Specific Learning Disorder and Intellectual Disabili
Monday, 19 November 2018 13:55
Learning disabilities:
- Specific learning disorder.
- Intellectual disabilities.
DSM-5:
- Involves difficulties learning and using academic skills.
- Apparent by the age of 5.
- SLD: umbrella terms for maths, reading, and written expression disorders in upd
DSM-5.
- In DSM-5: diagnosis is expressed by learning disability with (something). Cause
genetic.
Specific Learning Disorder
SLD according to DSM-5:
- Impedes ability to learn or use specific academic skills.
- "specifiers": specific manifestations of learning difficulties with either reading, w
or mathematics. Not based on IQ testing.
Criterion A:
- Symptoms must be present and persisted for at least months.
Criterion B:
- Impaired in academic or occupational performance or live in activities of daily l
- Intellectual ability might be fine but academic performance might not be in line
other ages. Later in life, they're likely to have challenges finding jobs.
Criterion C:
- Specifies age at onset of the learning difficulties.
Criterion D:
- Learning difficulties are specific: they're not attributional to intellectual disabilit
- Not associated with any other condition.
- They look at severity levels of the child.
Current severity:
- Either mild, moderate or severe.
,ities:
date
es are
writing
living.
with
ties.
, - Not associated with any other condition.
- They look at severity levels of the child.
Current severity:
- Either mild, moderate or severe.
- Affects individual in terms of functioning at school, home, maintaining work. Li
to go to special schools. Some even have top up sessions over the summer.
DSM-5 specific types:
SLD:
- With impairments in reading.
- Impairments in written expression.
- Impairments in mathematics.
SLD with impairment in reading (dyslexia):
- Word reading accuracy.
- Reading rate or fluency: how quick they can read that sentence.
- Reading comprehension.
- Prevalence: 3-17.5% in school aged children.
- Greater prevalence in boys (60-80%). Been evidence to suggest that girls are mo
likely to offset their difficulties. They read difficult books and learn themselves.
have difficulties looking for alternatives.
- Boys are more disruptive than girls.
- Been evidence showing dyslexia by adolescence disappear. As long as someone
early treatments, symptoms can disappear.
Impairments in written expression (dysgraphia):
- Spelling accuracy.
- Grammar and punctuation and accuracy.
- Clarity or organisation of written expression.
Impairments in mathematics (dyscalculia):
- Number sense.
- Memorisation of math facts.
- Accurate or fluent calculation.
- Accurate math reasoning.
Rationale for single overarching diagnostic category:
- Strong genetic basis.
- Have a common feature: specific genes associating with learning disorders.
Early warning signs
Preschool years:
- Learning to count objects. Math impairments.
- Names or letters. Dysgraphia.
- Difficulties rhyming.
Monday, 19 November 2018 13:55
Learning disabilities:
- Specific learning disorder.
- Intellectual disabilities.
DSM-5:
- Involves difficulties learning and using academic skills.
- Apparent by the age of 5.
- SLD: umbrella terms for maths, reading, and written expression disorders in upd
DSM-5.
- In DSM-5: diagnosis is expressed by learning disability with (something). Cause
genetic.
Specific Learning Disorder
SLD according to DSM-5:
- Impedes ability to learn or use specific academic skills.
- "specifiers": specific manifestations of learning difficulties with either reading, w
or mathematics. Not based on IQ testing.
Criterion A:
- Symptoms must be present and persisted for at least months.
Criterion B:
- Impaired in academic or occupational performance or live in activities of daily l
- Intellectual ability might be fine but academic performance might not be in line
other ages. Later in life, they're likely to have challenges finding jobs.
Criterion C:
- Specifies age at onset of the learning difficulties.
Criterion D:
- Learning difficulties are specific: they're not attributional to intellectual disabilit
- Not associated with any other condition.
- They look at severity levels of the child.
Current severity:
- Either mild, moderate or severe.
,ities:
date
es are
writing
living.
with
ties.
, - Not associated with any other condition.
- They look at severity levels of the child.
Current severity:
- Either mild, moderate or severe.
- Affects individual in terms of functioning at school, home, maintaining work. Li
to go to special schools. Some even have top up sessions over the summer.
DSM-5 specific types:
SLD:
- With impairments in reading.
- Impairments in written expression.
- Impairments in mathematics.
SLD with impairment in reading (dyslexia):
- Word reading accuracy.
- Reading rate or fluency: how quick they can read that sentence.
- Reading comprehension.
- Prevalence: 3-17.5% in school aged children.
- Greater prevalence in boys (60-80%). Been evidence to suggest that girls are mo
likely to offset their difficulties. They read difficult books and learn themselves.
have difficulties looking for alternatives.
- Boys are more disruptive than girls.
- Been evidence showing dyslexia by adolescence disappear. As long as someone
early treatments, symptoms can disappear.
Impairments in written expression (dysgraphia):
- Spelling accuracy.
- Grammar and punctuation and accuracy.
- Clarity or organisation of written expression.
Impairments in mathematics (dyscalculia):
- Number sense.
- Memorisation of math facts.
- Accurate or fluent calculation.
- Accurate math reasoning.
Rationale for single overarching diagnostic category:
- Strong genetic basis.
- Have a common feature: specific genes associating with learning disorders.
Early warning signs
Preschool years:
- Learning to count objects. Math impairments.
- Names or letters. Dysgraphia.
- Difficulties rhyming.
