Because of #COVID19 educational disruption, it's now hard to tell whether low academic achievement scores are due to lack of instruction or a true learning disorder. So how do we handle diagnosis and keep vulnerable kids from falling through the cracks?
https://twitter.com/NatRevPsych/status/1512068671190945808
1. Integrate clinical history with the science of learning disorders. We know that learning disorders are brain-based developmental conditions that run in families. We also know common risk factors - so we need to ask about them.
2. DSM-5 criteria should be revised to allow for provisional LD diagnoses. During COVID19, many kids haven't had access to 6 months of remediation or uninterrupted academic instruction, and may have faced psychosocial adversity. These factors shouldn't preclude intervention.
3. Psychologists need to advocate for early and aggressive academic intervention for children with developmental delays and those who are impacted by racial and economic disparities.
Thanks @NatRevPsych for publishing this piece and for excellent editing. @TheAACN @NANneuropsych #NeuropsychTwitter
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