1. Language and Learning Disabilities

2. IDEA definition Disorder in one or more basic psychological processes involved in understanding or using language Imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations Discrepancy between age & ability levels NOT result of other impairment(s).

3. Operationalization Definitions –Defined differently by each state education department –Some: Performing below expected grade or age level –More: Discrepancy between general intelligence and specific achievement level Size of discrepancy is compared with expected discrepancy given intelligence

4. Exclusionary Criteria NOT due to: –Visual impairment –Hearing impairment –Motor problems –Mental retardation –Emotional disturbance –Environmental, cultural, or economic disadvantage

5. Language or Communication Disorders Three types: –Phonological Disorder –Expressive Disorder –Mixed Receptive-Expressive Disorder Interfere with academic/occupational achievement or social communication. If another deficit (e.g., MR), in excess of normal presentation.

6. Phonological Disorder Failure to use age-appropriate and dialect-appropriate speech sounds Phonemes—basic sounds of a language Errors, distortions, substitutions, and omissions in producing speech.

7. Expressive Disorder Difficulties in production of speech –Vocabulary –Sentence structure (syntax) –Formation of words (morphology) Understand speech and concepts, but have difficulty responding.

8. Receptive-Expressive Disorder Difficulties in comprehending the communication of others Most severe language impairment

9. Learning Disabilities Developmental problems in: –Reading (dyslexia)  Reading Disorder –Writing (dysgraphia)  Disorder of Written Expression –Arithmetic (dyscalculia)  Mathematics Disorder

10. Learning Disabilities (cont’d) Significant discrepancy between measures of achievement & the child’s age, intelligence, or education. Must interfere significantly with academic achievement or daily living. NOT a sensory deficit. (Consistent with IDEA)

11. Prevalence 5% of school-aged children 50% of children in special education Sex Ratio: M > F –Why?

12. Developmental Course Varies Mild cases Severe cases

13. Associated Problems Nearly 40% drop out of school Behavior problems Social skills deficits

14. Etiology of LD Neurological damage Genetic influence Brain abnormalities Prenatal alcohol use Neurological delays and soft signs Immune system dysfunction

15. Etiology of LD: Secondary Role Psychosocial and environmental factors –Vocabulary exposure –Reading to the child –Family interactions –Parental attitudes toward learning –Social class –Cultural values –Motivation and temperament

16. Assessment of Reading Disorder Significant discrepancy between measure of ability (intelligence) and reading? Processing deficit? –Auditory processing –Rapid automatic naming –Cognitive speed –Retrieval from L-T memory –Working memory –Attention Check exclusionary criteria.

17. Subtypes of Reading Disorder Language pattern Visual-spatial pattern Mixed pattern Group without identified psychological or neuropsychological deficit

18. Comorbidity with Reading Disorder ADHD ODD/Conduct Disorder Substance Use/Abuse

19. Problems Related to Reading Disorder Early speech problems Phonological processing difficulties History of ear infections Early perceptual-motor difficulties Family history of reading/learning problems

20. Treatment of LD Psychoeducational models Behavioral methods Direct instruction Cognitive approaches

21. School Placement Least Restrictive Environment (LRE) –1/3 spend 80% in regular ed classroom –1/3 spend 40-80% in regular ed classroom –Resource room –Self-contained classroom