The Solomon effect in learning disabilities diagnosis: Can we learn from history?

Dombrowski, Stefan C.; Kamphaus, Randy W.; Barry, Melissa; Brueggeman, Amber; Cavanagh, Sarah; Devine, Katie A.; Hekimoglu, Linda; Vess, Sarah F.

doi:10.1037/h0084128

Cited by 13 publications

(9 citation statements)

References 40 publications

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“…It is possible that children with different comorbid conditions have different cognitive profiles (e.g., Lewis et al ., ; Rourke & Finlayson, ; Szűcs, ). Discriminating between subtypes of SLDM could be an important future direction for research and intervention (for similar suggestions regarding subtypes within learning disability groups see Dombrowski et al ., ).…”

Section: Discussionmentioning

confidence: 97%

“…Dombrowski et al . () recommended that diagnostic criteria of learning disabilities should be unambiguous, they must be universally accepted across professions, researchers, and governmental entities, must incorporate clearly defined subtypes of learning disabilities, must be empirically supported, and must point to valid, reliable, and cost‐effective procedures for the identification of children with and without learning disabilities.…”

Section: Discussionmentioning

confidence: 99%

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The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school‐age children

Morsanyi

Bers

McCormack

et al. 2018

British J of Psychology

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Mathematics difficulties are common in both children and adults, and they can have a great impact on people's lives. A specific learning disorder in mathematics (SLDM or developmental dyscalculia) is a special case of persistent mathematics difficulties, where the problems with maths cannot be attributed to environmental factors, intellectual disability, or mental, neurological or physical disorders. The aim of the current study was to estimate the prevalence rate of SLDM, any gender differences in SLDM, and the most common comorbid conditions. The DSM-5 provides details regarding these only for specific learning disorders in general, but not specifically for SLDM. We also compared the prevalence rates obtained on the basis of the DSM-IV and DSM-5 criteria. We investigated the performance of 2,421 primary school children on standardized tests of mathematics, English, and IQ, and several demographic factors over the primary school years. We applied the DSM-5 diagnostic criteria to identify children with a potential diagnosis of SLDM. Six per cent of our sample had persistent, severe difficulties with mathematics, and, after applying the exclusion criteria, 5.7% were identified as having an SLDM profile. Both persistent maths difficulties and consistently exceptionally high performance in maths were equally common in males and females. About half of the children with an SLDM profile had some form of language or communication difficulty. Some of these children also had a diagnosis of autism, social, emotional, and behavioural difficulties or attention deficit and hyperactivity disorder. Our findings have important implications for research and intervention purposes, which we discuss in the study.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school‐age children

Morsanyi

Bers

McCormack

et al. 2018

British J of Psychology

View full text Add to dashboard Cite

show abstract

“…Third, and as previously noted, the empirical evidence that supports the exclusion of the environmental determinants is restricted (Flechter et al, 2013). Fourth, it has also been emphasized that the exclusion of the environmental factors is ignored in practice, particularly in regard to identifying the LD (Dombrowski et al, 2006;Grünke & Cavendish, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In fact, a non-governmental advisory body, Conselho Nacional de Educação (Grácio, 2014), emphasized that schools do not support a considerable number of students and recommended that measures should be implemented for LD. The situation is more paradoxical if we consider that in other countries, LD represents the group that most benefits from special education services and that its prevalence has been increasing (Büttner & Hasselhorn, 2011;Dombrowski et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Representations of Learning Disabilities in Portugal

Albuquerque

2019

Psychologica

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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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“…One of the main changes to IDEIA legislation was to eliminate reliance on the Intelligence (IQ) Achievement discrepancy model as the basis for LD diagnostic decision making, while focusing on "relevant functional, developmental, and academic information." The federal regulations are considered to be fairly open-ended, thus allowing state departments of education some fl exibility in establishing LD diagnostic parameters (Dombrowski et al, 2006).…”

Section: Terminology and Classificationmentioning

confidence: 99%

Educating individuals with disabilities: IDEIA 2004 and beyond

2008

Choice Reviews Online

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other federal and private sponsoring organizations. Dr. Grigorenko's current research includes studies of: (1) the cognitive and linguistic adaptation of international adoptees in the United States; (2) learning disabilities in harsh developmental environments and their relation to infection, intoxication, and poverty in Africa; (3) the genes involved in language disorders in a genetically isolated population; (4) the genes involved in learning disabilities and cognitive processing, with a special emphasis on studying minority samples in the United States; and (5) interactions between genetic and environmental risk factors for conduct problems and the role of these factors in response to interventions in juvenile detainees.

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The Solomon effect in learning disabilities diagnosis: Can we learn from history?

Cited by 13 publications

References 40 publications

The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school‐age children

The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school‐age children

Representations of Learning Disabilities in Portugal

Educating individuals with disabilities: IDEIA 2004 and beyond

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