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| Diagnostic Assessment of Learning Disabilities |
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Scientific specialization and clinical experience in learning disorders and use of culturally appropriate diagnostic tools
Learning disorders is a term frequently visited by parents and educators, although the population prevalence is relatively small (about 2-10% for the U.S.A.). Parents are often bewildered by these issues and do not know whom to turn to for issues of diagnosis and intervention. It is important that the underlying cause of learning problems is accurately diagnosed, in order to arrive to the correct recommendations. The following two factors contribute to an accurate diagnosis:
(a) Selection of appropriate tests to be used for assessment;
(b) Interpretation of test results by a well-trained and experienced psychologist.
(a) Tests
All tests administered should be widely recognized as good assessment tools - in other words should have good psychometric properties. Further, tests should be normed and standardized for the specific population and should be specifically developed for the individual's language and culture. The tests should be administered in the individual's native language. Our office has invested in purchasing measures both from abroad, and from the Greek market of available assessment tools, and has a wide variety of measures that are appropriate for use with both English- and Greek-speaking individuals.
(b) Training and Clinical Expertise
Dr. Vlahou holds a Ph.D. in clinical neuropsychology, she therefore has extensive training in the administration and interpretation of neuropsychological and psychoeducational assessment tools, and in psychometry. She has worked, as a graduate student, for a total of 6-years, at the GSU Regents Center for Learning Disorders - http://www2.gsu.edu/~wwwrld/), and the GSU Psychology Clinic for Therapy, Assessment, & Research (http://www2.gsu.edu/~wwwpsy/clinic.htm), where she was supervised by licensed clinical neuropsychologists. Further, over the course of her clinical residency, she conducted a clinical neuropsychology rotation, and also contributed to the diagnosis and intervention planning in cases of individuals with Attention Deficit/ Hyperactivity Disorder (ADHD) (http://www.mcghealth.org/pediatric-psychiatry/mcgcontentpage.aspx?nd=1858). She teaches an educational seminar for psychology graduates and professionals on Attention Deficit/ Hyperactivity Disorder (ADHD) at the Greek Association for Behavioural and Cognitive Therapy - Macedonia Chapter (http://www.eeespm.gr/content.php?category=6). She has experience teaching clinical neuropsychology at a university level. She is also one of the two psychologists responsible for the assessment and intervention planning for students with learning problems at a large private secondary education institution.
Besides her clinical experience, she has contributed to the development and standardization of several measures for the Greek population. For this purpose she joined efforts with Dr. Mary Kosmidis, Associate Professor, and submitted a grant proposal titled «Development and of Culturally Relevant Neuropsychological Tests for the Greek Population», which was funded by the European Commission with 75,000 euros (Marie Curie International Reintegration Grant, 2009-2011). She also contributed to the development and standardization of Greek tests that have been published (Κοσμίδου, Μ.E., & Βλάχου Χ.Ε. (2010). Ελληνικές δοκιμασίες λεκτικής ευχέρειας: Χορήγηση, βαθμολόγηση, ερμηνεία. Αθήνα: Επιστημονικές Εκδόσεις Παρισιάνου), whereas others are in preparation. She has published articles in peer - reviewed international and national journals on test development for the Greek population, and has also presented her work at several national and international conferences and scientific meetings (also see "Announcements and Actions Archive").
In conclusion, our office combines a strong scientific background and clinical expertise, which has been acquired through years of training in several settings in the U.S.A., with the use of diagnostic tools (tests) that are widely popular, and for which Dr. Vlahou has contributed to their development and standardization for the Greek population by conducting research and obtaining funding from the European Commission.
Factors that could account for difficulties in learning include:
- Learning Disorders
- ADHD
- Communication Disorders
- Developmental Disorders
- Acquired neurological conditions
- Mental retardation
- Psychoemotional distress
- Low motivation
- Inefficient study skills
The procedure for (differential)diagnosis:
A psyceducational assessment is a brief form of a neuropsychological assessment that is specifically targeted at the diagnosis of disorders that interfere with the process of learning. When a child, an adolescent, or an adult presents with low academic performance, or when educators or parents identify difficulties, it is recommended that a psychoeducational assessment is conducted in order to rule our neurological or psychosocial factors. A psychoeducational / neuropsychological assessment is the only scientific method for the diagnosis of learning disorders. During the process, a series of diagnostic tests are administered in order to evaluate the individual's level of intellectual functioning, academic performance, and advanced cognitive abilities, as well as psychoemotional functioning. The process usually requires a minimum of three visits to the office; in the first visit, a detailed clinical intake is conducted, over a second and possibly a third visit the tests are administered. The psychologist then scores the tests and writes a detailed psychoeducational assessment report. In the last visit, feedback is provided as far as performance on the tests administered, and the individual or the parents are provided with a copy of the written report. Recommendations are very important, as guidelines are provided regarding future steps for intervention planning and academic accommodation.
Useful links for Greece:
The society of parents with children who have learning disorders: http://www.dyslexia-goneis.gr/
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