Neuropsychological Profiles to Achieve Cultural Justice for Hispanic Children with Specific Learning Disabilities (SLD)

Objective The purpose of this poster is to illustrate the use of a method based on a neuropsychological pattern of strengths and weaknesses (PSW) to identify specific learning disabilities (SLD) in Puerto Rican Hispanic children. The Discrepancy/Consistency Method (D/CM) (Naglieri, 2011; Naglieri & Otero, 2017) helps to identify neuropsychological processes underlying academic difficulties instead of acquired skills, which are determined by culture and language. The D/CM is a reliable approach to evaluate cultural and linguistic minorities. Participants and Method This case series reviewed the records of eight children, between the ages of 6 to 15, diagnosed with SLD. Reviewed neuropsychological data included the Cognitive Assessment System (CAS-2) to assess neuropsychological processes and WJ Bateria-III for academic achievement. All patients were evaluated in a private practice clinic by a neuropsychologist. Results All children performed between low average to below average (impaired) in reading measures. Seven of them also presented low scores in math and writing measures. In terms of neuropsychological processes, the major difficulties were found in successive processing (M = 82; range 69-93), followed by planning (M = 85; range 62-100) and attention (M = 87; range 65-123). Using the D/CM, it was possible to link a clear neuropsychological PSW with their academic difficulties. Conclusions The D/CM permits the attainment of a precise diagnosis to identify SLD in Hispanic children. The identification of PSW is important to provide fair interventions for children from culturally diverse backgrounds – many of who require a reliable and valid method to ascertain proper diagnoses. Federal regulations encourage the use of assessment approaches that include basic psychological measures sans cultural and language discrimination. This case series demonstrates the value of the D/CM as a model to achieve cultural justice and equity in the evaluation and intervention of the Hispanic population. References Naglieri, J. A. (2011). The discrepancy/consistency approach to SLD identification using the PASS theory. Naglieri, J. A., & Otero, T. M. (2017). Essentials of CAS2 assessment. John Wiley & Sons.

Cognitive Processes in ADHD and Asperger’s Disorder: Overlaps and Differences in PASS Profiles

Objective: Many studies report on the usefulness of the evaluation of Executive Functions (EF) in the assessment of participants with ADHD, while others underline how deficits of EF in these participants are not consistent and that the same executive deficits are present in many other disorders, particularly in Asperger’s disorder. Using the Planning Attention Simultaneous Successive (PASS) theory, the present study explores the cognitive profiles of participants with ADHD or Asperger’s disorder and compares the cognitive functioning of these two diagnostic groups. Method: Forty-four children, 24 with a diagnosis of ADHD and 20 with a diagnosis of Asperger’s disorder, participated and their cognitive processes were evaluated with the Cognitive Assessment System. Results: Results underline specific cognitive profiles in ADHD and Asperger’s disorder characterized by weaknesses in planning and attention, but with a diverse level of severity. Conclusion: Implications of the different cognitive profiles of these diagnostic groups are discussed.