Specific Learning Disorder Assignment

Over the years, debates about the specific diagnostic methodologies regarding specific learning disorders have persisted. However, a consensus has been established both in the United States and across the globe, concerning a diagnostic approach that considers a student’s performance across varied standardized tests and their educational experiences. Overall, professionals acknowledge specific learning disorders as being amongst several neurodevelopmental disorders. Thus, psychologists generally recommend the utilization of the DMS-5 test to diagnose the condition (Tannock, n.d.). According to the DMS-G guidelines, it is currently recommended that psychologists who are performing learning disability assessments need to particularize that such disorders that are accompanied with reading impairment (dyslexia), and/or written expression impairment, and/or mathematics impairment (dyscalculia) should be diagnosed through certain parameters (America, Psychological Association, 2014). The first of these parameters involves clinical assessment of the person’s developmental, family, educational and medical history. Secondly, the psychologists need to examine the reports of teacher observations and test scores. Lastly, observations need to be made on how the individual responds to academic interventions Specific Learning Disorder Assignment.

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In addition to the above diagnostic criteria, numerous students suffering from learning disorders are demonstrated to possess processing weaknesses. Specifically, this weakness is characteristic of written expression and reading disorders. As a consequence of this revelation, evidence-based studies dictate that interventions concerning specific learning disorders need to encompass a review of the working memory, orthographic processing, and phonological processing (Frank, 2014). However, the DMS-5 guidelines also states that specific learning disorders may not need diagnosis in the presence of a more plausible explanation concerning the difficulties that a student is experiencing. These explanations could include the existence of an intellectual disability, chronic absenteeism history, lack of proficiency in instructional language, a psychosocial disorder, or failure to receive appropriate intervention and/or instruction (American Psychological Association, 2014). Thus, the specific learning disorder diagnosis is primarily influenced by the DMS-5 guidelines and involves four specific steps.

References

American Psychological Association. (2014). Desk Reference to the Diagnostic Criteria From DSM-5®. , : American Psychiatric Pub.

Frank, Y. (2014). Specific Learning Disabilities. , : Oxford University Press, USA.

Tannock, R. (n.d.). DSM-5 Changes in Diagnostic Criteria for Specific Learning Disabilities (SLD)1: What are the Implications? – International Dyslexia Association. Retrieved from https://dyslexiaida.org/dsm-5-changes-in-diagnostic-criteria-for-specific-learning-disabilities-sld1-what-are-the-implications/ Specific Learning Disorder Assignment.

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