Comparing Math LD Diagnostic Rates Obtained Using LDAC and "DSM-5" Criteria: Implications for the Field

Autor/inn/en	Schroeder, Meadow; Drefs, Michelle A.; Zwiers, Michael
Titel	Comparing Math LD Diagnostic Rates Obtained Using LDAC and "DSM-5" Criteria: Implications for the Field
Quelle	In: Canadian Journal of School Psychology, 35 (2020) 3, S.175-196 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schroeder, Meadow) ORCID (Drefs, Michelle A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573520915366
Schlagwörter	Foreign Countries; Learning Disabilities; Students with Disabilities; Clinical Diagnosis; Disability Identification; Evaluation Criteria; National Standards; Norm Referenced Tests; Intelligence Tests; Children; Low Achievement; Intelligence Quotient; Mathematics Education; Achievement Tests; Mathematics Achievement; Scores; School Psychology; Canada; Wechsler Intelligence Scale for Children; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intelligence test; Intelligenztest; Child; Kind; Kinder; Unterdurchschnittliche Leistung; Intelligenzquotient; Mathematische Bildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulpsychologie; Kanada; WIAT; Eignungsprüfung; Eignungstest
Abstract	Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association's (APA) "Diagnostic and Statistical Manual of Mental Disorders" and the Learning Disabilities Association (LDAC) of Canada's "Official Definition of Learning Disabilities." Several of the more recent changes to the fifth edition of the "DSM" contrast with the LDAC definition, which establishes them as competing diagnostic frameworks. We investigated the frequency of math learning disability identification when both the LDAC and "DSM-5" criteria were modelled and applied to an archived data set (2011-2016). Results support generally similar percentages of math learning disability cases identified when employing LDAC or "DSM-5" criteria; however, the two methods identified a different set of cases. Implications for using "DSM-5" versus LDAC criteria in diagnosing learning disabilities are discussed, including the need to consider adopting a national diagnostic standard. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01