Relationships Between Trait Anxiety, Demographic Variables, and School Adjustment in Students with Specific Learning Disabilities

2015 ◽  
Vol 25 (6) ◽  
pp. 1724-1734 ◽  
Author(s):  
Jamie C. McGovern ◽  
Patricia A. Lowe ◽  
Jennifer M. Hill
Keyword(s):  
Learning Disabilities ◽  
Trait Anxiety ◽  
School Adjustment ◽  
Specific Learning Disabilities ◽  
Demographic Variables ◽  
Specific Learning

scholarly journals School Adjustment: A Case of an Adolescent Diagnosed with Specific Learning Disabilities

2018 ◽  
Vol 06 (04) ◽  
pp. 15-26 ◽  
Author(s):  
Garyfalia Charitaki ◽  
Yiolanda Marasidi ◽  
Spyridon-Georgios Soulis
Keyword(s):  
Learning Disabilities ◽  
School Adjustment ◽  
Specific Learning Disabilities ◽  
Specific Learning

scholarly journals Differential vocational rehabilitation service patterns and outcomes for transition-age youth with specific learning disabilities: Implications in the COVID-19 era

2020 ◽  
pp. 1-12
Author(s):  
Cahit Kaya ◽  
Sharon Hsu ◽  
Phillip D. Rumrill ◽  
Cheryl Hanley-Maxwell ◽  
Fong Chan
Keyword(s):  
Learning Disabilities ◽  
Vocational Rehabilitation ◽  
Multivariate Logistic Regression Analysis ◽  
Employment Outcomes ◽  
Specific Learning Disabilities ◽  
Demographic Variables ◽  
Transition Age Youth ◽  
Related Services ◽  
Transition Age ◽  
Specific Learning

BACKGROUND: It is essential to ensure that youth with specific learning disabilities (SLD) receive an appropriate type and amount of vocational rehabilitation (VR) services to facilitate their entrance to employment and career development. METHODS: In this study, the chi-squared automatic interaction detector (CHAID) analysis and multivariate logistic regression analysis were used to investigate the relationship among demographic variables, VR services, and employment outcomes for transition-age youth with SLD. RESULTS: Results indicated that age, gender, race, educational level, and cash benefits from the Social Security Administration were significant predictors of employment outcomes for transition-age youth with SLD. After controlling for the effects of demographic variables, job and training related services had significant relationships with employment outcomes. Most notably, job placement, occupational/vocational training, and on-the-job support services had the strongest relationships with competitive employment outcomes. CONCLUSION: These findings support the effectiveness of job-related services and supported employment for transition-age youth with SLD. Implications for future research and practice in the wake of the COVID-19 pandemic are discussed.

Inter-Correlations Between Tests Of Intelligence In Students With Learning Disabilities

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
S. Venkatesan ◽  
L. Lokesh
Keyword(s):  
Learning Disabilities ◽  
Test Scores ◽  
Convergent Validity ◽  
Survey Design ◽  
Specific Learning Disabilities ◽  
Demographic Variables ◽  
Single Shot ◽  
Students With Learning Disabilities ◽  
Mental Age ◽  
Specific Learning

Background: Tests of intelligence are a prelude to the diagnosis of specific learning disabilities. This study selected three commonly preferred performance measures, such as the Porteus Maze Test (PMT), Seguin Form Board (SFB), and Gesell Drawing Test (GDT), to examine their inter-correlations. A single-shot correlation survey design was combined with convenience sampling to determine the nature, direction, degree, and extent of co-variance of test scores between the chosen tests for an overall sample of 161 students with specific learning disabilities. The overall trends and concerning personal-demographic variables like age, gender, level of schooling, and type of curriculum, were investigated. For the overall sample (N: 161), the obtained mean SFB mental age of 109.79 (SD: 20.38), GDT mental age of 98.80 (SD: 20.07), and PMT mental age of 103.75 (SD: 29.07) months. The GDT appears to be estimating mental ages less by five points against the PMT, and by twelve points against the SFB in the targeted children. Analysis of inter-correlations between the test scores on pairs for the three tests of intelligence shows moderate to highly significant correlation (p: 0.05) ranging from 0.48 and 0.53, irrespective of which among them is used as anchor test. This means that they all possess good convergent validity for their regular use during clinical practice in the diagnosis of children with learning disabilities.

A national survey of school psychologists’ practices in identifying specific learning disabilities.

2020 ◽  
Vol 35 (2) ◽  
pp. 146-157 ◽  
Author(s):  
Nicholas F. Benson ◽  
Kathrin E. Maki ◽  
Randy G. Floyd ◽  
Tanya L. Eckert ◽  
John H. Kranzler ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
National Survey ◽  
Specific Learning Disabilities ◽  
Specific Learning

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

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