A Meta-Analytic Review of the Consequences of Stigma and Stereotype Threat for Individuals with Specific Learning Disabilities

2021 ◽  
Author(s):  
Stephanie Haft ◽  
Fumiko Hoeft
Keyword(s):  
Learning Disabilities ◽  
Stereotype Threat ◽  
Psychological Adjustment ◽  
Effect Size ◽  
Academic Outcomes ◽  
Specific Learning Disabilities ◽  
Effect Sizes ◽  
Medium Effect ◽  
Related Stigma ◽  
Specific Learning

Exposure to stigma and stereotype threat has shown detrimental effects on psychological and academic outcomes in numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization because of their SLDs. The purpose of this quantitative meta-analysis is to provide an estimation of the overall relationship between SLD-related stigma and psychological and academic outcomes in individuals with SLDs, as well as examine the overall effect size of SLD-related stereotype threat across studies. A total of seven effect sizes examining SLD stigma and psychological adjustment, two effect sizes examining SLD stigma and academic outcomes, and six effect sizes examining SLD stereotype threat across 13 studies were analyzed. Meta-analytic findings revealed that greater SLD stigma scores had a medium-sized and significant correlation with less optimal psychological adjustment (r=-.39, k=7, p<.0001). SLD stigma showed a weak association with academic outcomes (r=-.06, k=2, p=.59). The estimated mean effect size of stereotype threat manipulations in individuals with SLDs was g=0.49 (k=6, p<.030), reflecting a medium effect and overall poorer performance-related outcomes in conditions of high stereotype threat. Given the small number of studies, moderator analyses were unable to be performed and evidence for publication bias is equivocal. These findings highlight the need for more research on SLD-related stigma and stereotype threat, and suggest that these negative experiences be a target of intervention and support efforts for individuals with SLDs.

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.

Strengths and Difficulties in Children with Specific Learning Disabilities

2021 ◽  
Author(s):  
Ganime Ayar ◽  
Sıddıka Songül Yalçın ◽  
Özge Tanıdır Artan ◽  
Hasan Tahsin Güneş ◽  
Esra Çöp
Keyword(s):  
Learning Disabilities ◽  
Specific Learning Disabilities ◽  
Strengths And Difficulties ◽  
Specific Learning

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

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