User talk:Markworthen/sandbox/dyslexia

Notes on edits-to-date
Lede - I'll proofread it, but don't plan any further edits.

Classification - I'll proofread it, but don't plan any further edits. I wonder if this section might fit better before the Diagnosis section, but I have not reviewed what WP:MED has to say about article organization, including headings.

Signs and symptoms - I don't plan any further edits.

Causes & Pathophysiology - Not my bailiwick, so I have not reviewed these sections.

Diagnosis, including Assessment - I've made some edits, but want to review this section in more detail.

Management - I might look at this section, but it will depend on time. I will finish my suggested edits by 12:00 noon (UTC –6) tomorrow (9 Oct 2019).

Prognosis - I do not plan to review this section.

Epidemiology - I do not plan to review this section.

- Mark D Worthen PsyD  (talk)

* Mark, thank you I will be watching for any further adjustments in text/references Ozzie10aaaa (discuss • contribs) 10:35, 9 October 2019 (UTC)

Assessment section notes
These are some preliminary notes I took for the Assessment section. Since they are preliminary notes, I had not yet checked on the reliability and validity of some of the tests: TOPA-2+; PhAB-R; DEST & PREST. In addition, there are no doubt other tests and assessment procedures that I had not yet encountered in my reading. In other words, please know that the notes below are most definitely incomplete and need to be reviewed by an expert in this area. Finally, the references are very incomplete.

Fundamental areas for any child/school/pediatric psych assessment
Screen for vision, hearing, and speech problems. Developmental history, e.g., intrauterine exposure to toxins; chronic medical conditions; head injury; physical or sexual abuse; chaotic or violent home, etc. Family history of learning disorders - especially in biological parents or siblings. Family history of psychiatric illness. Behavior in classroom and at home.

Functional abilities and Tests that measure them
Academic achievement, e.g., WIAT-III or WJ-IV ACH

General cognitive abilities - Wechsler tests, e.g., WPPSI-III or WISC-V.

Orthographic processing - ability to recognize common letter patterns that make up words and to read fluently (smoothly, with inflection, and without frequent delays)

Phonological awareness & processing - CTOPP-2 (Comprehensive Test of Phonological Processing); Test of Phonological Awareness, 2nd ed., Plus (TOPA-2+); Phonological Assessment Battery—Revised (PhAB-R)

Processing speed generally - Wechsler tests, e.g., WPPSI-III or WISC-V.

Rapid automatized naming (RAN) - quickly naming a series of common objects, colors, letters, or numbers. (Related to phonological awareness and processing.) ==> CTOPP-2 (Comprehensive Test of Phonological Processing)

Reading comprehension - York Assessment of Reading Comprehension; WIAT; Woodcock-Johnson.

Screening tests - Dyslexia Early Screening Test, 2nd ed. (DEST-2) and Pre-school Early Screening Test (PREST)

Working memory - Wechsler tests, e.g., WPPSI-III or WISC-V.

Additional Important Assessment methods
Response-to-intervention (RTI) - Advantages of RTI include:
 * Emmphasizes early intervention for prevention or amelioration of long-term adverse consequences.
 * Bigger net to identify and develop interventions plans for children with a variety of learning problems that are due to multiple factors, e.g., poor academic skills due to impoverished learning environment, which leads to better individualized education and treatment planning.
 * Enables in-classroom intervention as opposed to a forced, false dichotomy of regular education vs. special education only.  - Mark D Worthen PsyD   (talk)  20:29, 10 October 2019 (UTC)