Psychologists' Diagnostic Assessments of Adults with Dyslexia: An Australian-Based Survey Study

Autor/inn/en	Sadusky, Andrea; Freeman, Nerelie C.; Berger, Emily; Reupert, Andrea E.
Titel	Psychologists' Diagnostic Assessments of Adults with Dyslexia: An Australian-Based Survey Study
Quelle	In: Educational and Developmental Psychologist, 39 (2022) 2, S.151-160 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sadusky, Andrea) ORCID (Freeman, Nerelie C.) ORCID (Berger, Emily) ORCID (Reupert, Andrea E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2059-0776
DOI	10.1080/20590776.2021.2011202
Schlagwörter	Foreign Countries; Dyslexia; Adults; Psychologists; Clinical Diagnosis; Symptoms (Individual Disorders); Evaluation Methods; Diagnostic Tests; Children; Training; Learning Disabilities; Australia; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Psychologist; Psychologe; Psychologin; Psychiatrische Symptomatik; Diagnostic test; Diagnostischer Test; Child; Kind; Kinder; Ausbildung; Learning handicap; Lernbehinderung; Australien; WIAT; Eignungsprüfung; Eignungstest
Abstract	Objective: This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists' understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic decision-making in assessing adults for dyslexia were identified. Method: An online survey, based on the study aims, was distributed to various professional associations. Participants were 32 registered psychologists in Australia who had assessed adults for dyslexia. Survey responses were analysed using descriptive statistics and non-parametric analyses. Results: Most participants reported: (1) that dyslexia is attributable to deficits in phonological processing and rapid automatized naming, (2) assessing adults for dyslexia involves the administration of Wechsler cognitive and achievement tests, (3) familiarity with test tools, diagnostic criteria, and clinical judgement informed adult-focused dyslexia assessment practices, (4) adults and children are assessed for dyslexia in similar ways, and (5) there is little post-registration training specific to assessing adults for dyslexia. Conclusions: Psychologists extrapolated child-focused dyslexia assessment practices to adults. This may result in a missed dyslexia diagnosis and/or expending unnecessary resources on assessment. There is a need for increased training in developmentally-sensitive methods for assessing adults for dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01