Special Issue "Dyslexia and Comorbid Disorders: Transdisciplinary Assessment and Treatment"
Deadline for manuscript submissions: closed (15 February 2019).
Dyslexia is the most common learning disability, affecting as many as one in five children with a range of mild, moderate and severe dyslexia. More than 70% of children in 4th grade and 8th grade USA public school settings do not have proficient reading skills. Likewise, dyslexia is highly prevalent in the juvenile justice, high school dropout, teenage suicide and incarcerated adult populations. In addition to the well-established evidence of a speech-language processing basis to developmental dyslexia, there are also reports of sensory motor difficulties, speech-language difficulties, ADHD, executive function difficulties, poor working memory, auditory processing and visual tracking or visual motor integration skill deficits. Recent publications question the utility of comprehensive neuropsychological evaluations that commonly screen for some of these comorbid disorders, if such comprehensive evaluations are used only for diagnosing dyslexia and not for comprehensive treatment planning. Therefore, a better understanding of the presence of co-morbid disorders that may be screened for with comprehensive neuropsychological evaluations and may contribute to treatment resistance are of increasing interest and could assist with comprehensive and transdisciplinary evidence-based interventions for dyslexia.
This Special Issue is interested in identifying established or pilot studies of comprehensive transdisciplinary approaches to the assessment and treatment of dyslexia. By identifying collaborative teams that are cross-trained within the fields of neuropsychology, speech-language pathology, and occupational therapy, then we can begin to determine new models of assessment and treatment that might lead to larger scale studies of a transdisciplinary approach to assessment and treatment and begin establishing comprehensive treatment models and outcomes. A transdisciplinary approach may inform evidence-based recommendations for the early intervention and treatment of dyslexia in young children and guide clinicians, public health researchers and policy makers in their implementation.
The focus of this Special Issue is on how a transdisciplinary approach to assessment and treatment of dyslexia can lead to more comprehensive gains for children in terms of both early intervention/prevention and remediation. Increasing our knowledge of the transdisciplinary features of dyslexia, its assessment and its treatment will assist in developing evidence-based guidelines for children and adolescents.
This issue will include original research, pilot studies, reviews of the relationships between comorbid diagnoses with dyslexia, and theoretical models to guide transdisciplinary assessment and treatment. This can include epidemiological studies of the association between academic, speech–language, sensory motor, and neuropsychological abilities, effectiveness of transdisciplinary early intervention or remediation programs, studies examining factors associated with treatment resistance, and obstacles to implementation of evidence-based practices across a range of age, public school and private school settings.Dr. Tim Conway
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- Learning Disabilities
- Written Expression
- Phonological Alexia
- Charter Schools
- Visual Perception
- Visual Motor Integration
- Auditory Processing
- Psychological Well-being
- Rapid Naming
- Language Disorder
- Executive Functions
- Autism Spectrum Disorder
- Fine Motor Skills
- Speech Sound Disorder