic problems as the highest ranked priorities. Present publication topics were found to address some of the more frequently mentioned issues including academic assessment and remediation, while ignoring generalization and maintenance of treatment effects as well as early identification and prevention of learning disabilities. Implications of survey and journal-analysis results are drawn.

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20

Supriyadi, Supriyadi, and Dian Wiliyanto. "Prototype Expert System Application to Identify Specific Children Learning Disabilities in Inclusion Schools." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 117–27. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.09.

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This study aims to develop an expert system application for the identification of specific children learning disabilities in Inclusion School. The research method used is development research design (R & D) to test the effectiveness of the use of identification of specific children learning disabilities with expert system application. Application testing involving 40 teachers in inclusion schools to test expert system applications in identification. Validate results by teachers in inclusion schools obtained that from aspects of system display, user, accuracy, and system responsibility have an average of 4.20 fall into the category of excellent. Expert system application development has several features, among others; home menu, analysis, and intervention to follow up learning services, learning media, and classroom embedding for specific children learning disabilities.

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Cakiroglu, Orhan. "Response to Intervention: Early Identification of Students with Learning Disabilities." International Journal of Early Childhood Special Education 7, no. 1 (June 15, 2015): 170. http://dx.doi.org/10.20489/intjecse.10399.

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22

Fletcher, Jack M., Carolyn Denton, and David J. Francis. "Validity of Alternative Approaches for the Identification of Learning Disabilities." Journal of Learning Disabilities 38, no. 6 (November 2005): 545–52. http://dx.doi.org/10.1177/00222194050380061101.

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23

Anastasiou, Dimitris, and Stavroula Polychronopoulou. "Identification and Overidentification of Specific Learning Disabilities (Dyslexia) in Greece." Learning Disability Quarterly 32, no. 2 (May 2009): 55–69. http://dx.doi.org/10.2307/27740357.

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The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6–18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Greek governments seem to be partly justified by the phenomenon of a disproportionate percentage of students with dyslexia in secondary schools, when compared with that in elementary schools. This seems paradoxical, considering that the inadequacies in supportive special education services are much greater in the secondary-level education system. This finding was analyzed in terms of the legal and social actualities of Greece. Finally, a comparison between the Greek situation and the specific learning disabilities reality in the United States revealed differences regarding the issue of identification as well as similarities in the social factors that lead to distortions of the diagnostic procedures.

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24

Miller, Zachary A. "Considerations on Retrospective Identification and Classification of Learning Disabilities—Reply." JAMA Neurology 75, no. 12 (December 1, 2018): 1575. http://dx.doi.org/10.1001/jamaneurol.2018.3342.

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25

Reschly, Daniel J. "Response to Intervention and the Identification of Specific Learning Disabilities." Topics in Language Disorders 34, no. 1 (2014): 39–58. http://dx.doi.org/10.1097/tld.0000000000000003.

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26

Dombrowski, Stefan C., and Karen L. Gischlar. "Ethical and Empirical Considerations in the Identification of Learning Disabilities." Journal of Applied School Psychology 30, no. 1 (January 2, 2014): 68–82. http://dx.doi.org/10.1080/15377903.2013.869786.

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27

Nielsen, M. Elizabeth. "Gifted Students With Learning Disabilities: Recommendations for Identification and Programming." Exceptionality 10, no. 2 (June 2002): 93–111. http://dx.doi.org/10.1207/s15327035ex1002_4.

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28

McLeskey, James. "Students with Learning Disabilities at Primary, Intermediate, and Secondary Grade Levels: Identification and Characteristics." Learning Disability Quarterly 15, no. 1 (February 1992): 13–19. http://dx.doi.org/10.2307/1510560.

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This study provided descriptive information about 790 students with learning disabilities at primary (K-2), intermediate (3–5), and secondary (6–12) grade levels who were identified during the 1987–88 school year in Indiana. The results revealed that identification of students with learning disabilities peaked in the first grade, and that 76% of these students were identified by the end of grade 5. Furthermore, students with more severe discrepancies tended to be identified at the primary level; discrepancies became less severe in higher grade levels. Additional findings were reviewed, and the results of the investigation were compared to previous large-scale studies of students with learning disabilities.

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29

Mercer, Cecil D., LuAnn Jordan, David H. Allsopp, and Ann R. Mercer. "Learning Disabilities Definitions and Criteria Used by State Education Departments." Learning Disability Quarterly 19, no. 4 (November 1996): 217–32. http://dx.doi.org/10.2307/1511208.

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This article reports the results of a survey of the 51 state departments of education (including Washington, DC) regarding their definitions of learning disabilities, identification criteria, and operationalization procedures. A conceptual framework consisting of eight components was used in analyzing the definitions and identification criteria. Results show the continued effect of the 1977 federal definition and criteria while revealing variations in state definitions and criteria. For example, several state definitions now include the neurological component, and use of discrepancy criteria is increasing. To determine current trends, the data are compared with those from a similar survey published in 1990. Findings are discussed in terms of trends, prereferral interventions, and noncategorical identification.

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30

McLeskey, James, and Kenneth L. Grizzle. "Grade Retention Rates among Students with Learning Disabilities." Exceptional Children 58, no. 6 (May 1992): 548–54. http://dx.doi.org/10.1177/001440299205800609.

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This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987–88 school year in Indiana. Of these students, 58% had been retained before identification The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.

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31

Bonti, Eleni, Christina E. Bampalou, Eleni M. Kouimtzi, and Zacharias Kyritsis. "Greek Young Adults With Specific Learning Disabilities Seeking Learning Assessments." Learning Disability Quarterly 41, no. 2 (September 1, 2017): 119–26. http://dx.doi.org/10.1177/0731948717727439.

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The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults with SLD as well as from case records that included information on cognitive and learning assessment. The majority of the participants mentioned academic issues regarding different types of academic exams as the main referral reason for learning assessment. SLD females have more possibilities to seek learning assessments compared with males, and adults with writing difficulties have more possibilities to seek learning assessments compared with adults without writing difficulties. The reasons for referral in adulthood, at least within the Greek cultural context, are mostly socioeducational and less psychologically oriented. The findings are discussed in terms of postsecondary education services and early screening and identification.

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Walker, Melodee A., and Elizabeth A. Stevens. "Reading Instruction for Students With Learning Disabilities." Learning Disability Quarterly 40, no. 1 (August 1, 2016): 17–28. http://dx.doi.org/10.1177/0731948716633868.

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This article synthesizes observation studies investigating reading instruction for students with learning disabilities (LD) in Grades K–12. A systematic search of the literature between 1980 and 2014 resulted in the identification of 25 studies. In addition to replicating and extending E. A. Swanson’s synthesis, the research questions of studies from 1980 to 2014 were analyzed for trends and gaps in the research. Findings related to both E. A. Swanson’s replicated questions and several new research questions revealed that (a) only four observation studies met inclusion criteria between 2006 and 2014, (b) greater detail in observation data related to five critical components of reading were reported in studies since 2005, (c) the most frequently used grouping structure was whole-group instruction, and (d) the research questions and purposes of observation studies tend to be related to examining prevailing practices following legislative reform.

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33

Shifrer, Dara, Chandra Muller, and Rebecca Callahan. "Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language." Journal of Learning Disabilities 44, no. 3 (May 2011): 246–57. http://dx.doi.org/10.1177/0022219410374236.

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The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. The authors use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that sociodemographic characteristics are predictive of identification with a learning disability. Although some conventional areas of disproportionality are confirmed (males and language minorities), differences in socioeconomic status entirely account for African American and Hispanic disproportionality. The discrepancy between the results of bivariate and multivariate analyses confirms the importance of employing multivariate multilevel models in the investigation of disproportionality.

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34

Hamzić, Uma, and Senad Bećirović. "Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities." MAP Social Sciences 1, no. 1 (September 3, 2021): 13–22. http://dx.doi.org/10.53880/2744-2454.2021.1.1.13.

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Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

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Sideridis, Georgios D., Faye Antoniou, and Susana Padeliadu. "Teacher Biases in the Identification of Learning Disabilities: An Application of the Logistic Multilevel Model." Learning Disability Quarterly 31, no. 4 (November 2008): 199–209. http://dx.doi.org/10.2307/25474652.

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The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to identification of learning disabilities by a factor of 2:1. In other words, every child who is rated by female teachers as having an LD (who actually has LD) corresponds two children when rated by male teachers. Students' gender, on the other hand, did not differentially predict identification rates. Furthermore, teacher age and experience did not contribute significantly to student identification rates. The findings are discussed with regard to policy mandates and classification schemes.

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McCoach, D. Betsy, Thomas J. Kehle, Melissa A. Bray, and Del Siegle. "Best practices in the identification of gifted students with learning disabilities." Psychology in the Schools 38, no. 5 (2001): 403–11. http://dx.doi.org/10.1002/pits.1029.

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37

Simmons, Deborah C., and Edward J. Kameenui. "Articulating Learning Disabilities for the Public: A Case of Professional Riddles." Learning Disability Quarterly 9, no. 4 (November 1986): 304–14. http://dx.doi.org/10.2307/1510384.

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This investigation examined, through a survey of popular periodicals, the types and quantities of information that have been disseminated to the general public about learning disabilities. It was speculated that an analysis of these mainstream periodicals would provide practitioners and researchers with an insight into the kind of information that is being communicated to the public and, therefore, is likely serving to shape common perceptions of learning disabilities. A two-step process was utilized: (a) identification and selection of the most widely circulated articles on learning disabilities published from 1963 through 1984, and (b) analysis of the information contained in the articles to determine prevailing positions on etiologies and remedial interventions. The examination revealed that learning disabilities are viewed to be of neurophysiological origin and that remedial interventions should include multiple instructional methods and accommodate the individual aptitudes of the learner.

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38

Miciak, Jeremy, Jack M. Fletcher, Karla K. Stuebing, Sharon Vaughn, and Tammy D. Tolar. "Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification." School Psychology Quarterly 29, no. 1 (March 2014): 21–37. http://dx.doi.org/10.1037/spq0000037.

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39

Weis, Robert, Lauryn Sykes, and Devanshi Unadkat. "Qualitative Differences in Learning Disabilities Across Postsecondary Institutions." Journal of Learning Disabilities 45, no. 6 (March 18, 2011): 491–502. http://dx.doi.org/10.1177/0022219411400747.

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Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students’ postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year private colleges. Most 4-year public university students failed to meet objective criteria for SLD. In contrast, most 4-year private college students met objective criteria based on significant ability–achievement discrepancies, and most 2-year public college students met objective criteria based on normative deficits in achievement and cognitive processing. Students who met objective criteria also differed significantly in degree of academic impairment. The authors’ findings indicate qualitative differences in SLD across postsecondary settings and have implications for the identification and mitigation of SLD in college students.

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Alahmadi, Nsreen A., and Mogeda El Sayed El Keshky. "Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia." Journal of Educational and Developmental Psychology 9, no. 1 (November 18, 2018): 9. http://dx.doi.org/10.5539/jedp.v9n1p9.

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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.

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41

Taylor, W. Pat, Jeremy Miciak, Jack M. Fletcher, and David J. Francis. "Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations." Psychological Assessment 29, no. 4 (April 2017): 446–57. http://dx.doi.org/10.1037/pas0000356.

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42

Zirkel, Perry A. "The Hale Position for a “Third Method” for Specific Learning Disabilities Identification." Learning Disability Quarterly 36, no. 2 (April 26, 2013): 93–96. http://dx.doi.org/10.1177/0731948713477850.

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43

Rafoth, Mary Ann K. "Early Identification of Learning Disabilities Using the Meeting Street School Screening Test." Journal of Learning Disabilities 21, no. 3 (March 1988): 186–88. http://dx.doi.org/10.1177/002221948802100312.

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44

McLeskey, James, Nancy L. Waldron, and Steven A. Wornhoff. "Factors Influencing the Identification of Black and White Students with Learning Disabilities." Journal of Learning Disabilities 23, no. 6 (June 1990): 362–67. http://dx.doi.org/10.1177/002221949002300607.

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45

Peterson, Kristin M. H., and Mark R. Shinn. "Severe Discrepancy Models: Which Best Explains School Identification Practices for Learning Disabilities?" School Psychology Review 31, no. 4 (December 1, 2002): 459–76. http://dx.doi.org/10.1080/02796015.2002.12086168.

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46

Blakely, Thomas A., Francis M. Crinella, Todd D. Fisher, Lorraine Champaigne, and Frances W. Beck. "Neuropsychological correlates of learning disabilities: Subtype identification by the tryon clustering method." Journal of Developmental and Physical Disabilities 6, no. 1 (March 1994): 1–22. http://dx.doi.org/10.1007/bf02578405.

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47

Mangina, Constantine A., and J. Helen Beuzeron-Mangina. "Identification and standardization of bilateral electrodermal parameters of learning abilities and disabilities." International Journal of Psychophysiology 12, no. 1 (January 1992): 63–69. http://dx.doi.org/10.1016/0167-8760(92)90043-b.

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48

Schroeder, Meadow, Michelle A. Drefs, and Michael Zwiers. "Comparing Math LD Diagnostic Rates Obtained Using LDAC and DSM-5 Criteria: Implications for the Field." Canadian Journal of School Psychology 35, no. 3 (May 15, 2020): 175–96. http://dx.doi.org/10.1177/0829573520915366.

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Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders and the Learning Disabilities Association (LDAC) of Canada’s Official Definition of Learning Disabilities. Several of the more recent changes to the fifth edition of the DSM contrast with the LDAC definition, which establishes them as competing diagnostic frameworks. We investigated the frequency of math learning disability identification when both the LDAC and DSM-5 criteria were modelled and applied to an archived data set (2011–2016). Results support generally similar percentages of math learning disability cases identified when employing LDAC or DSM-5 criteria; however, the two methods identified a different set of cases. Implications for using DSM-5 versus LDAC criteria in diagnosing learning disabilities are discussed, including the need to consider adopting a national diagnostic standard.

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Gartland, Debi, and Roberta Strosnider. "The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students With Specific Learning Disabilities." Learning Disability Quarterly 43, no. 4 (August 19, 2020): 195–200. http://dx.doi.org/10.1177/0731948720949964.

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Abstract:

This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine the identification and eligibility for special education as a student with a specific learning disability (SLD) and implications for transition.

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Getchell, Nancy, Susan McMenamin, and Jill Whitall. "Dual Motor Task Coordination in Children with and Without Learning Disabilities." Adapted Physical Activity Quarterly 22, no. 1 (January 2005): 21–38. http://dx.doi.org/10.1123/apaq.22.1.21.

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Abstract:

This study examines gross motor coordination in children with and without learning disabilities using a dynamical systems perspective. In a dual motor task paradigm (walk/clap, gallop/clap), we measured and compared frequency and phase locking and consistency within and across trials in 12 children with learning disabilities and 12 age-matched typically developing children. In the walk/clap condition, groups differed in consistency and in entrainment (increased frequency of 4 limb coupling) over short-term practice. In the gallop/clap condition, groups differed in consistency; neither group showed entrainment. Comparisons within the LD group of participants with and without diagnosed visual-motor problems showed differences in classification, consistency, and entrainment. These results suggest that gross motor coordination tasks provide information about as well as a novel opportunity for early identification of learning disabilities.

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