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A Review of Learning Disorders and It’s Impact on Individuals and Others
Staff Training
Ken KoskoEducation Evaluation Center
The Teaching Research InstituteWestern Oregon University
SLDRehabilitation Services Administration (RSA)1985
Definition:A specific learning disability is a disorder in one or more of the central nervous system processes involved in perceiving, understanding, and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence, and emotional maturity. (Rehabilitation Services Administration. (1985, January 21). Program policy directive. Washington, DC: U.S. Office of Special Education and Rehabilitation Services.)
SLDDEFINITION-RSA
Spoken or Written Language
Central Nervous System Processes
1. Perceiving
2. Understanding
Manifestations:
Attention
Reasoning
Memory
Communicating
Academics (reading, writing, math)
Coordination
Social Competence
Emotional Maturity
Oregon Department of EducationOregon Administrative Rules 9/19/2007
Specific Learning Disabilities
(A) Basic Reading Skills
(B) Reading Fluency Skills
(C) Reading Comprehension
(D) Mathematics Calculation
(E) Mathematics Problems-solving
(F) Written Expression
(G) Oral Expression
(H) Listening Comprehension
A. Achievement Grades (1-12)
Oregon Department of EducationOregon Administrative Rules 9/19/2007
Specific Learning Disabilities
(1) Cognition
(2) Fine Motor
(3) Perceptual Motor
(4) Communication
(5) Social or Emotional
(6) Perception or Memory
B. Other: If needed
Major Components of a Learning Disabilities Definition
Learning Disabilities:
1. is a general term for a heterogeneous group of disorders
2. are manifested by significant difficulties in listening, speaking, reading, writing, or math;
3. are part of the person make-up (i.e., they will not go away);
4. are presumed to be a dysfunction of the central nervous system;
5. may be discovered across the life span;
6. may RESULT in problems with behavior, social perceptions, and social interactions (but these problems are NOT the disability);
7. are NOT the result of other disabilities such as lost of sight or hearing, lack of intelligence, or lack of schooling.
Common Challenges of Successful Adults with LD
Almost all experienced significant difficulty learning in school
Many never did learn to read, write, spell, or compute particularly well
Social skills were either a strength or an area of need
Dealing with LD is a daily task Felt vulnerable because of differences in learning Self-esteem tended to deteriorate when LD went
undiagnosed
(Gerber & Reiff, 1994)
Everyday Manifestations
Feeling constantly behind
Fear of filling out forms
Extreme stress or fear associated with any isolated measure of ability
Isolation resulting from fear of being misunderstood
Extreme stress over deadlines
Feeling inadequate because of difficulty doing tasks others find easy
Reading
Slow reader (estimated range up to four times as long to read a page as others)
Reading out of sequence (they went to see a movie=they to see a movie went)
Mistaking one word for another (for=from, to=of) Tracking difficulty: skipping over words or lines Difficulty reading multi-syllable words (aluminum) Difficulty with sound symbols relations Lack of vocabulary understanding & reading
comprehension
Spelling
Reversals common: d=b, friend=freind, (also number reversal: 0137=0317)
Frequently dropping, adding or reversing letters and word parts: know=now, bad dog=dab dog
Difficulty mixing up words that sound the same; there=their, through=threw, where=wear, well=will, write=right
Forgetting how to spell commonly used words
Writing
Excessive time required to organize papers and thoughts Difficulty conceptualizing a paper’s overall topic and
formulating a thesis on the paper as a whole Tendency to laboriously work out specific parts of the paper
instead of focusing on the paper as a whole Letters reversed Freezing up when trying to write Spelling errors Illegible handwriting; cursive script difficult Words and letters out of sequence in sentences Difficult taking notes in class Completely omitting words or phrases Writing things that make absolutely no coherent sense
Testing
Seldom able to complete exams in class or national exams
Difficulty with multiple choice questions; difficulty filling in the bubbles on forms
Misinterprets directions or questions on exams
Extreme test anxiety
Concentration
Focusing requires extraordinary effort
Easily distracted by noise and movement
Memory
Difficulty recalling familiar things like one’s phone number, address, names of friends
Not remembering what was said or what you were talking about
Not remembering what the teacher/instructor said and trying to take notes
Frequently misplacing, losing or forgetting things
Not remembering what you saw or read, (writing down information from the chalk board or overhead/power point)
Speech
Difficulty pronouncing multisyllabic or uncommon words
Difficulty reading aloud
Stuttering or hesitancy in speech
Difficulty communicating ideas clearly
Orientation
Difficulty in distinguishing left and right
Directions, map reading, and navigating difficulty
Feeling lost in a familiar setting; easily disoriented
Ranges of LDJournal of Learning Disabilities, 29, 17-30
MILD average to above average intelligence
adequate psychological adjustments and vocational/employability skills
high academic achievement
limited processing and language skills
Ranges of LD, cont.Journal of Learning Disabilities, 29, 17-30
MODERATE average to above average intelligence
some cognitive and language deficits
one or more academic disabilities
some psychological adjustment problems
difficulty with vocational/employment skills
Ranges of LD, cont.Journal of Learning Disabilities, 29, 17-30
SEVERE display below average intelligence
significant cognitive processing and language deficits
low academic achievement
lack of psychological adjustment
lack of vocational/employment skills
Types of Learning Disabilities
Auditory Perceptual Problems
Auditory Discrimination Problems
The difference between “th” and “f”, “m” and “n”
Auditory Figure-Ground Problems
Hearing over background noise
Auditory Sequencing Problems
Hearing 49 instead of 94 or “treats” instead of “street”
Types of Learning Diabilities
Visual Perceptual Problems Visual Discrimination Problems
Trouble seeing the difference between similar objects (V and U)
Visual Figure-Ground ProblemsTrouble seeing a specific image
Visual Sequencing ProblemsTrouble seeing things in order
Information Processing and Related Disabilities
Input Process Output
Auditory
Visual
Tactile
Olfactory
Gustatory
Thinking*Abstract *Concrete Memory*Auditory *Visual*Long Term*Short Term Sequencing Organization Attention
Talking
Reading
Writing
Motor
*Fine *Gross
Fluency/Speed
Accuracy
Findings of NIH Research in the Area of Learning Disabilities (1987-97)
Learning disabilities, as they are manifested in difficulties in school learning, are extremely deleterious to the development of children and have far ranging consequences that go well beyond school failure:
Poor peer relationships Poor self-efficacy (ability to produce effects or intended
results Poor post-school adjustments Juvenile delinquency Limited occupational status
(Lyon, 1991)
Continuum of Psychiatric Disorders Possible with Learning Disabilities – from Dr. Larry Silver
Internalized
Anxiety
Depression
Externalized
Oppositional defiant conduct disorder
Borderline personality disorder
Substance Abuse
Alcohol
Drugs
Able to cope and compensate for LD Determined to achieve Willing to work hard Found ways to learn that led to success Recognized and accepted LD – “goodness
of fit” in jobs/tasks assigned to them Used technology Recognized need for support and
found/had it
Common Strengths of Successful Adults with LD
ADD is most likely caused by a neurochemical imbalance or deficiency in the area of the brain responsible for attention and activity.
ADD is a neurobiological disability, frequently characterized by inappropriate degrees of: Inattention Impulsivity Hyperactivity
It is the neurotransmitters which enable the electrical impulse to be transmitted from one dendrite to another. Without these neurotransmitters, the relay of impulses in the brain would be impossible.
The power of determining one’s own behavior is not the power of one entity (the mind) over another (the body), but the influence the brain has on itself. In other words, we are our brain.
- Eric Hearth, Researcher
ADD affects 3-5% of the school-age population, which means approximately 2.5 to 3 million children in the United States.
Barkley’s Criteria
1. Physical restlessness2. Mental restlessness3. Easily distracted4. Impatient5. Hot or explosive temper6. Unpredictable behavior7. Difficulty completing tasks8. Shifting from one task to another9. Difficulty sustaining attention10. Impulsivity11. Talks too much12. Difficulty doing tasks alone13. Often interrupts others14. Doesn’t appear to listen to others15. Loses a lot of things16. Forgets to do things17. Engages in physically daring activities18. Always on the go, as if driven by a motor
Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder (DSM-IV)
A. Either (1) or (2): (1) Six (or more) of the following symptoms of
Inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
(a) Often fails to give close attention to details or make careless mistakes in schoolwork, work, or other activities;
(b) Often has difficulty sustaining attention in tasks or play activities;(c) Often does not seem to listen when spoke to directly;(d) Often does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions);
(e) Often has difficulty organizing tasks and activities;(f) Often avoids, dislikes, or is reluctant to engage in tasks that
require sustained mental effort (such as schoolwork or homework);
Diagnostic Criteria for Attention-Deficit/ Hyperactivity Disorder (DSM-IV), continued…
(2) Six (or more) of the following symptoms of Hyperactivity-Impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
(g) Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools);
(h) Is often easily distracted by extraneous stimuli; and(i) Is often forgetful in daily activities.
Hyperactivity(a) Often fidgets with hands or feet or squirms in seat;(b) Often leaves seat in classroom or in other situations in which
remaining seated is expected.(c) Often runs or climbs excessively in situations which it is
inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)
(d) Often has difficulty playing or engaging in leisure activities quietly;(e) Is often “on the go” or often acts as if “driven by a motor”;(f) Often talks excessively;
Diagnostic Criteria for Attention-Deficit/ Hyperactivity Disorder (DSM-IV), continued…
Impulsivity(g) Often blurts out answers before questions have been completed(h) Often has difficulty awaiting turn;(i) Often interrupts or intrudes on others (e.g., butts into conversations
or games)
B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years.
C. Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home).
D. There must be clear evidence of clinically significant impairment tin social, academic, or occupational functioning.
E. The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder an are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or Personality Disorder).
Characteristics of ADD Without Hyperactivity
Often daydreams of is “lost in a fog” Is frequently “spacey” or is internally
preoccupied Is often confused or lost in thought Often appears to be apathetic or
unmotivated Frequently is sluggish or slow moving Often stares
Conduct Problems:
Antisocial personality (35%+) Substance/alcohol addiction (25-35% at
adolescence; 10-15% in adulthood) More frequent moves (3X) More auto accidents (3X) More traffic citations (4X) Police involvement (50%); Court (20%) Physical Aggression (20% past 3 years)
Emotional Problems:
Greater suicide attempts (10) Sexual dysfunction (20%) Low self-esteem (65%) Often demoralized
Conditions Often Comorbid with ADHD
Psychiatric Disorders
Oppositional/Defiant Behavior (68%+)
Conduct Disorder (45%+)
Antisocial-Delinquent (25%+)
Anxiety Disorders (0-30%)
Major Depression (0-33%)
Somatization Disorder (24-35% of 12-16 year olds)
Sobering Statistics
50% retained in a grade at least once 35% never complete a high school
education (Weiss & Hechtman, 1986)
46% had been suspended, often more than once
11% had been expelled (Barkley et al., 1990)
If Unidentified and UntreatedIncreased Risk For:
Impaired educational performance Decreased self-esteem Social problems Family difficulties Potential long-term effects
Screening Clients for Learning Difficulties
Referring Clients for Testing
Education Evaluation CenterThe Teaching Research Institute
Western Oregon University
Section A
1. Did you have any problems learning in middle school or junior high school?... Yes No
2. Do any family members have learning problems?............................................ Yes No
3. Do you have difficulty working with numbers in columns?................................ Yes No
4. Do you have trouble judging distances?.......................................................... Yes No
5. Do you have problems working from a test booklet to an answer sheet?........ Yes No
Total “yes” answers: ___ x 1 = ___*
Section B
6. Did you have problems mixing arithmetic signs (such as + and x)?................ Yes No
7. Did you have any problems learning in elementary school?............................ Yes No
Total “yes” answers: ___ x 2 = ___*
Section C
8. Did you have difficulty remembering how to spell simple words you know?.... Yes No
9. Do you have difficulty filling out forms?............................................................ Yes No
10. Did you (do you) experience difficulty memorizing numbers?......................... Yes No
Total “yes” answers: ___ x 3 = ___*
Section D
11. Do you have trouble adding and subtracting small numbers in your head?.... Yes No
12. Do you have problems taking notes?................................................................ Yes No
13. Were you ever in a special program or given extra help in school? ................. Yes No
Total “yes” answers: ___ x 4 = ___*
A total score of 12 is seen as high enough
to merit a referral for a full educational assessment.
If the client wants to waive such an assessment,
Be sure they understand what they are waiving
and have them sign below.