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Stability of arithmetic disability subtypes.

C H Silver1, H D Pennett, J L Black

  • 1Department of Rehabilitation Science, University of Texas Southwestern Medical Center, Dallas 75235-9088, USA.

Journal of Learning Disabilities
|October 27, 2004
PubMed
Summary
This summary is machine-generated.

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Subtypes of children with arithmetic disabilities (AD) show varying stability over time. Pervasive deficits offer stable classifications, while isolated deficits are less consistent, cautioning against single-time point diagnoses.

Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Cross-sectional studies suggest distinct cognitive patterns in children with learning disabilities.
  • Academic subtyping aims to identify specific profiles for targeted interventions.
  • The longitudinal stability of these subtypes is not well understood.

Purpose of the Study:

  • To examine the 19-month stability of academic subtyping classifications in children with arithmetic disabilities (AD).
  • To compare subtype stability across different learning disability identification criteria.
  • To identify factors influencing the consistency of AD subtypes over time.

Main Methods:

  • Longitudinal study of 80 children (ages 9-13) with four subtypes of arithmetic disabilities.

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  • Utilized three distinct criteria for learning disability identification.
  • Assessed academic subtyping classification at two time points, 19 months apart.

    • Main Results:

    • Approximately 50% of the sample retained their AD subtype classification over 19 months.
    • Children with pervasive deficits in arithmetic, reading, and spelling showed the highest subtype stability.
    • Only about one-third of children with other subtypes, including isolated arithmetic deficits, maintained their original classification.

    Conclusions:

    • Academic subtyping classifications for children with arithmetic disabilities can be unstable over time.
    • Pervasive developmental deficits are associated with more stable subtype classifications.
    • Relying on single-time point academic subtyping for diagnosis or intervention planning may be inadvisable.