Learning Disabilities Do Not Go Away, Article Review Example

The article “Learning Disabilities Do Not Go Away: 20- to 25-Year Study of Cognition, Academic Achievement, and Affective Illness” by Morris, Schraufnagel, Chudnow, and Weinberg (2009) looks at the relationship between learning disabilities and affective conditions to intelligence and achievement scores.  The study attempts to provide longitudinal insights into the long term relationships presented.  While the study provides valuable insights, it does not provide enough information due to the limited reach of the study.

Summary of Research Problem

The study is founded upon research questions in the field of learning disabilities (LDs).  The researchers cite the frequency of attention paid to LDs.  However, relevant to the research problem relevant to the study, they argue that too little attention is given towards LDs relative to pediatrics.

The researchers state more specifically to the lack of research given to the course of LDs.  Covering affective illness as well, LDs are not given proper recognition in regards to research over the term of the condition.  The researchers want to identify whether these conditions play a lifelong role in the individual, and to identify methods to treat them more effectively by identifying common tendencies in these conditions over the long term.

Literature Review

The researchers cite difficulties with regards to original definitions related to LDs, as made aware by Bradley (2002).  Relative to definitions given in the 1960s, which is linked to the study itself, the scientific community has a much better understanding of LDs.  They are now not considered to be just a childhood disorder, but incorporating a wide variety of causes, symptoms, treatments, and outcomes as the researchers note.

The researchers also identify with the large body of research performed with regards to elementary school-aged children.  Of particular interest from the researchers seems to be the identification of depression, where it is linked to school performance.  Briefly the researchers also touch upon these symptoms and common effects.  It is also important to note that the researchers identify the growing body of literature of adults with LDs.

The literature review of the researchers seems to hit home with regards to longitudinal studies.  The researchers look at some studies that have produced interesting facts for the researchers, such as in the comorbidity rates for depression and LDs.  However, the researchers admit the unclear nature of the literature in this regard.

Operationalization of Problem

The study builds upon previous tests of applicants.  The study from 1975 tested 227 students from six to sixteen years of age.  They were evaluated according to a number of criteria, and were chosen based on severe specific LDs.  Symptoms of depression and mania were of particular note in the duration of these studies.

Forty of the students from the previous tests were studied within a single day for eight to ten hours (up to two days if need).  Interviews, intellectual and achievement measures, and neurological examinations were utilized by the researchers.  Standard deviations, correlation coefficients, and population means were used to compare outcomes.

Collection of Data

Data was collected based upon these measures previously addressed.  Testing was performed at the Winston School Evaluation and Testing Center.  Similar to the interview conducted originally, the current interviews were used in conjunction with the PAI, HDI, WDSCA, SWLS, and the DIS-IV.  The intellectual and achievement tests were administrated towards WAIS-III, PPVT-III, WRAT-3 Reading Recognition, Spelling, PIAT-R, and WRAT-3 Math Calculation standards.  Data was collecting using these standards, performed primarily by the interviewers engaged in the study.

Summary of Findings

For the most part the findings revealed the consistent nature of the individuals’ original difficulties.  Achievement test scores were highly predictive from the original to current scores.  Math, spelling, and reading were highly correlated from previous to current results.  The researchers note that only reading comprehension did not have “moderate or large correlation coefficient score” (2009).  They were speculated to be explained in regards to deficits in word recall and in reference to the individual’s task at hand.

The study had an even higher history for mood disorder than compared to the original study.  Based on the statistics of the participants, the researchers concluded that affective illness can be recognized in children, two thirds of children will have recurrent episodes of mood disorder as adults, and that all adults with affective illness had symptoms in their childhood.  The conclusions made by the researchers revolved around the link between the life span of such symptoms of children into adulthood.

Flaws in Study

Perhaps the most limiting aspect of the study is seen in regards to the sample size.  Of the original 227 students, the current study only examined forty individuals.  It does not seem as if the conclusions may be stated with much force, based on this.

In addition to the sample size of the study, the scope of the study was not well-defined.  The study examined math, reading, spelling, reading comprehension, and life scores, above general examinations of the individual’s state of being in regards to psychological state.  For such a small study, the scope of the research seems rather large.

When we combine these two factors, it seems hard to draw the comprehensive conclusions that the researchers provide.  In fact, it would seem rather quick to draw such conclusions.  There are quite a number of variables in the study that are addressed.  To link and draw such strong conclusions based on the examination results of forty individuals does not seem appropriate.

It is argued that the study should have used more participants.  Using less than 20% of the original population size does not seem appropriate.  It would be much more logical to undertake a sample size that is more conclusive and thorough.

Using fewer variables would have also been helpful.  In short, the study attempts to look at too many variables in the study.  Perhaps zeroing in on the individual’s mental state and history would be more effective.  Rather, the researchers attempted to address these issues along with others, such as test scores and intelligence examinations.

The researchers also make their final conclusions for the need to better address and treat such individuals.  However, there is no mention of the individual’s treatments and history with regards to mental health disorders that are taken.  Perhaps many of these students did not receive adequate treatment.  Or, seeing as they are from the same school, from which the original examinations are derived, perhaps they have similarities in the way they were treated or helped with their LDs and other conditions.

These factors are all interrelated to the lack of population size and scope of the study.  A better population size would better account for some of these differences.  The scope of the study could have identified and better distinguished the dynamics of a particular issue, if the scope was narrower.

The researchers close the discussion with their thoughts on the matter.  Again they stress the means of treating such individuals, questioning the manner in which individuals are helped in school.  The researchers also question these means, suggesting that LDs are more lifelong in nature.  Additionally, they argue that students should be given accommodation, assistive technologies, and techniques geared towards their weaknesses.

However, the researchers don’t seem to take these standards into consideration.  They don’t seem to account for the individuals in the study, by which they are making these conclusions.  The present data is merely compared to that which was taken 20 to 25 years ago, as the researchers have made clear.

Thus, it becomes clear where the weaknesses lie.  How can the researchers make these conclusions and argue for better means, when we are essentially dealing with individuals that began their difficulties 20 to 25 years ago?  Perhaps we should concentrate on the means of helping individuals with LDs based on present day standards.  It does not seem relevant to compare the results of these past methods and argue for new methods without first comparing or providing insight into newer methods of accommodation.

Contributions of Study

Beyond the difficulties of the study, the researchers have certainly added to the literature of the lasting nature of LDs.  With regards to the original study, the researchers have allowed the original findings to be substantiated.  Certainly with regards to the original population, the researchers have supported the original findings quite well, at least in a general manner.

The study has also identified the importance of emotional stability.  As the researchers note, “stable emotional health is crucial for success” (2009).  As the study found out in regards to the emotional state of the participants, this dynamic is required if individuals are to find progress in the battles related to LDs.

Although the study failed to take into account more recent methods of accommodating such individuals, it has certainly related the need for increased measures.  Students battling with LDs must be treated appropriately.  Schools must take precautions to ensure that students are getting appropriate time to provide measures for them to be successful in their education.  Additionally, psychological support is appropriate, as the researchers have identified.

The researchers have also identified further methods of looking into the dynamics covered in the study.  Certainly the scope of the study was a little too great, especially for the sample size given.  However, these loose connections in which the researchers make need further examination.  For instance, further research could provide insights into why intelligence scores, math scores, or some other aspects are not improving.

The researchers have provided insight into the apparent lasting nature of LDs.  Although it may not be conclusive based on their findings, further research is needed.  While the sample size and scope of the current study may be questioned, the researchers have certainly identified a number of questions to be examined.  New accommodations, treatments, and individual dynamics need to be explored in order to see how the many variables come together in the important presence of LDs.

References

Bradley, Renée, Louis Danielson and Daniel P. Hallahan (2002). Identification of Learning Disabilities: Research to Practice. London: Routledge.

Morris, Mary, Caitlin Schraufnagel, Robert Chudnow, and Warren Weinberg. (2009) “Learning Disabilities Do Not Go Away: 20- to 25-Year Study of Cognition, Academic Achievement, and Affective Illness.” Journal of Child Neurology, 24(3): 323-332.