L3: DYSLEXIA & DYSCALCULIA Flashcards
(43 cards)
Define false positives in LDs and list negative effects
False positive: incorrectly identifying an individual as at-risk for SLD
Effects:
* Using resources needed for actual at-risk children
* Self-fulfilling prophecy through reduced self-esteem
* Impact on child-teacher interactions
* Stigma associated with lifelong LD diagnosis
In Research:
* Sensitivity = 90% (accuracy of identifying at-risk children)
Define false negatives in LDs and list negative effects
False negative: incorrectly identifying an individual as not at-risk for SLD
Effects:
* Not receiving needed interventions
* Reduced academic achievement
* Self-esteem issues related to academic challenges remain
* Impact on child-parent and child-teacher interactions
In Research:
* Specificity = 85-90% (accuracy of identifying not at-risk children)
Compare preventative RTI approaches with traditional RTI approaches
Timing:
* Preventative RTI: T2/T3 treatments in KG/G1 (earlier)
* Traditional RTI: T2/T3 treatments after G1 (later)
Purpose:
* Preventative RTI: Prevent SLD through early identification and intervention (prevention)
* Traditional RTI: Identify SLD and provide intervention (identification)
Describe the RTI model and its tiers of intervention
RTI: multi-tiered approach to identifying and supporting students with academic difficulties through providing increasing levels of targeted support based on students responses to interventions
* The presence of an SLD is determined based on the (lack of) responsiveness to increasingly intense interventions
* Involved continious monitoring of student progress to determine whether their academic performance improves in response to intervention
Tier 1:
* High-quality general classroom instruction
* Instruction meets the needs of all students (also those experiencing (literary) difficulties)
* Instruction delivered by a trained teacher
** Tier 2:**
* Additional instructions in 1-on-1 or small group settings
** Tier 3:**
* Intensive intervention (usually in special education classroom setting)
Explain the IQ-discrepancy model
SLD is determined based on a significant discrepancy between an individuals IQ scores and scores in another area of academic achiebement
Explain the core deficit in dyslexia
- Phonological awareness: awareness of the connection between visual (letters) and auditory (speech sound) representations of words
- Sound-symbol associations: ability to connect specific sounds to the letters that represent them
- These associations are not automatic in dyslexia, leading to a disturbance in cross-modal integration of letter-speech-sounds (LSS) and reduced reading fluency
Define phonological awareness
Awareness of the connection between visual (letters) and auditory (speech sound) representations of words
Method: 4
Results: 3
Implications: 3
Describe evidence for the effectiveness of the RTI model in identifying and treating early reading difficulties
Study:
* Children identified at at-risk for early reading difficulties (ERD) at the start of KG
Method:
1. Project-based intervention vs school-based comparison group
* Intervention = additional literary instruction in small groups
* Duration of KG school year
2. Continued-risk vs no longer at-risk
* Occured at start of G1 school year
* Continued risk-children continued in the study
3. Project-based intervention vs school-based intervention
* Intervention = one on one tutoring
* Duration of G1 school year
4. Tracking literary performance until G3
* Literary performance was assessed based on standardized assessment of word identification, decoding, and reading comprehension
Results:
* RTI measures more effective in identifying at-risk children compared to IQ-discrepancy measures
* RTI interventions resulted in greater improvements in literary skills than school-based interventions
* Child responses to intervention predicted academic performance and response to intervention at later timepoints
Implications:
* Children at-risk for ERD can be idenfitied by the start of KG
* Early RTI interventions reduced the severity and frequency of long-tearm reading difficulties
* RTI measures are more effective than IQ-discrepancy measures in identifying reading difficulties
Define sound-symbol associations
Ability to connect specific sounds to the letters that represent them
RQ
Method: 2(a,b,c)
Results: 4
Implications: 4
Describe a study which provides evidence for LSS deficits in dyslexia
RQ1: Are LSS integration deficits detectable during initial stages of learning a novel orthography?
RQ2: Do different instructional methods influence LSS learning?
Method:
* Sample: Children with and without dyslexia
1) Children learned 8 LSS correspondences in a novel artificial orthography
* Hebrew letters paired with dutch phonemes
2) Children were allocated to one of three instructional training conditions
a) Explicit Instruction
* Systematic instruction of phonological structure and LSS mappings
* Rule-based training
* No time pressure
b) Implicit Instruction
* Game where children had to match speech-sounds to their corresponding graphemes
* Correct answers would result in success, but incorrect responses would only lower the chance of success
* Time pressure (time restrictions and speed bonuses)
c) Combined Instruction
* Would receive both explicit and implicit instruction in different order
Results:
* No significant differences in basic LSS knowledge between dyslexic and non-dyslexic children
* Dyslexic children made more errors when under time pressure, indicating less flexible/automatic LSS mappings
* Children in conditions which included explicit instruction showed more LSS knowledge
* Dyslexic children showed less fluency regardless of their mastery of LSS mappings
Implications:
* Explicit instruction is necessary
* Implicit instruction is insufficient
* Artificial orthography paradigm can be used for early identification of reading difficulties
* Evidence for LSS binding deficit in dyslexia
3
Explain treatment components of dyslexia
Phonological Awareness
* Creating explicit connections between graphemes and speech sound representations
Reading Fluency
* Practise word and text reading (out loud together, attractive texts
Cross-modal LSS integration
* Adding symbols for speech-sound categories
List exclusion criteria for dyslexia
- Intellectual disability
- Inadequate instruction
- Insufficient language proficiency of instructional language
- Sensory problems
List DSM-V criteria for SLD
- Neurodevelopmental disorder of biological origin manifested in learning difficulties and problems in acquiring academic skills (reading, writing, math) markedly below age level
- Manifested in the early school years (but symptoms might manifest later in life)
- Lasting minimum of 6 months
- Not attributable to intellectual disabilities, developmental disorders, or motor disorders
List DSM-V criteria for dyslexia
- Impairment in reading:
a) Word reading accuracy
b) Reading rate/fluency
c) Reading comprehension - Reading and spelling must be substantially and quantifiably below expected level and must negatively influence academic achievement
Define developmental dyscalculia (DD)
- DD: LD which affects the ability to acquire school-level arithmetic skills
- Occurs when a person has a substantially lower mathematical ability than what is expected for their chronological age, measured intelligence, and age-appropriate education
Distinguish between primary dyscalculia and secondary dyscalculia
- Primary dyscalculia: mathematical deficits that stem from an impaired ability to acquire mathematical skills
- Secondary dyscalculia: mathematical deficits caused by external factors (e.g., poor instruction, low SES, ADHD)
What cognitive impairment is associated with primary dyscalculia?
Cognitive impairment of the ability to represent and process numerical magnitude information
5 points
Describe numerical cognitive deficits in DD
DD is characterized by a deficit in number sense and basic number processing
* Number sense: cognitive mechanism that supports the representation and processing of numerical magnitudes
* Due to people with DD not having automatic activation of numerical magnititude information, there is no automatic activation of semantic numerical representations
* Number sense is impaired due to a poor approximate number system (ANS), which provides rapid and intuitive tense for numbers and their relations
* Numerical Distance Effect: behavioural phenomenon that describes how there is an increase in RT and errors as the distance between numbers decreases when comparing numbers
* Deficits in number sense cause impaired arithmetic fact retrieval, with people with DD continuing to use immature/inefficient procedural strategies
Define number sense
Cognitive mechanism that supports the representation and processing of numerical magnitudes
What system underlies impaired number sense in DD?
Approximate Number System (ANS)
Define Approximate Number System
Approximate Number System: provides raid and intuitive activation of semantic numerical representations
Explain the Numerical Distance Effect
- Numerical Distance Effect: behavioural phenomenon that describes how there is an increase in RT and errors as the distance between numbers decreases when comparing numbers
- Children with DD have a larger NDE than seen in typically developing children
How is arithmetic fact retrieval impaired in DD?
Continue to use inefficient and immature procedural strategies
3
Explain non-numerical deficits in DD
1) WM
* Studies including both primary and secondary DD find a relationship with WM impairments
* Studies including only primary DD find that DD is independent from WM impairments
2) Visuo-spatial Attention
3) Symbolic Numerical Magnitude Processing
* Access Deficit Hypothesis: the central impairment in DD is problems with accessing numerical magnitudes via their symbolic numerical representations
