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Assessment of Learning Disabilities: DSM-5 and Beyond
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Credit
CE:1.5
Description
This workshop will begin with a brief overview of current scientific knowledge about learning disabilities (LDs) impacting reading, writing, and mathematics, including their etiology, brain bases, neuropsychology, and cross-cultural manifestations. We will review the evidence bearing on various diagnostic models, including age discrepancy, IQ discrepancy, patterns of strengths and weaknesses, and response to intervention. The remainder of the workshop will focus on the implications of this scientific background for individual diagnosis and treatment planning. We will explore common diagnostic quandaries in LD assessment related to severity, specificity, base rates, and etiology and will briefly discuss evidence-based interventions for LDs.
1. Discuss pros and cons of diagnostic models of learning disabilities (LDs), including age discrepancy, IQ discrepancy, patterns of strengths and weaknesses, and response to intervention.
2. Identify universals and cultural constraints in the manifestation of LDs across countries/languages as well as for different demographic groups within this country.
3. Describe the challenges of applying categorical diagnosis to a continuum of academic skill and discuss the implications for cases falling in the “gray area.”
Target Audience: Clinical Neuropsychologists and Neuropsychology Trainees
Instructional Level: Introductory