Specific Learning Disorders are neurodevelopmental disorders characterised by persistent difficulties in at least one of three major academic areas: reading, writing, and/or mathematics. The onset of these difficulties is evident during formal schooling years. As a result, most individuals are typically diagnosed in childhood, although it is not uncommon for diagnoses to occur in adulthood. For people with Specific Learning Disorders, the affected academic skills are substantially below those expected for the individual’s age and cause significant problems in school, work, or everyday activities. These problems cannot be explained by low intellectual ability, a lack of education, a visual or hearing impairment, or another disorder.
Approximately 1 in 10 individuals in Australia suffer from Specific Learning Disorders. If not recognised and managed appropriately, problems can occur throughout a person’s life beyond having lower academic achievement. These problems include increased risk of greater psychological distress, poorer overall mental health, leaving school early, and unemployment. Individuals with Specific Learning Disorders can often present with other disorders including Attention-Deficit/Hyperactivity Disorder (ADHD), Anxiety and Depression.
Early intervention is important although it is never too late to get help. Treatment can involve professional learning support, an Individualised Education Program (IEP), classroom and workplace accommodations, and behavioural strategies. Referral to a Speech Therapist or an Occupational Therapist can also be helpful.
Types of Specific Learning Disorders
Reading Disorder (Dyslexia):
Reading Disorder, often referred to as Dyslexia, is the most prevalent of the Specific Learning Disorders. It is indicated by the following symptoms:
- Inaccurate or slow and effortful word reading (e.g., reading single words aloud incorrectly or slowly and hesitantly, frequently guessing words, having difficulty sounding out words).
- Difficulty understanding the meaning of what is read (e.g., may read text accurately but not understand the sequence, relationships, inferences, or deeper meanings of what is read).
Spelling abilities can also be affected in Dyslexia on account of phonetic decoding difficulties.
Disorder of Written Expression (Dysgraphia):
Disorder or Written Expression (Dysgraphia) is characterised by:
- Difficulties with spelling (e.g., may add, omit, or substitute vowels or consonants).
- Difficulties with written expression (e.g., making multiple grammatical or punctuation errors within sentences; employing poor paragraph organisation; written expression of ideas lacks clarity).
Mathematics Disorder (Dyscalculia):
Dyscalculia is indicated by the following symptoms:
- Difficulties mastering number sense, number facts, or calculation (e.g., having poor understanding of numbers, their magnitude, and relationships; counts on fingers to add single-digit numbers instead of recalling the math fact as peers do; gets lost in the midst of arithmetic computation and may switch procedures).
- Difficulties with mathematical reasoning (e.g., having severe difficulty applying mathematical concepts, facts, or procedures to solve quantitative problems).
How can a Psychologist help with Specific Learning Disorders?
Psychologists who have specialist training and experience can provide an assessment for Specific Learning Disorders which will:
- Formally evaluate whether someone meets diagnostic criteria for a Specific Learning Disorder,
- Give a better understanding of a person’s individual cognitive and learning profile,
- Provide recommendations for treatment,
- Offer support for special consideration at school, university or the workplace,
- Treat comorbid problems including anxiety, low self-esteem, attention and executive functioning difficulties.
How are Specific Learning Disorders diagnosed?
At Eastside Psychology Clinic, a careful and thorough approach is taken towards clinical/diagnostic assessments of Specific Learning Disorders for both children and adults. The overall assessment usually takes approximately 3 hours to complete and involves the following:
Clinical interview: During the clinical interview, information is gathered in the following areas: developmental history, behavioural history, medical history, educational history, employment history, social history, and psychiatric history. During this interview, other issues that may account for learning difficulties will be explored to make sure that there are no other underlying factors behind the symptoms.
Formal cognitive testing: A range of standardised psychological tests that measure intellectual abilities (verbal comprehension, visual spatial, fluid reasoning, working memory, and processing speed) will be administered.
In addition, tests of academic functioning measuring reading (word reading accuracy, reading rate or fluency, and reading comprehension), writing (spelling accuracy, grammar and punctuation accuracy, and clarity or organisation of written expression), and mathematics (number sense, memorisation of arithmetic facts, accurate or fluent calculation, and accurate math reasoning) are undertaken.
The most up-to-date assessment tools are used including the Wechsler Intelligence Scale for Children – 5th Edition (WISC-V) or the Wechsler Adult Intelligence Scale – 4th Edition (WAIS-IV) and the Wechsler Individual Achievement Test – 3rd Edition (WIAT-III).
Interpretation and Report: Once the interview and cognitive testing are completed, I will spend time scoring and interpreting the overall assessment results. Reports will be prepared and are usually available in approximately 2-3 weeks from the date of assessment. If you require a report by a specific date or if you need specific forms completed, please let me know at the initial consultation. Reports include detailed information about the results of your assessment and personalised recommendations for treatment (usually 10-12 pages in total length).
To make an enquiry about whether you or someone you know may benefit from a Specific Learning Disorder assessment, please contact me.