Learning Disabilities Sandy Carlson Amber Elliott Lindsay Granquist Regis Whaley

Why Discuss Learning 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.

Outline I. Description of Learning Disabilities A. Definition B. Types of Learning Disabilities C. Prevalence II. Comorbidity III. Etiology IV. Interventions V. Case Study VI. Q & A Session

Description of Learning Disorders  DSM-IV criteria for diagnosis  Below 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 of Learning Disorders (Cont’d)  Four main types of learning disorders  Reading Disorder  Mathematics Disorder  Disorder of Written Expression  Expressive 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  Symptoms  Difficulties with mathematics early in life  Low 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  Symptoms  Low vocabulary skills  Improper use of tenses  Poor ability to produce complex sentences  Poor 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 of Learning 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 AdequateInadequate Educational Opportunity InadequateAdequate PNS FunctioningCompensatory Program InadequateAdequate Cognitive FunctioningMedical Treatment or Support Services InadequateAdequate Special Ed.Neuropsychological/neuropsychiatric functioning Detecting a Learning Disability Adapted from Disorders of Learning in Childhood (Silver & Hagin, 2002)

Comorbidity of Learning Disabilities  Other learning disorders  Pervasive development disorders  Conduct disorders  ADHD  Major depressive disorder  Communication disorder  Developmental coordination disorder

Effects of Learning Disorders on the Individual  Low self-esteem  Feelings of incompetence  Difficulties with social skills

Interventions for Children with Learning Disabilities  Mathematics Disorder  Types of problems encountered Semantic memory problems Procedural deficits Visuospatial problems  Assessment  Interventions Drill and practice activities Positive practice

 Reading Disorders  Robinson & Robinson (1978): SQ3R  Ogle (1986): KWL  Manzo (1969): Request Procedure  Ellis (1991): Muscle Reading Approach  Langer (1981): PReP  Merritt, Barton & Culatta (1998): “What? So what?”  Positive practice Interventions for Children with Learning Disabilities (Cont’d)

 Disorder of Written Expression  Handwriting Connected print  Organization Mapping ideas  Other Paraphrasing strategies Learning content Monitoring written errors Interventions for Children with Learning Disabilities (Cont’d)

 Receptive Language Disorder, Mixed Receptive & Expressive Language Disorder  Self-recording (e.g. Blick & Test [1987])  Mnemonic techniques Interventions for Children with 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]