Ascertaining educational outcomes after assessment in children with learning disorders
Deborah P Waber1, Ellen C Boiselle2, Jonathan M Girard3
1a Department of Psychiatry and Learning Disabilities Program, Department of Neurology , Boston Children's Hospital , Boston , MA , USA.
The Clinical Neuropsychologist
|October 13, 2016
Summary
An interdisciplinary, neuropsychologically based assessment for learning disorders led to positive school responses and improved special education services for children. Parents found these services highly beneficial, impacting educational outcomes.
Area of Science:
- Neuropsychology
- Educational Psychology
- Child Development
Background:
- Learning disorders significantly impact a child's educational trajectory.
- Comprehensive assessments are crucial for identifying and addressing learning challenges.
- Interdisciplinary approaches can offer a holistic view of a child's needs.
Purpose of the Study:
- To evaluate educational outcomes following an interdisciplinary, neuropsychologically based team assessment for learning disorders.
- To assess school responses, special education services, and parental satisfaction post-assessment.
- To identify factors influencing educational outcomes and service utilization.
Main Methods:
- A survey was administered to parents of 137 children 1-4 years after a comprehensive assessment.
- The survey focused on school responses, changes in special education services, and perceived helpfulness.
- Data were analyzed in relation to demographics, parent satisfaction, and state academic testing performance.
Main Results:
- 78% of parents reported positive school responses, and 70% noted increased or modified special education services.
- 98% of parents deemed the services helpful.
- Lower income correlated with more services; parent satisfaction and academic performance were also significant factors.
Conclusions:
- School response serves as a meaningful outcome measure after neuropsychological evaluations for learning problems.
- Interdisciplinary assessments positively influence educational services and outcomes for children with learning disorders.
- Parental satisfaction and socioeconomic factors play a role in accessing and benefiting from educational support.
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