Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder

Abstract

The consideration of intelligence has always been crucial for the diagnosis of specific learning disorders (SLDs). In particular, the hypothesis of a discrepancy between normal to high general intellectual abilities and poor academic achievement has traditionally been stressed (Mercer, Jordan, Allsopp, & Mercer, 1996). However, the traditional view of SLD has been criticized (e.g., Siegel, 1988). First of all, the dimensional distribution of academic and intellectual performances (i.e., a continuum of severity with no break points) has been emphasized, raising doubts on the use of specific cut points (Francis et al., 2005; see also Branum-Martin, Fletcher, & Stuebing, 2013). Another criticism concerns the fact that the discrepancy hypothesis treats intelligence as a unitary construct, contrasting a single, overall measure of intelligence (e.g., the full-scale intelligence quotient [FSIQ]) with achievement measures. However, many formulations of the construct of intelligence suggest that it can be better accounted for by considering different aspects (Carroll, 1993). Particularly in the case of children with SLD, using a battery of intelligence tests can help to detect strengths and weaknesses that could not emerge when a unitary IQ is considered (Giofrè & Cornoldi, 2015). In this respect, the different factor scores obtained using the Wechsler Intelligence Scale for Children-IV (WISC-IV; Wechsler, 2003)-that is, the most widely used tool for assessing children intelligence in the Western countries (Evers et al., 2012)-can be useful. Recent research has shown that the intellectual profile of children with SLD differs from that of typically developing (TD) children. In particular, it has been shown that

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

“…Our results indicate that children with DD can be disentangled into two main clusters. The first is characterized by children with higher IQs, with a PRI generally higher compared with the VCI, consistent with previous observations (Toffalini, Giofrè, & Cornoldi, ). This cluster is also characterized by a striking dissociation of performance—a visual processing weakness coupled with intact phonological processing.…”

Separating math from anxiety: The role of inhibitory mechanisms

“…First, in agreement with previous studies, we found that children with DD failed in a WM task in which they were asked not only to recall, but also to manipulate and process previously presented information Passolunghi & Siegel, 2001;Schuchardt, et al, 2008;Swanson & Sachse-Lee, 2001;Szűcs, 2016). It is also well known that the general cognitive profile of children with specific learning disorders shows impairment in WM and processing speed indexes (Giofrè & Cornoldi, 2015;Toffalini, et al 2017). Additionally, to better understand the role of WM impairments in DD and MA groups, we compared their performances with the combined group (i.e., MA-DD).…”

Using Z and age‐equivalent scores to address WISC‐IV floor effects for children with intellectual disability

“…Calhoun & Mayes ; Toffalini et al . ), with weaknesses especially in working memory and processing, as also suggested by previous research on intellectual disability (e.g. Kail ; Henry et al .…”