Özgül Öğrenme Güçlüğünün Kapsamlı Klinik Değerlendirilmesinin Önemi

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Çelik C., Erden G., Tural Hesapçıoğlu S.

TURK PSIKOLOJI DERGISI, cilt.38, sa.91, ss.36-55, 2021 (SSCI, Scopus)

Özet

The Specific Learning Disability (SLD) includes disabilities related to executive functions such as ranking, organization, memory and attention as well as problems experienced in academic fields such as reading, writing, and arithmetic. These problems that arise in various areas reveal that this disorder has a heterogeneous structure. Therefore, a multi-faceted evaluation approach should be inevitable in the clinical evaluation of SLD. The aim of this study is to emphasize the importance of an integrated assessment by using multiple sources in the clinical assessment of children with SLD, and to reveal the predictive power of these sources. The sample of the study consisted of two groups between the ages of 6 and 11 years. The first group included 97 children with SLD, while the second group had 85 children without any clinical diagnosis. The measures used in this research included the following: Specific Learning Disorder Clinical Observation Battery (SLD-CO Battery), Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and Specific Learning Disability Symptom Checklist (MOYA). Independent sample t test analysis were used to compare scores of the two groups and Pearson correlation coefficients were calculated to reveal the relationships between the variables. In order to test the predictive power of the SLD-CO Battery and the MOYA on learning disability, logistic regression analyses were performed. Findings revealed that scores of children with SLD on the SLD-CO Battery, the WISC-IV, and the MOYA significantly differentiated from the same scores of children in the normal sample group. As a result of the logistic regression analysis, subtest scores of reading, writing, and mathematics on the SLD-CO Battery significantly predicted the SLD. The findings of the study suggest that using three scales together in the comprehensive assessment of learning disability would provide guiding information for clinicians.