LSI444

CHARACTERISTICS AND DIAGNOSIS OF CHILDREN WITH READING AND LEARNING DISABILITIES

Overview: This course is designed to give the student an understanding of the characteristics of children with reading and learning disabilities, and of the process of diagnostic evaluation, test interpretation and report writing using a computer-generated report form. It is also designed to give some practical experience with selected tests used in diagnosis. Emphasis will be given to the definition of learning disabilities as a means of structuring a diagnostic battery, as well as to the use of case study material to help the student learn to analyze and interpret and write diagnostic results.

Methods of Instruction: lectures, large group discussions, small group discussions and activities, modeling and demonstration, hands on experiences with materials, case studies..

PROGRAM OBJECTIVES:

Interplay Between Theory and Practice

Students will understand human development and the teaching-learning process in both typical and exceptional children.

Students will define and identify characteristics of learning disabilities and understand the multidisciplinary nature of reading and learning disabilities and the implications for diagnosis.

Students will identify individuals needing screening and diagnosis.

Students will be able to choose, administer, score, and interpret evaluation instruments.

Students will understand various theories and approaches to and concepts of learning disabilities. They will understand the importance of general intellectual capacity, achievement, processing abilities and social/emotional and educational factors in diagnosis and remediation.

Students will be able to assess reading and other learning disabilities using case histories, observations, formal and informal measures.

Students will be familiar with the theoretical framework presented in the program, including process task analysis and skills task analysis.

Students will apply the framework in the interpretation of assessment data, derive an accurate learning profile, and develop appropriate educational objectives to foster an integrated approach to learning.

Students will be able to interpret learners' needs to other teachers and parents within the parameters of confidentiality.

Students will be familiar with interdisciplinary concepts in related disciplines (e.g., psychology, medicine) and related professional fields (e.g., education administration, counselors, social workers).

Students will identify educational problems and analyze educational issues.

Multiple Perspectives

Students will understand the complex network of social and cultural context in which educational settings are embedded, and will consider the social and cultural context in which they practice.

Promote Positive Transformation

Students will recognize the explicit and implicit ramifications of special education decision making with regard to diagnosis and placement and its effects on children, parents, teachers, regular education, community, etc.

Students will be aware of the resources (books, journals, other professional literature) to continually broaden their knowledge and expertise.

SPECIFIC COURSE OBJECTIVES:

1. To be able to identify characteristics of learning disabled individuals

2. To be familiar with the rationale and composition of a diagnostic test battery.

3. To be able to administer and score the Woodcock-Johnson Psychoeducational Battery (Part I), the LAC, and Detroit Test of Learning Aptitude and probe for additional diagnostic information.

4. To be able to analyze and interpret data from a test battery.

5. To be able to write a simulated case report using the computer.

Course Requirements:

1. TEST ADMINISTRATION

Woodcock Johnson Psychoeducational Battery Part I (2 complete administrations)
Lindamood Auditory Conceptualization Test (2 administrations)
Detroit Test of Learning Aptitude (selected subtests)(2 administrations)

Protocols must be scored with 100% accuracy, and must be resubmitted until they are correct. A good knowledge of basals and ceilings as well as use of norms tables is required. Review this material from 443.

2. CHARACTERISTICS AND DIAGNOSIS

Readings: Chapters assigned in Developmental Variations and Learning Disorders are listed on the weekly schedule.

Learning Disabilities by Janet Lerner is recommended as a supplementary text. This book is a broad overview of the entire field of learning disabilities and contains much useful information, especially for students with little or no teaching background or experience in the schools. It has also been recommended by former students as a good study guide for the state LD exam. The relevant chapters in the Lerner book for this quarter are 7,8,9. You should at least look at the book and decide if you need to read them. (Last quarter you should have read 1,2,3,6.) Chapter 3 has a good review of all the legal/procedural requirements of testing. The other chapters all have good stuff in them. For example, Chapters 6 and 8 have a discussion of Piagetian theory and its application to LD, which apparently is on the State exam.

3. REPORT WRITING

A diagnostic report, written on the computer, using simulated data (Mike) is continued from 443. This will be due in weekly installments. Feedback will be provided, and each section MAY be revised once. The entire set of assignments, based on the report form on your computer disk, should be compiled into a single document, printed out, along with the final exam.

4. EXAMS

Final (take home). A combination of short and longer essay questions. The exam will include a diagnostic evaluation based on some case study material.

Grades will be based on 200 points. Final 100 points, test protocols 34 points, diagnostic report 56 points.

a. Test adminstration

Test protocols will be graded on accuracy of scoring. One point will be taken off each time the test is resubmitted.

WJPEB - 7 pts
LAC - 4 pts
DTLA - 4 pts

Total possible pts. = 30 points and 4 points if all tests are turned in and returned to you by the last class. Total = 34 pts.

b. Reports

There will be 8 sections due this quarter, 7 points each. Total = 56

c. Exams

Answers will be graded on the basis of accuracy, thoroughness, organization, and integration of ideas.

Letter grades will be based on the percent of total possible points accumulated. In accordance with the DePaul grading policy letter grades will be assigned as follows:

% of total possible points:

  96-100% = A     88-91% = B+      76-79% = C+      64-64% = D+   59% = F

  92-95%  = A-    84-87% = B       72-75% = C       60-63% = D

                  80-83% = B-      68-71% = C-        

WEEKLY SCHEDULE

Week          Topic       Readings Due:




1.   Introduction     

     WJPEB    

2.   Attention                Ch 2

     WJPEB     


3.   Perception               Ch 3

     WJPEB

4.   Memory                   Ch 4

     LAC

5.   Language                 Ch 5

     LAC

6.   Higher Order Cognition   Ch 6

      Motor Output            Ch 7

     Detroit (DTLA-2)
 
7.   Social Skills            Ch 8

     Detroit (DTLA-2)

8.   Reading                  Ch 9

9.   Writing, Spelling        Ch 10

10.  Math                     Ch 11

SCHEDULE FOR DIAGNOSTIC REPORT

These sections of the report can be found on your computer disk report form. One section is due each week.

Due:

2nd week: Receptive Language

3rd week: Expressive Language

4th week: Other Processing Areas

5th week: Reading - Decoding

6th week: Reading - Comprehension

7th week: Written Language

8th week: Math

9th week: Summary

SUPPLEMENTARY READING

In order to provide additional exposure to the THEORETICAL ASPECTS OF THE KNOWLEDGE BASE that supports this program, you are encouraged to read selections relevant to the diagnostic assessment of LD. Readings are all on 1-week reserve in the library.

BOOKS

Carlisle, J & Johnson, D., Assessment of School-Age Children. In L. Silver (Ed). The Assessment of Learning Disabilities.

Chalfant, J., Diagnostic Criteria for Entry and Exit from Service. In L. Silver (Ed). The Assessment of Learning Disabilities

Johnson, D., Principles of Assessment and Diagnosis, In Johnson and Blalock, Adults with Learning Disabilities

Sacks, O. The Man Who Mistook his Wife for a Hat.

Smith, C. Learning Disabilities:Interaction of Learner, Task & Setting
Chapter 6. The Preschooler
Chapter 7. The Elementary Student
Chapter 8. The Secondary Student
Chapter 9. The Adult

Smithermann, C., Attention Deficit Disorder

JOURNALS

Journal of Learning Disabilities

Learning Disability Quarterly

LD Research and Practice

Annals of Dyslexia (formerly Bulletin of the Orton Society)

Intervention in School and Clinic (formerly Academic Therapy)

WEBSITES

http://www.ncld.org/
Website of the National Center for LD. Contains info about LD/ADHD, free and low cost publications, and links to a vast network of resources on topics such as national organizations, legal, college, financial support, literacy, books on tape, etc.

http://www.ldanatl.org/
Website of the Learning Disabilities Association. Lots and lots of info about LD/ADHD, resources, publications, and lots of links.

http://www.fln.vcu.edu/ld/ld.html
Instant Access Treasure Chest. A vast amount of info on LD plus terriffic links on many topics such as assistive technology, ADD, auditory deficits, dyslexia, teaching students with LD, learning styles.

http://miningco.com/
Internet Resources for Special Educators. A searchable website of special education resources. Don't miss this one! Info, tips and strategies, lesson plans, and more.

http://fly.hiwaay.net/%Egarson/learnd.htm
Magic Stream Journal. This is a psychology website that has information about all sorts of emotional disorders but also has a section on disabilities/LD. It has a lot of info and an index of very useful links.

This page last updated January 11, 1998.