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What is a learning disability? Children with learning disabilities constitute between 7 and 15% of the school population (Gaddes & Edgell, 1993) and comprise one of the largest childhood groups referred for neuropsychological services (Culbertson & Edmonds, 1996). Yet, not every child who struggles at school has a learning disability. All of the following are necessary symptoms of an official learning disability: The academic performance of learning disabled people, as measured by standardized tests, is below what one would expect of someone of their intelligence, age, and grade level. They do not have low intelligence; in fact, learning disabled children often have average or above average intelligence. Thus, a person with a learning disability may score poorly on tests, but the low scores are due to a problem with learning, not to low intelligence. People with learning disabilities often also demonstrate a uneven pattern of cognitive development throughout life. School is often the setting where a child’s learning disability first becomes apparent as the disparity between the child’s intelligence and the child’s school performance highlights the learning disability. Importantly, in order for us to be able to diagnose a learning disability in a student these learning disabilities cannot be due to sensory or motor deficit, mental retardation, emotional disturbances (Hooper, Willis & grant, 1996). Unfortunately, learning disability persists despite instruction in standard classroom situations, and while a learning disability naturally creates a challenge to learn specific material, it can also cause severe social and psychological problems if left untreated. These include depression, poor social skills, low self-esteem, and drug or alcohol abuse. Sadly, almost 40% of individuals with a learning disability drop out of school. Thus, it is of importance to seek a professional diagnosis and treatment if you suspect a learning disability. What are the different types of learning disabilities? There are several kinds of learning disabilities:
What are the typical signs and symptoms of a learning disability? The following checklist provides a range of characteristics that could indicate the presence of learning disabilities in a student. No child or adults with a learning disability exhibits all of these characteristics, and some of these problems are also common among people who do not have learning disabilities. In order for a student to have a learning disability several of these problems should be present. Please remember that this list is only intended to help you to get started if you suspect that you or your child might have a learning disability. Official diagnostic tests that tell us whether the student has a learning disability or not can only be given by a clinical psychologist. Our trained PhDs are skilled at identifying the root of the academic problem and such testing also offers the possibility to target the intervention more precisely to student’s week areas More information on such assessment here. Reading
Math
Listening
Study Skills
Social Skills
What causes a Learning Disability? True learning disabilities are caused by abnormal brain structures or functions. Since learning disabilities are very different also their underlying neurological footprints are different. For example, it has been shown that that brains of subjects with reading disabilities have no asymmetry in brain structures where there should be asymmetry. Familial risk for learning disabilities is clearly significant and substantial in many learning disabilities (Gilger, Pennington, and DeFries 1991). Mother’s smoking, alcohol- or drug-use during pregnancy can put child into a greater risk just like premature birth or toxics in the environment. Also poor nutrition, chemotherapy or some chronic illnesses can increase the risk. Is ADHD a learning disability? Many individuals with ADHD also have one or more learning disabilities, and individuals with learning disabilities sometimes also have ADHD. Yet, ADHD is not a learning disability but both of these conditions have separate diagnosis and treatments. Children with ADHD are more likely to have written language disorders than other types of learning disabilities but also reading and/or math problems are common. 40%-90% of children with ADHD also display disruptive behavioral disorders. What are the typical signs and symptoms of ADHD? It is estimated that between 3 and 5 percent of children in the US have ADHD. Most of us are absent-minded or restless every now and then. In ADHD students this kind of behavior happens so often than it can be regarded as the rule and not the exception. ADHD is not the result of laziness, poor motivation, low intelligence, disobedience, or poor upbringing. There are three ADHD subtypes and their symptoms vary considerably. Some children have symptoms in three areas but most have problems in only one. These subtypes are:
Inattention type People with inattentive symptoms of ADD have difficulty keeping their mind on any one thing. They may get bored easily with a task and bounce to the next task. Organizing and completing a task is difficult. Symptoms include:
Hyperactive/impulsive TypePeople with hyperactive or impulsive symptoms of ADHD seem to be always in motion. Sitting have difficulties sitting still, and when forced to do so they may they may squirm in their seats. It is typical for these children to talk incessantly, or try to do several things at once. Symptoms include:
Because hyperactivity and inattention are expected behaviors at some ages in childhood, it is the impulsive behaviors that often stand out in very young children with ADHD. By age 4-5, though, most children have become more selectively attentive and less active, so those with ADHD stand out in all three behaviors: inattentiveness, hyperactivity, and impulsivity. Inattention type People with inattentive symptoms of ADD have difficulty keeping their mind on any one thing. They may get bored easily with a task and bounce to the next task. Organizing and completing a task is difficult. Symptoms include:
Hyperactive/impulsive TypePeople with hyperactive or impulsive symptoms of ADHD seem to be always in motion. Sitting have difficulties sitting still, and when forced to do so they may they may squirm in their seats. It is typical for these children to talk incessantly, or try to do several things at once. Symptoms include:
Because hyperactivity and inattention are expected behaviors at some ages in childhood, it is the impulsive behaviors that often stand out in very young children with ADHD. By age 4-5, though, most children have become more selectively attentive and less active, so those with ADHD stand out in all three behaviors: inattentiveness, hyperactivity, and impulsivity. How are working memory and executive functions related to ADHD?Those who have ADD / ADHD tend to have a low working memory capacity. This memory structure is responsible for holding information in memory while we are making decisions. Working memory also helps us to guide our behavior. Working memory and executive functioning are closely tied. Executive functioning includes the abilities to plan, prioritize, organize, multi-task, delay gratification, and self-monitor. Executive functioning often involves inhibition and waiting. In ADHD, the brain areas responsible for executive function and inhibition are impaired. In addition to symptoms of inattention, impulsivity, and hyperactivity, you may also see these types of executive function problems:
Just like learning disabilities ADHD is due to abnormal brain structures or functions and strong genetic predisposition. Current research indicates that certain brain areas have less activity and blood flow and that some brain structures are slightly smaller in people with ADHD. These differences in brain activity and structure are mainly evident in the prefrontal cortex, basal ganglia, and cerebellum, thus, in the areas that regulate behavior (Teeter, 1998). These higher order processes are referred to as executive functions. Executive functions include such processes as inhibition, working memory, planning, self-monitoring, verbal regulation, motor control, maintaining and changing mental set and emotional regulation |
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