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Are Different Types of Learning Disorder Associated With Distinct Cognitive Functioning Profiles?
Janin Brandenburg1,2, Sina S Huschka1,2, Linda Visser1,2
1Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany.
Frontiers in Psychology
|November 11, 2021
Summary
This study found distinct cognitive profiles in children with learning disorders (LD), supporting the ICD-11 classification over DSM-5. Specific cognitive deficits align with different types of LD, suggesting unique underlying causes.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Neuroscience
Background:
- The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) integrated specific learning disorders (LD) into a single category, challenging previous distinct classifications.
- The International Classification of Diseases, 11th Revision (ICD-11) maintains discrete categories for LD, aligning with the specificity hypothesis of distinct cognitive causes.
- Research is needed to determine if distinct cognitive profiles underlie different types of learning disorders.
Purpose of the Study:
- To investigate the specificity of cognitive strengths and weaknesses in children with various types of learning disorders (LD).
- To examine the consistency between observed LD characteristics and latent cognitive profiles using latent profile analysis (LPA).
- To compare the classification approaches of DSM-5 and ICD-11 regarding learning disorders.
Main Methods:
- Latent profile analysis (LPA) was employed to identify distinct cognitive profiles.
- 302 German third-graders with specific learning disorders (mathematics, reading, or spelling) were assessed.
- A comprehensive battery of domain-specific and domain-general cognitive functioning measures was administered.
Main Results:
- Five distinct cognitive profiles emerged: Comprehensive Cognitive Deficits, Double Deficit in Phonological Awareness and Phonological Short-term Memory, Double Deficit in Phonological Awareness and Naming Speed, Single Deficit in Attention, and no cognitive deficits.
- The type and severity of LD, along with IQ-achievement discrepancy, effectively discriminated between these identified cognitive profiles.
- These findings support the specificity hypothesis of learning disorders.
Conclusions:
- The identified specific associations between learning disorder types and cognitive profiles support the ICD-11 classification system.
- While distinct profiles exist, individual diagnostic assessment remains crucial for accurate identification and intervention.
- The study highlights the importance of considering specific cognitive functioning when diagnosing and understanding learning disorders.
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