Learning disorders are missed or inaccurately diagnosed because of pandemic-related educational disruptions and diagnostic criteria unchanged during the pandemic, according to researchers.
diagnosis may only be made when “difficulties in learning and using academic skills must have persisted for at least six months despite intervention and cannot be accounted for by psychosocial adversity or inadequate instruction,” of which there has been plenty during the pandemic. Adherence to this strictstipulation may result in false negatives — the dismissal of legitimate symptoms of learning disabilities due to ongoing psychosocial adversity.
In addition, the authors continued, “some schools have changed their curriculum, making it difficult to discern whether observed learning difficulties and low achievement scores reflect an underlying learning disorder or lack of instruction. This difficulty is confounded if standardized academic assessments use pre-COVID-19 normative data to assess COVID-19 era progress.”
This scenario may lead to false positives — the diagnosis of learning disorders in children whose challenges are better attributed to other underlying causes.be modified to reduce the risk of misdiagnosis. “Without a holistic and integrated approach to diagnosis, psychologists risk failing to identify children who have learning disorders during crucial intervention windows or misattributing the effects of attenuated learning gains due to COVID-19 disruptions to a learning disorder,” they wrote.
Approximately 10% of children and adolescents in the U.S. are diagnosed with a specific learning disorder, which can impair reading , math , or writing .Colvin, M.K., Reesman, J. & Glen, T. . Reforming learning disorder diagnosis following COVID-19 educational disruption.Colvin, M. K. M., Reesman, J. & Glen, T..The impact of COVID-19 related educational disruption on children and adolescents: An interim data summary and commentary on ten considerations for neuropsychological practice.
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