Tag Archives: Learning Disability

University of California Davis and Yale University study: Early intervention in dyslexia can narrow achievement gap

5 Nov

University of California Davis and Yale University study: Early intervention in dyslexia can narrow achievement gap
The National Center for Learning Disabilities described dyslexia in What Is Dyslexia?

Dyslexia at a Glance

Dyslexia is the name for specific learning disabilities in reading. Dyslexia is often characterized by difficulties with accurate word recognition, decoding and spelling. Dyslexia may cause problems with reading comprehension and slow down vocabulary growth. Dyslexia may result in poor reading fluency and reading out loud. Dyslexia is neurological and often genetic. Dyslexia is not the result of poor instruction. With the proper support, almost all people with dyslexia can become good readers and writers.

As with other learning disabilities, dyslexia is a lifelong challenge that people are born with. This language processing disorder can hinder reading, writing, spelling and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness. It is also not the result of impaired vision. Children and adults with dyslexia simply have a neurological disorder that causes their brains to process and interpret information differently.

Dyslexia occurs among people of all economic and ethnic backgrounds. Often more than one member of a family has dyslexia. According to the National Institute of Child and Human Development, as many as 15 percent of Americans have major troubles with reading.

Much of what happens in a classroom is based on reading and writing. So it’s important to identify dyslexia as early as possible. Using alternate learning methods, people with dyslexia can achieve success.
http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia

Dyslexia is a neurological and genetic disease.

Medical News Today reported in the article, What Is Dyslexia? What Causes Dyslexia?

Dyslexia is a specific reading disability due to a defect in the brain’s processing of graphic symbols. It is a learning disability that alters the way the brain processes written material. It is typically characterized by difficulties in word recognition, spelling and decoding. People with dyslexia have problems with reading comprehension.

The National Center for Learning Disabilities1 says that dyslexia is a neurological and often genetic condition, and not the result of poor teaching, instruction or upbringing.
Dyslexia is not linked to intelligence.

What is dyslexia?

The problem in dyslexia is a linguistic one, not a visual one. Dyslexia in no way stems from any lack of intelligence. People with severe dyslexia can be brilliant.
Albert Einstein (1879-1955) lived with dyslexia.

The effects of dyslexia, in fact, vary from person to person. The only shared trait among people with dyslexia is that they read at levels significantly lower than typical for people of their age. Dyslexia is different from reading retardation which may reflect mental retardation or cultural deprivation.

According to the University of Michigan Health System, dyslexia is the most common learning disability2. Eighty percent of students with learning disabilities have dyslexia.

The International Dyslexia Association3 estimates that 15% to 20% of the American population have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words.

The National Health Service4, UK, estimates that 4-8% of all schoolchildren in England have some degree of dyslexia.

It is estimated that boys are one-and-a-half to three times more likely to develop dyslexia than girls. http://www.medicalnewstoday.com/articles/186787.php

Since individuals manifest the condition of dyslexia in different ways, a debate is occurring about whether the diagnosis of dyslexia has meaning.

Science Daily reported in Early intervention in dyslexia can narrow achievement gap:

Identifying children with dyslexia as early as first grade could narrow or even close the achievement gap with typical readers, according to a new study by researchers at the University of California, Davis, and Yale University.

The data indicate that it is no longer acceptable to wait until a child is in third grade or later before undertaking efforts to identify or address dyslexia.

“If the persistent achievement gap between dyslexic and typical readers is to be narrowed, or even closed, reading interventions must be implemented early, when children are still developing the basic foundation for reading acquisition,” said Emilio Ferrer, a UC Davis psychology professor. He is lead author of the article published in The Journal of Pediatrics this month.

Ferrer and his Yale colleagues, Bennett and Sally Shaywitz, report the results of a longitudinal study of reading from first grade to 12th grade and beyond. Compared with typical readers, dyslexic readers had lower reading scores as early as first grade, and their trajectories over time never converge with those of typical readers. These data demonstrate that such differences are not so much a function of increasing disparities over time, but instead reflect marked differences already present in first grade between typical and dyslexic readers.

The authors also conclude that implementing effective reading programs as early as kindergarten or even preschool offers the potential to close the achievement gap…. http://www.sciencedaily.com/releases/2015/11/151102184216.htm

Citation:

Early intervention in dyslexia can narrow achievement gap Intervention should begin in first grade, or earlier

Date: November 2, 2015
Source: University of California – Davis

Summary:

Data demonstrate marked differences already present in first grade between typical and dyslexic readers.
Journal Reference:

1. Emilio Ferrer, Bennett A. Shaywitz, John M. Holahan, Karen E. Marchione, Reissa Michaels, Sally E. Shaywitz. Achievement Gap in Reading Is Present as Early as First Grade and Persists through Adolescence. The Journal of Pediatrics, 2015; 167 (5): 1121 DOI: 10.1016/j.jpeds.2015.07.045

Here is the press release from UC Davis:

Early intervention in dyslexia can narrow achievement gap, UC Davis study says
November 2, 2015

Identifying children with dyslexia as early as first grade could narrow or even close the achievement gap with typical readers, according to a new study by researchers at the University of California, Davis, and Yale University.

The data indicate that it is no longer acceptable to wait until a child is in third grade or later before undertaking efforts to identify or address dyslexia.
“If the persistent achievement gap between dyslexic and typical readers is to be narrowed, or even closed, reading interventions must be implemented early, when children are still developing the basic foundation for reading acquisition,” said Emilio Ferrer, a UC Davis psychology professor. He is lead author of the article published in The Journal of Pediatrics this month.

Ferrer and his Yale colleagues, Bennett and Sally Shaywitz, report the results of a longitudinal study of reading from first grade to 12th grade and beyond. Compared with typical readers, dyslexic readers had lower reading scores as early as first grade, and their trajectories over time never converge with those of typical readers. These data demonstrate that such differences are not so much a function of increasing disparities over time, but instead reflect marked differences already present in first grade between typical and dyslexic readers.

The authors also conclude that implementing effective reading programs as early as kindergarten or even preschool offers the potential to close the achievement gap.
Related research in early intervention
The study builds on recent studies by UC Davis researchers and others that find that interventions in early reading are available and effective.

Ferrer is among a group of UC Davis faculty who recently received a $3.5 million grant from the U.S. Department of Education to study and implement early reading intervention in schools in Yolo and Sacramento counties, and in Texas.
Additional information:
• Related: $3.5 million grant to UC Davis will help study early reading instruction
• Journal article
Media contact(s):
• Karen Nikos-Rose, UC Davis News Service, (530) 752-6101, kmnikos@ucdavis.edu

Getting a correct early diagnosis of dyslexia, which is a learning disability is crucial to a child’s academic success.

Resources:

From One Teacher to Another
http://dyslexia.yale.edu/1Teacher2Another.html

Dyslexia
http://www.readingrockets.org/helping/questions/dyslexia

Dyslexia and Reading Problems
http://www.med.umich.edu/yourchild/topics/dyslexia.htm

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©                                                                                                                                                                                https://drwilda.com/

Tags: , , , , , , , , , , ,

Penn State study: Ethnic students and students of color underrepresented in special education classes

24 Jun

The University of Michigan Health System has a great guide, Learning Disabilities:

What are learning disabilities (LD)? 

If your child is not doing as well in school as they have the potential to, they may have a learning disability. Having a learning disability means having a normal intelligence but a problem in one or more areas of learning.

A learning disability is a neurobiological disorder; people with LD have brains that learn differently because of differences in brain structure and/or function.  If a person learns differently due to visual, hearing or physical handicaps, mental retardation, emotional disturbance, or environmental, cultural or economic disadvantage, we do not call it a learning disability.

Some people with LD also have attention deficit hyperactivity disorder orADHD.

LDs can affect many different areas:

  • Spoken language—problems in listening and speaking
  • Reading—difficulties decoding or recognizing words or understanding them
  • Written language—problems with writing, spelling, organizing ideas
  • Math—trouble doing arithmetic or understanding basic concepts
  • Reasoning—problems organizing and putting together thoughts
  • Memory—problems remembering facts and instructions
  • Social behavior—difficulties with social judgment, tolerating frustration and making friends
  • Physical coordination—problems with handwriting, manipulating small objects, running and jumping
  • Organization—trouble with managing time and belongings, carrying out a plan
  • Metacognition (thinking about thinking)—problems with knowing, using and monitoring the use of thinking and learning strategies, and learning from mistakes

Why is early diagnosis and treatment so important?

When LDs are not found and treated early on, they tend to snowball.  As kids get more and more behind in school, they may become more and more frustrated, feeling like a failure. Often, self-esteem problems lead to bad behavior and other problems.  High school dropout rates are much higher for students with LDs than for those without [1].   These educational differences, in turn, affect the job and earnings prospects for people with LDs.  When LD is not noticed or not treated, it can cause adult literacy problems.   By identifying LDs early, your child will get the help they need to reach their potential.

How common are learning disabilities?

Educators estimate that between 5 and 10 percent of kids between ages 6 and 17 have learning disabilities [2]. More than half of the kids receiving special education in the United States have LDs [3]. Dyslexia is the most common LD; 80 percent of students with LDs have dyslexia [4].

What causes learning disabilities? 

Because there are lots of kinds of learning disabilities, it is hard to diagnose them and pinpoint the causes. LDs seem to be caused by the brain, but the exact causes are not known. Some risk factors are:

         Heredity

         Low birth weight, prematurity, birth trauma or distress

         Stress before or after birth

         Treatment for cancer or leukemia

         Central nervous system infections

         Severe head injuries

          Chronic medical illnesses, like diabetes or asthma

          Poor nutrition

 LDs are not caused by environmental factors, like cultural differences, or bad teaching.

When your child is diagnosed with a LD, the most important thing is not to look back and try to figure out if something went wrong. Instead, think about moving forward and finding help .http://www.med.umich.edu/yourchild/topics/ld.htm

Once a learning disability has been diagnosed there are steps parents can take to advocate for their child. Scholastic has great advice for parents in the article, Falling Behind With a Learning Disability.http://www.scholastic.com/resources/article/learning-disability/

Schools often test children to determine whether a child has a learning disability. Often parents may want to have an independent evaluation for their child. https://drwilda.com/2012/09/02/survey-most-people-dont-know-what-a-learning-disability-is/

Joy Resmovits reported in the Huffington Post article, More Minority Students Should Be In Special Ed, Study Says:

A study released Wednesday, led by Penn State education professor Paul Morgan, suggests that’s the case. Schools have been identifying too few minority students for placement in special education, he claims — in some cases, by a margin as large as 60 percent.

According to a U.S. Education Department study, in fall 2012, 1.08 million black students and 1.24 million Hispanic students ages 6 to 21 were receiving special education services. Of the 5.7 million total special education students, black students comprised 19 percent and Hispanic students 21.8 percent. That same year, 11.3 percent of black students and 8.2 percent of Hispanic students were placed in special education, compared with 8.2 percent of white students.

Morgan bases his conclusion on the assertion that civil rights activists and educators who say too many minority students are in special education have been relying on simple comparisons.

“If general school age population is 14 percent black, you would expect 14 percent of students who are black would be represented in special education,” Morgan said. “But 19 percent of the special ed population is black. That’s been taken as a disparity.”

This reported disparity led the federal government to mandate monitoring of the percentages of minority students placed in special education. School districts found exceeding expected percentages “due to inappropriate identification” are required to allocate 15 percent of a specific funding stream to reducing that number through early intervention, a program to help kids when they’re younger, instead of putting them in separate educational programs for their entire academic lives.

“Children who are minorities are more likely to be exposed to the risk factors that contribute to having a disability: more likely to be exposed to lead, born into poverty, fetal alcohol syndrome,” Morgan said. “You have to take that into account in terms of understanding who is under- or over-represented in special education. Research has not done that — it has relied on simple unadjusted contrasts….”                                             http://www.huffingtonpost.com/2015/06/24/special-education-minorities_n_7649330.html

See, Minority students are underrepresented in special education        http://www.sciencedaily.com/releases/2015/06/150624100331.htm

Citation:

Minority students are underrepresented in special education

Date:               June 24, 2015

Source:           American Educational Research Association (AERA)

Summary:

A new federally funded study finds that racial, ethnic, and language minority elementary- and middle-school students are less likely than otherwise similar white, English-speaking children to be identified as having disabilities and, as a result, are disproportionately underrepresented in special education. These findings differ from most prior education research and contrast with current federal legislation and policies.

Journal Reference:

  1. L. Morgan, G. Farkas, M. M. Hillemeier, R. Mattison, S. Maczuga, H. Li, M. Cook. Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions. Educational Researcher, 2015; DOI:10.3102/0013189X15591157

Here is the press release from the American Educational Research Association:

For Immediate Release:
June 24, 2015

Contact:
Tony Pals, tpals@aera.net
office: (202) 238-3235
cell: (202) 288-9333
Bridget Jameson, bjameson@aera.net
office: (202) 238-3233

Study Finds Minority Students Are Underrepresented in Special Education
Finding Conflicts with Current Federal Legislation and Policy

WASHINGTON, D.C., June 24, 2015—A new federally funded study finds that racial, ethnic, and language minority elementary- and middle-school students are less likely than otherwise similar white, English-speaking children to be identified as having disabilities and, as a result, are disproportionately underrepresented in special education. These findings differ from most prior education research and contrast with current federal legislation and policies. The study was published online today in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.

Authors Paul L. Morgan of the Pennsylvania State University, George Farkas of University of California, Irvine, and Marianne M. Hillemeier, Richard Mattison, Steve Maczuga, Hui Li, and Michael Cook, all of the Pennsylvania State University, found that racial and ethnic minority children are less likely than otherwise similar white, English-speaking children to be identified as disabled across all five of the surveyed disability conditions—learning disabilities, speech or language impairments, intellectual disabilities, other health impairments, or emotional disturbances—and, so, are less likely to receive potentially beneficial special education services. Language minority children are less likely than otherwise similar children from English-speaking homes to be identified as having learning disabilities or speech or language impairments.

Long-standing and ongoing federal legislation and policymaking has attempted to reduce what has been repeatedly reported to be minority overrepresentation in special education. The U.S. Department of Education is currently considering issuing further compliance monitoring guidelines regarding minority overrepresentation.

“Our findings indicate that federal legislation and policies currently designed to reduce minority over-representation in special education may be misdirected,” said Morgan. “These well-intentioned policies instead may be exacerbating the nation’s education inequities by limiting minority children’s access to potentially beneficial special education and related services to which they may be legally entitled.”

The authors analyzed multiyear longitudinal and nationally representative data from the U.S. Department of Education. The analyses extensively controlled for child-, family-, and state-level variables. These included children’s own academic achievement and behavior, whether they were born with low birth weight, family socioeconomic status and access to health insurance, and their state of residence, among other factors.

“Prior studies have mostly looked at simple, unadjusted comparisons between the general population and the special education population, or differences among minority and non-minority students with controls only at the district or school level,” said Morgan. “Yet these studies have often not accounted for minority children’s greater exposure to factors that increase the risk for disabling conditions. In contrast, our study corrects at the child- and family-levels for minority children’s greater exposure to these risk factors, including the strong predictors of academic achievement or behavior for a school-based disability diagnosis.”

The study’s findings indicated that the underrepresentation of minority children was evident throughout elementary and middle school.

Additional results include:

  • African American children have odds of learning disability identification that are 58 percent lower than those of otherwise similar white children. African American children’s odds of identification for speech or language impairments, intellectual disabilities, health impairments, and emotional disturbances are, respectively, 63 percent, 57 percent, 77 percent, and 64 percent lower than otherwise similar white children.
  • Hispanic children have odds of learning disability, speech or language impairments, or other health impairments that are, respectively, 29 percent, 33 percent, and 73 percent lower than otherwise similar white children.
  • Children from non-English-speaking households have odds of learning disabilities as well as speech or language impairment identification that are, respectively, 28 percent and 40 percent lower than otherwise similar children from English-speaking households.
  • Children from families without health insurance are less likely to be identified as having speech or language impairments.
  • Children from families with lower levels of education and income are less likely to be identified as having other health impairments.

“This underrepresentation may result from teachers, school psychologists, and other education professionals responding differently to white, English-speaking children and their parents,” said Morgan. “Education professionals should be attentive to cultural and language barriers that may keep minority children with disabilities from being appropriately identified and treated.”

“Untreated disabilities increase children’s risk for many adversities, including persistent academic and behavioral difficulties in school,” Morgan said. “As a matter of social justice, we should work to ensure that all children with disabilities, regardless of their race, ethnicity, or language use, receive the care they need.”

Funding Note
Funding for this study was provided by the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Infrastructure support was provided by Penn State’s Population Research Institute through funding from the National Institute of Child Health and Human Development, National Institutes of Health.

About AERA
The American Educational Research Association (AERA) is the largest national professional organization devoted to the scientific study of education. Founded in 1916, AERA advances knowledge about education, encourages scholarly inquiry related to education, and promotes the use of research to improve education and serve the public good. Find AERA on Facebook and Twitter.

http://www.aera.net/Newsroom/NewsReleasesandStatements/StudyFindsMinorityStudentsAreUnderrepresentedinSpecialEducation/tabid/16001/Default.aspx

All Children Have A Right to A Good Basic Education.

Resources:

Early warning signs of a learning disability

http://www.babycenter.com/0_early-warning-signs-of-a-learning-disability_67978.bc

How to know if your child has a learning disability

http://www.washingtonpost.com/lifestyle/advice/how-to-know-if-your-child-has-a-learning-disability/2012/05/08/gIQAvzLvAU_story.html

If You Suspect a Child Has a Learning Disability

http://www.ncld.org/parents-child-disabilities/ld-testing/if-you-suspect-child-has-learning-disability

Learning Disabilities in Children

http://www.helpguide.org/mental/learning_disabilities.htm

Learning Disabilities (LD)

http://nichcy.org/disability/specific/ld

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART ©

http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©

http://drwildareviews.wordpress.com/

Dr. Wilda ©

https://drwilda.com/

Tags: , , , , , , , , , , , , ,

Cincinnati Children’s Hospital Medical Center study: Exposure to pesticide linked to ADHD in boys

17 Jun

Many parents will be presented with a diagnosis of ADHD regarding their child. Yahoo medical reported in the article, Top 10 Myths About ADHD:

Myth #1: Only kids have ADHD.
Although about 10% of kids 5 to 17 years old have been diagnosed with ADHD, at least 4% of adults have it, too — and probably many more, since adult ADHD is often undiagnosed or misdiagnosed. That’s partly because people think only kids get it.

Myth #2: All kids “outgrow” ADHD.
Not nearly always. Up to 70% of children with ADHD continue to have trouble with it in adulthood, which can create relationship problems, money troubles, work strife, and a rocky family life.

Myth #3: Medication is the only treatment for ADHD.
Medication can be useful in managing ADHD symptoms, but it’s not a cure. And it’s not the only treatment. Lifestyle changes, counseling, and behavior modification can significantly improve symptoms as well. Several studies suggest that a combination of ADHD treatments works best.

Myth #4: People who have ADHD are lazy and lack intelligence and willpower.
This is totally not true. In fact, ADHD has nothing to do with intelligence or determination. It’s a neurobehavioral disorder caused by changes in brain chemicals and the way the brain works. It presents unique challenges, but they can be overcome — which many successful people have done. Even Albert Einstein is said to have had symptoms of ADHD.

Myth #5: ADHD isn’t a real disorder.
Not so. Doctors and mental-health professionals agree that ADHD is a biological disorder that can significantly impair functioning. An imbalance in brain chemicals affects brain areas that regulate behavior and emotion. This is what produces ADHD symptoms.

Myth #6: Bad parenting causes ADHD.
Absolutely not! ADHD symptoms are caused by brain-chemical imbalances (see #4 and #5) that make it hard to pay attention and control impulses. Good parenting skills help children deal with their symptoms.

Myth #7: Kids with ADHD are always hyper.
Not always. ADHD comes in three “flavors”: predominantly inattentive; predominantly hyperactive-impulsive; and combined, which is a mix of inattentive and hyperactive-impulsive symptoms. Although kids with hyperactive-impulsive or combined ADHD may be fidgety and restless, kids with inattentive ADHD are not hyper.

Myth #8: Too much TV time causes ADHD.
Not really. But spending excessive amounts of time watching TV or playing video games could trigger the condition in susceptible individuals. And in kids and teens who already have ADHD, spending hours staring at electronic screens may make symptoms worse.

Myth #9: If you can focus on certain things, you don’t have ADHD.
It’s not that simple. Although it’s true that people with ADHD have trouble focusing on things that don’t interest them, there’s a flip side to the disorder. Some people with ADHD get overly absorbed in activities they enjoy. This symptom is called hyperfocus. It can help you be more productive in activities that you like, but you can become so focused that you ignore responsibilities you don’t like.

Myth #10: ADHD is overdiagnosed.
Nope. If anything, ADHD is underdiagnosed and undertreated. Many children with ADHD grow up to be adults with ADHD. The pressures and responsibilities of adulthood often exacerbate ADHD symptoms, leading adults to seek evaluation and help for the first time. Also, parents who have children with ADHD may seek treatment only after recognizing similar symptoms in themselves.
http://shine.yahoo.com/parenting/top-10-myths-about-adhd-2528710.html

 Whether drug or behavior therapy is chosen to treat ADHD depends upon the goals of the parents.

Science Daily reported in Study links exposure to common pesticide with ADHD in boys:

A new study links a commonly used household pesticide with attention deficit hyperactivity disorder (ADHD) in children and young teens.

The study found an association between pyrethroid pesticide exposure and ADHD, particularly in terms of hyperactivity and impulsivity, rather than inattentiveness. The association was stronger in boys than in girls.

The study, led by researchers at Cincinnati Children’s Hospital Medical Center, is published online in the journal Environmental Health.

“Given the growing use of pyrethroid pesticides and the perception that they may represent a safe alternative, our findings may be of considerable public health importance,” says Tanya Froehlich, MD, a developmental pediatrician at Cincinnati Children’s and the study’s corresponding author.

Due to concerns about adverse health consequences, the United States Environmental Protection Agency banned the two most commonly used organophosphate (organic compounds containing phosphorus) pesticides from residential use in 2000-2001. The ban led to the increased use of pyrethroid pesticides, which are now the most commonly used pesticides for residential pest control and public health purposes. They also are used increasingly in agriculture.

Pyrethroids have often been considered a safer choice because they are not as acutely toxic as the banned organophosphates. Animal studies, on the other hand, suggested a heightened vulnerability to the effects of pyrethroid exposure on hyperactivity, impulsivity and abnormalities in the dopamine system in male mice. Dopamine is a neurochemical in the brain thought to be involved in many activities, including those that govern ADHD.

The researchers studied data on 687 children between the ages of 8 and 15. The data came from the 2000-2001 National Health and Nutrition Examination Survey (NHANES), which is a nationally representative sample of the United States population designed to collect information about health.

The 2000-2001 cycle of NHANES was the only cycle of the study that included a diagnostic interview of children’s ADHD symptoms and pyrethroid pesticide biomarkers. Pesticide exposure measurements were collected in a random sample of the urine of half the 8-11 year olds and a third of the 12-15 year olds.

ADHD was determined by meeting criteria on the Diagnosic Interview Schedule for Children, a diagnostic instrument that assesses 34 common psychiatric diagnoses of children and adolescents, or by caregiver report of a prior diagnosis. The DISC is administered by an interviewer…

http://www.sciencedaily.com/releases/2015/06/150601122535.htm

Citation:

Study links exposure to common pesticide with ADHD in boys

Date:              June 1, 2015

Source:           Cincinnati Children’s Hospital Medical Center

Summary:

A new study links a commonly used household pesticide with attention deficit hyperactivity disorder in children and young teens. The study found an association between pyrethroid pesticide exposure and ADHD, particularly in terms of hyperactivity and impulsivity, rather than inattentiveness. The association was stronger in boys than in girls.

Journal Reference:

  1. Melissa Wagner-Schuman, Jason R Richardson, Peggy Auinger, Joseph M Braun, Bruce P Lanphear, Jeffery N Epstein, Kimberly Yolton, Tanya E Froehlich.Association of pyrethroid pesticide exposure with attention-deficit/hyperactivity disorder in a nationally representative sample of U.S. children. Environmental Health, 2015; 14 (1) DOI: 1186/s12940-015-0030-y

Here is the press release from Cincinnati Children’s Hospital Medical Center:

Study Links Exposure to Common Pesticide With ADHD in Boys

Monday, June 01, 2015

A new study links a commonly used household pesticide with attention deficit hyperactivity disorder (ADHD) in children and young teens.

The study found an association between pyrethroid pesticide exposure and ADHD, particularly in terms of hyperactivity and impulsivity, rather than inattentiveness. The association was stronger in boys than in girls.

The study, led by researchers at Cincinnati Children’s Hospital Medical Center, is published online in the journal Environmental Health.

“Given the growing use of pyrethroid pesticides and the perception that they may represent a safe alternative, our findings may be of considerable public health importance,” says Tanya Froehlich, MD, a developmental pediatrician at Cincinnati Children’s and the study’s corresponding author.

Due to concerns about adverse health consequences, the United States Environmental Protection Agency banned the two most commonly used organophosphate (organic compounds containing phosphorus) pesticides from residential use in 2000-2001. The ban led to the increased use of pyrethroid pesticides, which are now the most commonly used pesticides for residential pest control and public health purposes. They also are used increasingly in agriculture.

Pyrethroids have often been considered a safer choice because they are not as acutely toxic as the banned organophosphates. Animal studies, on the other hand, suggested a heightened vulnerability to the effects of pyrethroid exposure on hyperactivity, impulsivity and abnormalities in the dopamine system in male mice. Dopamine is a neurochemical in the brain thought to be involved in many activities, including those that govern ADHD.

The researchers studied data on 687 children between the ages of 8 and 15. The data came from the 2000-2001 National Health and Nutrition Examination Survey (NHANES), which is a nationally representative sample of the United States population designed to collect information about health.

The 2000-2001 cycle of NHANES was the only cycle of the study that included a diagnostic interview of children’s ADHD symptoms and pyrethroid pesticide biomarkers. Pesticide exposure measurements were collected in a random sample of the urine of half the 8-11 year olds and a third of the 12-15 year olds.

ADHD was determined by meeting criteria on the Diagnosic Interview Schedule for Children, a diagnostic instrument that assesses 34 common psychiatric diagnoses of children and adolescents, or by caregiver report of a prior diagnosis. The DISC is administered by an interviewer.

Boys with detectable urinary 3-PBA, a biomarker of exposure to pyrethroids, were three times as likely to have ADHD compared with those without detectable 3-PBA. Hyperactivity and impulsivity increased by 50 percent for every 10-fold increase in 3-PBA levels in boys. Biomarkers were not associated with increased odds of ADHD diagnosis or symptoms in girls.

“Our study assessed pyrethroid exposure using 3-PBA concentrations in a single urine sample,” says Dr. Froehlich. “Given that pyrethroids are non-persistent and rapidly metabolized, measurements over time would provide a more accurate assessment of typical exposure and are recommended in future studies before we can say definitively whether our results have public health ramifications.”

This study was supported by National Institutes of Health grants R01ES015991, R01ES015991-04S1, P30ES005022, K23 MH083881, K24 MH064478, R00 ES020346, and R01ES015517-01A1.

About Cincinnati Children’s

Cincinnati Children’s Hospital Medical Center ranks third in the nation among all Honor Roll hospitals in U.S. News & World Report’s 2014 Best Children’s Hospitals. It is also ranked in the top 10 for all 10 pediatric specialties. Cincinnati Children’s, a non-profit organization, is one of the top three recipients of pediatric research grants from the National Institutes of Health, and a research and teaching affiliate of the University of Cincinnati College of Medicine. The medical center is internationally recognized for improving child health and transforming delivery of care through fully integrated, globally recognized research, education and innovation. Additional information can be found at www.cincinnatichildrens.org. Connect on the Cincinnati Children’s blog, via Facebookand on Twitter.

Contact Information

Jim Feuer, 513-636-4656, Jim.Feuer@cchmc.org

http://www.cincinnatichildrens.org/news/release/2015/study-links-pesticide-ADHD-in-boys-06-01-2015/

If you suspect that your child might have ADHD, you should seek an evaluation from a competent professional who has knowledge of this specialized area of medical practice.

Reference Links:

Edge Foundation ADHD Coaching Study Executive Summary

http://edgefoundation.org/wp-content/uploads/2011/01/Edge-Foundation-ADHD-Coaching-Research-Report.pdf

Edge Foundation ADHD Coaching Study Full Report

http://edgefoundation.org/wp-content/uploads/2011/01/Edge-Foundation-ADHD-Coaching-Research-Report.pdf

ADHD and College Success: A free guide

http://www.edgefoundation.org/howedgehelps/add-2.html

ADHD and Executive Functioning

http://edgefoundation.org/blog/2010/10/08/the-role-of-adhd-and-your-brains-executive-functions/

Executive Function, ADHD and Academic Outcomes

http://www.helpforld.com/efacoutcomes.pdf

Related:

Louisiana study: Fit children score higher on standardized tests

https://drwilda.com/2012/05/08/louisiana-study-fit-children-score-higher-on-standardized-tests/

Studies: ADHD drugs don’t necessarily improve academic performance

https://drwilda.com/2013/07/14/studies-adhd-drugs-dont-necessarily-improve-academic-performance/

ADHD coaching to improve a child’s education outcome

https://drwilda.com/2012/03/31/adhd-coaching-to-improve-a-childs-education-outcome/

An ADHD related disorder: ‘Sluggish Cognitive Tempo’

https://drwilda.com/2014/04/12/an-adhd-related-disorder-sluggish-cognitive-tempo/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©

http://drwildaoldfart.wordpress.com

Dr. Wilda Reviews ©

http://drwildareviews.wordpress.com/

Dr. Wilda ©

https://drwilda.com/

Tags: , , , , , , , , , , , , , ,

Dyslexia is difficult to correctly diagnose

2 Mar

The National Center for Learning Disabilities described dyslexia in What Is Dyslexia?

Dyslexia at a Glance
Dyslexia is the name for specific learning disabilities in reading. Dyslexia is often characterized by difficulties with accurate word recognition, decoding and spelling. Dyslexia may cause problems with reading comprehension and slow down vocabulary growth. Dyslexia may result in poor reading fluency and reading out loud. Dyslexia is neurological and often genetic. Dyslexia is not the result of poor instruction. With the proper support, almost all people with dyslexia can become good readers and writers.
As with other learning disabilities, dyslexia is a lifelong challenge that people are born with. This language processing disorder can hinder reading, writing, spelling and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness. It is also not the result of impaired vision. Children and adults with dyslexia simply have a neurological disorder that causes their brains to process and interpret information differently.
Dyslexia occurs among people of all economic and ethnic backgrounds. Often more than one member of a family has dyslexia. According to the National Institute of Child and Human Development, as many as 15 percent of Americans have major troubles with reading.
Much of what happens in a classroom is based on reading and writing. So it’s important to identify dyslexia as early as possible. Using alternate learning methods, people with dyslexia can achieve success.
http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia

Dyslexia is a neurological and genetic disease.

Medical News Today reported in the article, What Is Dyslexia? What Causes Dyslexia?

Dyslexia is a specific reading disability due to a defect in the brain’s processing of graphic symbols. It is a learning disability that alters the way the brain processes written material. It is typically characterized by difficulties in word recognition, spelling and decoding. People with dyslexia have problems with reading comprehension.
The National Center for Learning Disabilities1 says that dyslexia is a neurological and often genetic condition, and not the result of poor teaching, instruction or upbringing.
Dyslexia is not linked to intelligence.
What is dyslexia?
The problem in dyslexia is a linguistic one, not a visual one. Dyslexia in no way stems from any lack of intelligence. People with severe dyslexia can be brilliant.
Albert Einstein (1879-1955) lived with dyslexia.
The effects of dyslexia, in fact, vary from person to person. The only shared trait among people with dyslexia is that they read at levels significantly lower than typical for people of their age. Dyslexia is different from reading retardation which may reflect mental retardation or cultural deprivation.
According to the University of Michigan Health System, dyslexia is the most common learning disability2. Eighty percent of students with learning disabilities have dyslexia.
The International Dyslexia Association3 estimates that 15% to 20% of the American population have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words.
The National Health Service4, UK, estimates that 4-8% of all schoolchildren in England have some degree of dyslexia.
It is estimated that boys are one-and-a-half to three times more likely to develop dyslexia than girls. http://www.medicalnewstoday.com/articles/186787.php

Since individuals manifest the condition of dyslexia in different ways, a debate is occurring about whether the diagnosis of dyslexia has meaning.

Nick Morrison wrote in the Forbes article, ‘Dyslexia’ Is A Meaningless Label And Should Be Ditched:

For millions of parents, a dyslexia diagnosis that not only unlocks the door to extra help, but also allows them to understand why their child has problems reading. So it is no surprise that a suggestion the term is overused and should be ditched has been greeted with howls of protest.
But once the initial furore has died down, it is worth wondering whether affixing a label makes any real difference. Perhaps we should spend more time making sure children get the help they need than working out whether they fall into a neat category.
The controversy centers on a book co-authored by academics either side of the Atlantic: Julian Elliott, professor of education at Durham University in the U.K., and Elena L. Grigorenko, professor of psychology at Yale in the U.S.
In The Dyslexia Debate, they argue a diagnosis of dyslexia is often highly questionable and the term has become a meaningless catch-all that encompasses a wide variety of problems with reading. In addition, the pair argue that parents are often mistaken if they believe that a diagnosis will mean their children get the help they need…
Amid the sound and fury it is easy to overlook the fact that Elliott is not suggesting that dyslexia itself does not exist.
Studies show that some people do have real and complex problems with decoding text and relating sounds in spoken language to written symbols. These affect about 1-2% of the population and are thought to be caused by one or more of genetic, immunological or nutritional factors. They are also often linked to difficulties in sequencing, putting the numbers, months, days of the week in order, and telling left and right apart, as well as allergies.
Elliott’s argument is that dyslexia is so misused it encompasses virtually any difficulty where there is a discrepancy between reading performance and IQ. Although the numbers involved have not been quantified, an estimated 5-10% of the population are classed as dyslexic.
But far from helping children, a dyslexia diagnosis could get in the way of the targeted support they need. By taking a wide range of difficulties under its umbrella, it makes it harder to find specific solutions for specific problems….. http://www.forbes.com/sites/nickmorrison/2014/02/27/dyslexia-is-a-meaningless-label-and-should-be-ditched/

The diagnosis of dyslexia is complex.

The Mayo Clinic staff wrote in Tests and diagnosis:

There’s no one test that can diagnose dyslexia. Your child’s doctor will consider a number of things, such as:
•Answers to a number of questions. These will likely include questions about your child’s development, education and medical history. The doctor may also want to know about any conditions that run in your child’s family, and may ask if any family members have a learning disability.
•Questionnaires. Your child’s doctor may have your child, family members or teachers answer written questions. Your child may be asked to take tests to identify his or her reading and language abilities.
•Vision, hearing and brain (neurological) tests. These can help determine whether another disorder may be causing or adding to your child’s poor reading ability.
•Psychological testing. The doctor may ask you or your child questions to better understand your child’s psychological state. This can help determine whether social problems, anxiety or depression may be limiting your child’s abilities.
•Testing reading and other academic skills. Your child may take a set of educational tests and have the process and quality of his or her reading skills analyzed by a reading expert. http://www.mayoclinic.org/diseases-conditions/dyslexia/basics/tests-diagnosis/con-20021904

There are certain cues that will lead parents to find a competent physician to examine their child for signs of a learning disability.

Sally Shaywitz, M.D. wrote in the Great Schools article, Should My Child Be Evaluated for Dyslexia?

Clues to Dyslexia in Early Childhood
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for the following problems:
The Preschool Years
• Trouble learning common nursery rhymes such as “Jack and Jill” and “Humpty Dumpty”
• A lack of appreciation of rhymes
• Mispronounced words; persistent baby talk
• Difficulty in learning (and remembering) names of letters
• Failure to know the letters in his own name
Kindergarten and First Grade
• Failure to understand that words come apart; for example, that batboy can be pulled apart into bat and boy, and, later on, that the word bat can be broken down still further and sounded out as: “b” “aaaa” “t”
• Inability to learn to associate letters with sounds, such as being unable to connect the letter b with the “b” sound
• Reading errors that show no connection to the sounds of the letters; for example, the word big is read as goat
• The inability to read common one-syllable words or to sound out even the simplest of words, such as mat, cat, hop, nap
• Complaints about how hard reading is, or running and hiding when it is time to read
• A history of reading problems in parents or siblings.
In addition to the problems of speaking and reading, you should be looking for these indications of strengths in higher-level thinking processes:
• Curiosity
• A great imagination
• The ability to figure things out
• Eager embrace of new ideas
• Getting the gist of things
• A good understanding of new concepts
• Surprising maturity
• A large vocabulary for the age group
• Enjoyment in solving puzzles
• Talent at building models
• Excellent comprehension of stories read or told to him http://www.greatschools.org/special-education/LD-ADHD/845-should-my-child-be-evaluated-for-dyslexia.gs?page=all

Shaywitz’s article is quite extensive and is a good resource for parents. It includes information about possible symptoms from second grade on and symptoms for young adults and adults. The earlier the diagnosis, the better the treatment and more options which are available.

Angela Stevens of the Reading Corner wrote How to Get a Professional Dyslexia Diagnosis:

Another problem that you may encounter even if you do find the proper professional to assist you is that most professionals require that your child is school aged before they will conduct a diagnosis.
Licensed Psychologists:
Licensed psychologists are most commonly suggested for obtaining a dyslexia diagnosis, specifically neuropsychologists. Because neuropsychologists specialize in brain functioning, and dyslexics have a unique wiring in their brain, neuropsychologists can usually offer a proper diagnosis as well as the best additional information for helping your child or loved one with their dyslexia. Another option you may want to pursue is child psychologists.
Medical Doctor:
Contacting your family physician about getting a diagnosis, or where to get a diagnosis could also prove to be effective. Some people offer this as a good approach while others haven’t had success.
Universities:
Another venue you can receive a professional diagnosis from is the speech pathology or special education department of various universities. This option is not widely known, but there are universities that offer this service.
Schools:
There is a surprising amount of controversy surrounding the option of obtaining a dyslexia diagnosis through your child’s school. There are parents that have successfully got their child diagnosed through their school, but there are many more that say schools will not specifically diagnose dyslexia. We have received many calls from parents that are frustrated by their child’s school because it refuses to diagnose dyslexia.
Schools are required by law to test to see if a child is eligible for special education services, but in the case of dyslexia they are often only able to show a “language learning deficit.” This is mostly due to a lack of professional ability, because neuropsychologists are not typically staffed in school. It has become a barrier for parents to receive help, but schools can and often do provide direction on where and how you can get a child diagnosed.
If a school does offer a dyslexia diagnosis, it will most likely not be a professional diagnosis. If the school has a licensed neuropsychologist then the diagnosis will likely be official, however, if they simply perform assessments it may simply be an evaluation and will not be a formal diagnosis.
Eye Doctors:
Eye Doctors sometimes offer a dyslexia diagnosis; however, technically an eye doctor can only test for a visual perception disorder. This disorder is called Irlen Syndrome and often occurs with dyslexia, however, does not dictate that a child or adult truly does have dyslexia.
Dyslexia Centers:
There are many dyslexia centers that assess dyslexia, but unless the assessor is a licensed professional, their diagnosis will not be official.
Because many parents want their child to get a diagnosis before they are school aged, a general assessment may be helpful to help you understand if this may be a problem for your child so you can begin to remediate it as quickly as possible.
Reading Horizons offers a free assessment that although it will not provide you with a professional diagnosis, it is of a professional grade and similar to the assessments used by licensed professionals. It can be found at: http://athome.readinghorizons.com/assessments/dyslexic-assessment-part1.aspx
Also there is a list of dyslexia centers and professionals by state at this website: http://www.iser.com/dyslexia.html http://athome.readinghorizons.com/community/blog/how-to-get-a-professional-dyslexia-diagnosis/

Lifescript Doctor has reviews for doctors all over the country http://www.lifescript.com/doctor-directory/condition/d-dyslexia.aspx?gclid=CPbzja799LwCFZRqfgodGhAAUw&ef_id=UxO40gAABQoDQqAf:20140302231438:s
Getting a correct early diagnosis of dyslexia, which is a learning disability is crucial to a child’s academic success.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Tags: , , , , , , , , , , , , , , , ,

Survey: Most people don’t know what a learning disability is

2 Sep

According to the National Center for Education Statistics, a significant number of children are characterized with learning disabilities:

Students with disabilities

Question:
How many students with disabilities receive services?

Response:

The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates that children and youth ages 3–21 with disabilities be provided a free and appropriate public school education. The overall percentage of public school students being served in programs for those with disabilities decreased between 2003–04 (13.7 percent) and 2008–09 (13.2 percent). However, there were different patterns of change in the percentages served with some specific conditions between 2003–04 and 2008–09. The percentage of children identified as having other health impairments (limited strength, vitality, or alertness due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes) rose from 1.0 to 1.3 percent of total public school enrollment; the percentage with autism rose from 0.3 to 0.7 percent; and the percentage with developmental delays rose from 0.6 to 0.7 percent. The percentage of children with specific learning disabilities declined from 5.8 percent to 5.0 percent of total public school enrollment during this period.

SOURCE: U.S. Department of Education, National Center for Education Statistics (2011). Digest of Education Statistics, 2010 (NCES 2011-015), Chapter 2.

Children 3 to 21 years old served in federally supported programs for the disabled, by type of disability: Selected years, 1976-77 through 2008-09

Type of Disability

1976-77

1980-81

1990-91

1998-99

2000-01

2002-03

2004-05

2005-06

2006-07

2007-081

2008-091

Number served (in thousands)

All disabilities

3,694

4,144

4,710

6,056

6,296

6,523

6,719

6,713

6,686

6,606

6,483

Specific learning disabilities

796

1,462

2,129

2,790

2,868

2,848

2,798

2,735

2,665

2,573

2,476

Speech or language impairments

1,302

1,168

985

1,068

1,409

1,412

1,463

1,468

1,475

1,456

1,426

Intellectual disability

961

830

534

597

624

602

578

556

534

500

478

Emotional disturbance

283

347

389

462

481

485

489

477

464

442

420

Hearing impairments

88

79

58

70

78

78

79

79

80

79

78

Orthopedic impairments

87

58

49

69

83

83

73

71

69

67

70

Other health impairments2

141

98

55

220

303

403

521

570

611

641

659

Visual impairments

38

31

23

26

29

29

29

29

29

29

29

Multiple disabilities

—

68

96

106

133

138

140

141

142

138

130

Deaf-blindness

—

3

1

2

2

2

2

2

2

2

2

Autism

—

—

—

53

94

137

191

223

258

296

336

Traumatic brain injury

—

—

—

13

16

22

24

24

25

25

26

Developmental delay

—

—

—

12

178

283

332

339

333

358

354

Preschool disabled3

†

†

390

568

†

†

†

†

†

†

†

Number served as a percent of total enrollment4

All disabilities

8.3

10.1

11.4

13.0

13.3

13.5

13.8

13.7

13.6

13.4

13.2

Specific learning disabilities

1.8

3.6

5.2

6.0

6.1

5.9

5.7

5.6

5.4

5.2

5.0

Speech or language impairments

2.9

2.9

2.4

2.3

3.0

2.9

3.0

3.0

3.0

3.0

2.9

Intellectual disability

2.2

2.0

1.3

1.3

1.3

1.2

1.2

1.1

1.1

1.0

1.0

Emotional disturbance

0.6

0.8

0.9

1.0

1.0

1.0

1.0

1.0

0.9

0.9

0.9

Hearing impairments

0.2

0.2

0.1

0.2

0.2

0.2

0.2

0.2

0.2

0.2

0.2

Orthopedic impairments

0.2

0.1

0.1

0.1

0.2

0.2

0.2

0.1

0.1

0.1

0.1

Other health impairments2

0.3

0.2

0.1

0.5

0.6

0.8

1.1

1.2

1.2

1.3

1.3

Visual impairments

0.1

0.1

0.1

0.1

0.1

0.1

0.1

0.1

0.1

0.1

0.1

Multiple disabilities

—

0.2

0.2

0.2

0.3

0.3

0.3

0.3

0.3

0.3

0.3

Deaf-blindness

—

#

#

#

#

#

#

#

#

#

#

Autism

—

—

—

0.1

0.2

0.3

0.4

0.5

0.5

0.6

0.7

Traumatic brain injury

—

—

—

#

#

#

#

#

0.1

0.1

0.1

Developmental delay

—

—

—

#

0.4

0.6

0.7

0.7

0.7

0.7

0.7

Preschool disabled3

†

†

0.9

1.2

†

†

†

†

†

†

†

NOTE: Prior to October 1994, children and youth with disabilities were served under Chapter 1 of the Elementary and Secondary Education Act as well as under the Individuals with Disabilities Education Act (IDEA), Part B. Data reported in this table for years prior to 1994–95 include children ages 0–21 served under Chapter 1. Data are for the 50 states and the District of Columbia only. Increases since 1987–88 are due in part to new legislation enacted in fall 1986, which added a mandate for public school special education services for 3- to 5-year-old disabled children. Some data have been revised from previously published figures. Detail may not sum to totals because of rounding. http://nces.ed.gov/fastfacts/display.asp?id=64

Even though many children have learning disabilities, many people don’t understand what a learning disability is.

The National Center for Learning Disabilities reports the results of a survey about learning disabilities:

NCLD’s Survey of Public Perceptions of Learning Disabilities

NCLD collected data from a random sampling of 1,980 adults in the United States, evenly distributed across males and females, via an online survey in August 2012. The sampling is representative of the U.S. population with a margin of error of 4.4 percent.

Twelve percent of the respondents cited having a learning disability, and eight percent of the parents surveyed have a child with a learning disability.

Results reveal the need for more education about the causes, treatments of, and treatments for learning disabilities, and a better understanding of the rights of learning disabled people in the workplace.

General Knowledge about Learning Disabilities

  • Regarding types of learning disabilities, two-thirds of people do not know what dysgraphia, dyscalculia, and dyspraxia are, whereas most people (91%) are familiar with dyslexia.
  • Most people (84%) see learning disabilities as a growing issue in the U.S.
  • Though the following celebrities have spoken publicly about their learning disabilities (LD), one-third of the public does not know about the celebrities’ LD:
    • Whoopi Goldberg
    • Bruce Jenner
    • Anderson Cooper
    • Richard Branson
    • Tommy Hilfiger

Learning Disability Diagnosis, Causes, Treatment

  • Most people (62%) say diagnosing a learning disability is a joint effort between the child’s pediatrician, parent/caregiver, teacher, and school administrator.
  • Learning disabilities are thought to be diagnosed in early schooling. Over half (53%) determined that learning disabilities are diagnosed during grades 1-4, while nearly a quarter (23%) think that they’re diagnosed in kindergarten.
  • Nearly eight in 10 people (76%) correctly say that genetics can cause learning disabilities.
  • Many respondents (43%) wrongly think that learning disabilities are correlated with IQ.
  • Nearly a quarter of respondents (22%) think learning disabilities can be caused by too much time spent watching television;  31% believe a cause is poor diet; 24% believe a cause is childhood vaccinations (none are factors).
  • Over one-third of respondents think that a lack of early childhood parent/teacher involvement can cause a learning disability.
  • People seem a bit unsure about how to treat learning disabilities. Most (83%) say that early intervention can help, but over half incorrectly cite medication and mental health counseling as treatments.
  • Over half of the respondents (55%) wrongly believe that corrective eyewear can treat certain learning disabilities.

Life with a Learning Disability

  • Nearly one-third of people incorrectly think that it is lawful for an employer to ask an interviewee if they have a learning disability.
  • Almost all respondents (90%) know that it is unlawful for an employer to terminate an employee who is found to have a learning disability.
  • It’s generally accepted (84%) that students with learning disabilities deserve individual classroom attention and extra time on tests.
  • Most people (63%) know someone who has a learning disability.
  • Nearly one-third of Americans (30%) admit to making casual jokes about having a learning disability when someone makes a reading, writing, or mathematical mistake.
  • Nearly half of the parents of children with learning disabilities (45%) say that their child has been bullied in the past year.
  • Two-thirds (66%) feel that children with learning disabilities are bullied more than other children.
  • Over a third of parents (37%) say that their child’s school inadequately tests for learning disabilities.
  • Almost two-thirds of parents (64%) say that their child’s school doesn’t provide information on learning disabilities.
  • Some parents of children with learning disabilities (20%) say they’re most comfortable consulting the internet for information regarding their child’s learning disability. However, over two-thirds of parents with children with learning disabilities prefer talking to a teacher (67%) or pediatrician (62%).
  • Most parents of children with learning disabilities (75%) believe they could do more to help their child. http://www.ncld.org/types-learning-disabilities/what-is-ld/survey-executive-summary

See, What’s a Learning Disability, Anyway? Most Americans Confused http://blogs.edweek.org/edweek/speced/2012/08/whats_a_learning_disability_mo.html?intc=es

The University of Michigan Health System has a great guide, Learning Disabilities:

What are learning disabilities (LD)?
If your child is not doing as well in school as they have the potential to, they may have a learning disability. Having a learning disability means having a normal intelligence but a problem in one or more areas of learning.

A learning disability is a neurobiological disorder; people with LD have brains that learn differently because of differences in brain structure and/or function.  If a person learns differently due to visual, hearing or physical handicaps, mental retardation, emotional disturbance, or environmental, cultural or economic disadvantage, we do not call it a learning disability.

Some people with LD also have attention deficit hyperactivity disorder or ADHD.

LDs can affect many different areas:

  • Spoken language—problems in listening and speaking
  • Reading—difficulties decoding or recognizing words or understanding them
  • Written language—problems with writing, spelling, organizing ideas
  • Math—trouble doing arithmetic or understanding basic concepts
  • Reasoning—problems organizing and putting together thoughts
  • Memory—problems remembering facts and instructions
  • Social behavior—difficulties with social judgment, tolerating frustration and making friends
  • Physical coordination—problems with handwriting, manipulating small objects, running and jumping
  • Organization—trouble with managing time and belongings, carrying out a plan
  • Metacognition (thinking about thinking)—problems with knowing, using and monitoring the use of thinking and learning strategies, and learning from mistakes

Why is early diagnosis and treatment so important?
When LDs are not found and treated early on, they tend to snowball.  As kids get more and more behind in school, they may become more and more frustrated, feeling like a failure. Often, self-esteem problems lead to bad behavior and other problems.  High school dropout rates are much higher for students with LDs than for those without [1].   These educational differences, in turn, affect the job and earnings prospects for people with LDs.  When LD is not noticed or not treated, it can cause adult literacy problems.   By identifying LDs early, your child will get the help they need to reach their potential.

How common are learning disabilities?
Educators estimate that between 5 and 10 percent of kids between ages 6 and 17 have learning disabilities [2]. More than half of the kids receiving special education in the United States have LDs [3]. Dyslexia is the most common LD; 80 percent of students with LDs have dyslexia [4].

What causes learning disabilities?
Because there are lots of kinds of learning disabilities, it is hard to diagnose them and pinpoint the causes. LDs seem to be caused by the brain, but the exact causes are not known. Some risk factors are:

  • Heredity
  • Low birth weight, prematurity, birth trauma or distress
  • Stress before or after birth
  • Treatment for cancer or leukemia
  • Central nervous system infections
  • Severe head injuries
  • Chronic medical illnesses, like diabetes or asthma
  • Poor nutrition

LDs are not caused by environmental factors, like cultural differences, or bad teaching.

When your child is diagnosed with a LD, the most important thing is not to look back and try to figure out if something went wrong. Instead, think about moving forward and finding help. http://www.med.umich.edu/yourchild/topics/ld.htm

Once a learning disability has been diagnosed there are steps parents can take to advocate for their child.

Scholastic has great advice for parents in the article, Falling Behind With a Learning Disability:

Kids who are struggling can fall way behind. To identify a potential learning disability, ask yourself:

  • Does your child have uneven skills — performing well in some areas, struggling in others? Success in one area shows he has the intelligence and maturity to read, but he might have a learning disability that prevents him from recognizing word sounds and linking them to letters.

  • Can she decode grade-level texts as well as write simple, coherent sentences? At this age, a child should be reading on her own, as well as writing about what she has read, using accurate spelling. If her progress in acquiring these basic skills is slow, she lacks strategies for reading new words, or she stumbles when confronted with multi-syllable words, you need to find out if this is because of a learning disability.

  • Does he mispronounce long, unfamiliar words? Speech should be fluent. A child who hesitates often, peppering his speech with “ums” and pauses or struggles to retrieve words or respond when asked a question, is sending important clues about a possible learning disability.

  • Does she rely heavily on memorization instead of learning new skills? By 3rd grade, your child should be able to summarize the meaning of a new paragraph she just read, as well as predict what will happen next in the story.

  • Is his handwriting messy, even though he can type rapidly on a keyboard? Misshapen, wobbling handwriting can be a sign that your child is not hearing the sounds of a word correctly, and therefore is unable to write them down.

  • Does she avoid reading for pleasure? And when she does, does she find it exhausting and laborious? This could be a sign of a learning disability.

What to Do

Schedule a conference with your child’s teacher, the school support staff, and your pediatrician to get their perspectives on whether your child has a learning disability. Together, you can decide if your child should be formally evaluated for a learning disability or if other steps can be taken first — perhaps moving him to a smaller class, switching teaching styles, or scheduling one-on-one tutoring or time in the resource room.

Don’t be shy about asking questions: Is your child’s progress within the normal range? Why is he having all this trouble? Should you consult another learning disability specialist (a neurologist, a speech-and-language expert)? Trust your gut. If you’re not getting the answers you need, find someone who can give them to you. Meanwhile, at home:

  • Help your child flourish: She needs to know that you love her no matter what, so put her weaknesses into perspective for her. Empathize with her frustration (remind her of some of your own school difficulties), and reassure her that you’re confident she will learn to deal with it.

  • Focus on what he does right and well: Does he love to paint or play baseball? Make sure he has many opportunities to pursue and succeed in those activities, and let him overhear you tell Grandma how well he played in the last game. Prominently display his trophies or ribbons.

  • Start a folder of all letters, emails, and material related to your child’s education. Include school reports as well as medical exams.

  • Collect samples of your child’s schoolwork that illustrate her strengths as well as her weaknesses.

  • Keep a diary of your observations about your child’s difficulties in and out of school.

  • Help him set up a work area at home as well as the materials he needs to study.

  • Show her how to organize her backpack and how to use a plan book for assignments.

  • Coordinate with teachers so you can practice at home the skills he learns at school.                                                         http://www.scholastic.com/resources/article/learning-disability/

Schools often test children to determine whether a child has a learning disability. Often parents may want to have an independent evaluation for their child.

PBS’ Reading Rockets has great information for parents who want an independent test for their child in the article, Having Your Child Tested for Learning Disabilities Outside of School:

You can find the names of professionals to choose from in local phone books, from a list provided by the school, or from people you know. LD OnLine also lists professionals in its Yellow Pages.

Although you definitely want to work with someone who makes you and your child feel comfortable, that’s not enough. Here are some questions to ask and points to keep in mind when deciding which professional to choose.

Are you licensed or certified?

Many professionals can suspect LD and/or ADHD, but not all of them are licensed or certified to diagnose these disorders.

When you go to a person in private practice (i.e., someone who is not employed by the school system), it’s important to determine if the professional has the needed license to be in private practice and to make the diagnosis of LD or ADHD. Most states require the license of psychologists, psychiatrists, social workers, and lawyers to be in clear view in their offices.

What areas do you specialize in?

Ask the person, “What is your area of expertise?” This could include learning disabilities, ADHD, speech and hearing, legal issues, behavior modification, education, emotional concerns, family counseling, and more. Consider which experience and expertise is most appropriate for your child’s situation.

What age range do you specialize in?

The person could specialize in working with preschoolers, children, adolescents, or adults. It’s important to choose a professional who is used to working with children of your son’s or daughter’s age.

What are your fees?

Ask the person what his or her hourly rate is and how an hour is defined. Some use a 45 or 50 minute hour (this is so they have time to write notes about the session). You may also want to ask whether appointments can be broken up into smaller blocks, what happens if you miss a scheduled appointment, whether there is a sliding fee scale, and if a payment plan can be set up.

Will you accept my insurance or HMO coverage?

Not all professionals will take insurance and not all insurance will pay for the professional’s fee. If money is an issue, you need to know upfront if your insurance or HMO will pay for the professional’s fees and whether the professional will accept your insurance. Also ask if the office will submit bills to the insurance company or if you will need to do so.

Will I get a written report?

If you need a written report for an upcoming meeting with the school, make sure the person will be able to meet your deadline. Determine how long it usually takes to get a written report and whether the cost of the report is included in the estimated charge.

Will you coordinate with the school?

Ask if the person will go to the school for meetings if needed and how that time will be billed. Find out if the person will coordinate the work he or she is doing with your child with what your child’s classroom teacher is doing in school.

What range of services do I need?

Think about whether you need someone to just do testing, whether you need someone who can also work with the school, and whether your child needs a few sessions or many.

What information can I gather to help with the diagnosis?

Look for your child’s school records, work samples, past assessments, and teacher comments, all of which may help the professional gain information on how to assess or help your child.

How should I explain this to my child?

Ask the person for advice on how you can talk to your child about his or her need for testing, counseling, or educational intervention.

Do I want to interview more than one professional to determine the best one for my child’s needs?

Yes. Unless you have a strong recommendation from a close friend or from the school, it is wise to interview more than one person before making a decision.

Related links

For more information about testing for learning disabilities, go to:

To learn to understand and use your child’s test results, go to

http://www.readingrockets.org/article/4529/

Resources:

Early warning signs of a learning disability                          http://www.babycenter.com/0_early-warning-signs-of-a-learning-disability_67978.bc

How to know if your child has a learning disability http://www.washingtonpost.com/lifestyle/advice/how-to-know-if-your-child-has-a-learning-disability/2012/05/08/gIQAvzLvAU_story.html

If You Suspect a Child Has a Learning Disability http://www.ncld.org/parents-child-disabilities/ld-testing/if-you-suspect-child-has-learning-disability

Learning Disabilities in Children                                http://www.helpguide.org/mental/learning_disabilities.htm

Learning Disabilities (LD)                                                       http://nichcy.org/disability/specific/ld

Dr. Wilda says this about that ©

 

Tags: , , , , , , , , , , ,